Scope Model versus Montessori Model - Assignment Example

High/ Scope model Versus Montessori Model Name Institutional Affiliation Course Instructor Date PART ONE High Scope Model is a curriculum model that was formed in 1970. The model developed out of the work done by Connie Kamii and Dave Weikart on the Perry Preschool Project. The project was initiated in 1962and it involved mutual working relationship between teachers and children. According to the High Scope Model, teachers spent a few hours every day with children of ages three and four, made home visits on a weekly basis as well as attending staff meetings. The development of the model was based on the idea that early education could minimize chances of failure among high school students living in the poorest regions of Ypsilanti, MI. Basically, the major goals of High scope Model is to facilitate the deployment of learning of children across the globe, right from the infancy stages, and through their adolescence stage. It also aims at supporting and training parents and educators as they assist the children learn. On the other hand, the Montessori Model was developed by Dr. Maria Montessori in 1916. The theory is based on factor that individuality initiates and produces development. Experimentations and observations are the pillars of the model. Other important pillars of the model are: independent learning, competence, and the willingness and ability to embrace the challenges resulting from change. PART TWO Strengths of High/Scope Model The model is based on three essential elements: i. According to the model, children are viewed as active learners whose learning thrives best from the activities they carry out, plan and reflect upon. Children participate actively in selecting, organizing and assessing learning activities. Their activities are observed and guided carefully by the teachers in a learning context. ii. The adults have a role of planning the activities according to the interests of the children, encourage the children so as to facilitate learning and interact positively with the children. iii. It also emphasize on the need to have child-initiated activities for both preschool children and elementary children. This helps in promoting interactive learning approach hence improving the child’s knowledge. Although the model assists children from different backgrounds perform well in school, the greatest strengths of the approach is that it focuses more on the children living in poverty attain success as well as responsibility throughout the stages of their lives (Crosser, 2005). The fact that the model gives a special attention to children ailing from poor backgrounds implies that it can cater for those with special needs too. High Scope Model cuts across all cultures as it tries to bridge the gap between children form rich and poor backgrounds through effective address of their education needs. It is therefore sensitive to the UAE cultural context. Strengths of Montessori Model i. The model has materials for each subject in every major topic right from the infancy to the middle school stages. Sensorial and practical life is the strength of the model which is essential for learning. ii. Given that each child develops their own cycle of learning based on their own interest does not only increases the attention span of the child but it also increase the concentration ability of the child. iii. The evaluation of the model is based on the ability of an individual to master a given work project, which then leads automatically to a more difficult work project. The strategies of the Montessori approach easily accommodate different learning personalities, modalities and levels of abilities. However, the levels of outcome may vary greatly with those of the High Scope Model due to the fact that Montessori Method emphasizes on individual activities. The performance of the students with special needs seem to have been neglected in the model as the modalities and personalities of the children are the driving factor for their learning (McGill-Franzen, 1993). PART THREE The other area discussed by the model is the classroom arrangement. The arrangement of the classroom encourages children to participate in personal, educational and meaningful experiences. Moreover, the organization of a classroom materials and equipment for learning determines the choice. For instance selection of centres for learning by the teacher is dependent on the following considerations which may impact positively on the children; The children’s interests e.g., Kindergarten children are interested in arts, blocks and housekeeping, the opportunities for promotion and reinforcement of learning concepts like language development and spatial relations (Portes, 2005). Touch and manipulation of objects for the purpose of learning are the other factors strongly emphasized by Montessori model. Therefore, there are materials in very learning centre that facilitate learning subjects such as geography and math, language, physical education, science and arts. This practical approach towards learning enables children to master their learning hence improving their performances. PART FOUR Weaknesses of High Scope model The model works best with children with speech delays. This implies that it is only effective for those children with problematic speech delays than those without. Other weaknesses of the model include; limited and expensive online tools for assessment. The approach is very suitable for UAE schools. This is because Arabic language is taught in all UAE schools. The High Scope Model involves art and music implying that children can learn Arabic and even Spanish languages through art and music (Gordon & Browne, 2014). Weaknesses of Montessori Model The major weakness of the model can be assessed in terms of flexibility in its application. Each and the entire school can blend the Montessori Model differently depending on their own interpretation and unique personalities. In the long run, no schools Montessori schools are the same since the philosophy of the model is applied flexibly. Also, the level of quality of each school varies despite the fact that the accreditation process is provided for by the Montessori Foundation. Montessori Foundation also gives its unique procedure giving certification to the Montessori teachers. However, majority of teachers at early childhood levels don’t have the certification, thus hindering effective application of the model (Povell, 2010). Montessori Model would not be appropriate for UAE schools in that it only emphasizes on the need for the students to take learning from an individual perspective. This does not promote uniformity because different children have different learning abilities depending on their intellectual capabilities and their backgrounds. It also implies that only quick learners will benefit from the learning process while the slow learning children will be left behind (Lillard, 2005). In addition, the model has its own procedures regarding accreditation and certification of the early childhood teachers. This phenomenon makes the process of acquiring sufficient teachers to offer Montessori services in United Arab Emirates’ schools tedious and expensive. A good preschool model is one that has no limitations and can be easily applied into the education curriculum of different countries. Conclusion In summary, different models for early childhood education have been formulated based on the respective theories of the constructivists. Both the High Scope and Montessori models aim at promoting learning among children at an early age. However, the two models are suited to different contexts given their approaches in facilitating learning. The High Scope participative approach makes its somehow suitable to all contexts while the Montessori approach will mostly favour children with quick learning ability. The significance of High cope Model is based on its researched approach which was conducted on the Perry Preschool children of between three and four years old. It is best acknowledged for its results on lasting effects on preschool education and curriculum. Therefore, there is need to review the different models of early childhood learning and the philosophies behind their development in order to achieve the most suitable model that can effectively serve the needs of the children, and promote high performance in education. References Crosser, S. (2005). What do we know about early childhood education?: Research based practice. Clifton Park, NY: Thomson Delmar Learning. Gordon, A. M., & Browne, K. W. (2014). Beginnings and beyond: Foundations in early childhood education. Belmont, Calif: Wadsworth, Cengage Learning. Lillard, A. S. (2005). Montessori: The science behind the genius. New York: Oxford University Press. McGill-Franzen, A. (1993). Shaping the preschool agenda: Early literacy, public policy, and professional beliefs. Albany: State University of New York Press. Portes, P. R. (2005). Dismantling educational inequality: A cultural-historical approach to closing the achievement gap. New York [u.a.: Lang. Povell, P. (2010). Montessori comes to America: the leadership of Maria Montessori and Nancy McCormick Rambusch. Lanham, MD: University Press of America. Read More