Alternative European Educational Approaches: Montessori and Steiner - Essay Example

Alternative European Educational Approaches: Montessori and Steiner Education is considered to be the most valuable treasure that a person could have. Thus, choosing what type of education is also vital. With the ever changing environment, children nowadays require more scientific methods of learning. Parents want their children to learn valuable things that will help their children face the future challenges in life. There are many educational approaches present in today’s time that are specialized and methodological. This paper will discuss two European educational approaches that have been proven effective by years of existence and by multiple studies. Montessori approach and Steiner approach are two educational approaches that teach children. Both came from Europe and teach children in a calm, non-coercive manner. They also provide safe, enticing, and entertaining learning environment to children. Another similarity is both educational approaches respect and believe in the capabilities of children. However, there are differences in the two approaches in terms of curriculum, teaching styles, teachers’ profile, focus of studies, and other aspects. Montessori Approach was developed by Dr. Maria Montessori in the late 19th century. Dr. Montessori coined her Montessori schools as “Children’s Houses”. These “houses” are the schools and facilities that provide well-planned and safe surrounding wherein children can learn and appreciate what they have learned. Moreover, these facilities are deemed to inculcate to every child the values of harmony, concern for the environment, and intercultural appreciation. According to Montessori Centre International, the principles behind Montessori education are grounded on the concepts of liberty and self progress combined with the different practical approaches. In this type of educational approach, children are considered to be able to understand the lessons taught without difficult if they are provided with appropriate activities at the appropriate time. Montessori aims to teach children to be educated and spread peace in the world (Coulter, 1991, p.3). The main goal of the Montessori approach is the natural progress of children of which the dormant physical, mental, and spiritual aspects of human being are brought out and developed based on a meaningful life (Miller, 1997, p. 160). Montessori approach believes in the innate intelligence of children which includes all aspects such as mental, empirical, spiritual (Edwards, 2002). Montessori Method of education focuses on training children in a holistic approach which includes children’s rational capacity, ability to interact to others, physical development, emotional security, and spiritual stability (Montessori Centre International). For these things to develop, Montessori approach deemed children to have innate interest in learning and brings out this interest through creative and enticing materials and methodology. Since the Montessori approach aims to train a child in all aspects, practical skills such as cleaning, dressing up, pouring water from a jug are taught also in Montessori schools. Learning to do thing on their own will boost the morale, independency, and confidence of children (Montessori Centre International) Montessori viewed the growth of a child in recurring triangular wave patterns of 6-years period per cycle. Children are clustered into three-year age bracket in a Montessori school. Edwards said that this clustering facilitates more interaction and close-peer relation of children since their age gap is not far (2002). Children below three years old are considered to be in the state of having unaware spongy minds (Edwards, 2002). They only absorb what they see, hear, feel, taste, and smell without proper recognition. Growing older, children from age three to six are more conscious in their surrounding (Edwards, 2002). In a Montessori school, the first thing that is developed is the sensorial aspect of a child. They uses different materials to develop and enhance all the senses for a child to recognize different colours, sizes, tastes, sounds, textures, and other senses. Knowing and recognizing different senses will trigger the child’s curiosity. The curiosity will elicit the child’s willingness to learn more things. Moreover, developing the senses also teaches the child different words and vocabulary. In Montessori approach, language and literacy are enhanced through the use of phonetic sounds (Montessori Centre International). In terms of mathematics, Montessori Method teaches the child the associations of different things in their surrounding and expressing it in numerical terms (Montessori Centre International). In this stage, their minds are aware but still absorb whatever that is in their surrounding. These two age groups are considered to be the first of the three six-year period of development. In this stage, children explore and learn by absorbing the things in their environment (Edward, 2002). It is more appropriate for a child to learn in a beautiful and safe surrounding because it is more enticing and comfortable to learn in those surroundings. Advancement to the next lessons is dependent on the preparedness of the students (Edwards, 2002). The teachers do not proceed to the next topic unless a student or the small group of students manifest readiness to proceed to the next lesson. The pace of the lesson is relies on the students and not on the teacher; thus teachers should be patient and understanding to the needs of the students. Actively participating and experiencing activities are the main role of the students in a Montessori education (Martin, 2000, p.11). These activities will enhance their holistic being. In learning history and politics, Montessori Method follows the narrow to wide format (Coulter, 1991, p.2). Montessori would teach fairy tales, myth, legends in the early stage and as the students develop, heavier concepts and historical facts are introduced to them. In terms of geography and culture, Montessori uses the opposite. Montessori would teach international geography and culture as early as the first stage. Aside from grouping the students into age brackets, Montessori approach further group the students into their classroom performance and behaviour (Edwards, 2002). Part of Montessori approach is observing the children so that classification or grouping of children will not be erroneous. This grouping lessens the tendency of a student being left behind or being very advance than the rest of the group. The second stage is the period of 6-12 years old. In this stage, students gain a deeper knowledge and have a broader perspective in their environment. Further, students improve their rationality more in this stage. The last stage is the 12-18 year-old period wherein students transform themselves into rational hunter, knowledge explorer, and solution seeker social beings. The teachers build up activities which are age-sensitive and coherent with the principles of Montessori (Martin, 2000, p.11). Instructions and teachers of Montessori approach are temperate, compassionate, sensitive, and has a positive outlook that sees the greatest aspects in all children. Parental support, encouragement, and understanding are also vital in Montessori approach (Martin, 2000, p.11). Waldorf or Steiner approach to education was pioneered and developed by German Rudolf Steiner. In his point of view, an exemplary education reinstates the equilibrium among thoughts, eagerness, and emotions (Edwards, 2002). Furthermore, he believed in the harmony of physical, spiritual, and mental (Edwards, 2002). Learning is non-competitive in this approach (Morrison, 2006, p.5). Students learn together. Steiner school is grounded on the spiritually-based education and on human wisdom (Martin, 2000, p.12). Steiner educates children and hopes that they will be advocate of freedom and liberty and continue the progress of cultures (Coulter, 1991, p.3.). Steiner approach prepare a child in the outside world by developing the child’s intrinsic or self balance through discover of the inner self (Martin, 2000, p12). Steiner viewed the growth of a child an escalating spiral of learning and divided the development into three stages (Edwards, 2002). Each stage is composed of seven-years. During the pre-school stage, ages seven below, children absorb things by mimicking and impersonating. At this stage, creative activities in which the children can easily adapt and learn is important in shaping the children mental, physical, and emotional aspects. These activities should not be interruption as to not to disrupt the learning process of the child. On this stage, the focus of learning should be geared towards self investigation, productive and imaginative activities, spoken stories, song, and vocabulary. Also through the activities given in this stage, children learn to focus and concentrate. The willingness of the children to learn is also developed in this stage; thus, activities should entice their interest and curiosity. A standard schedule is followed during this stage, for instance, afternoons are devoted to learning and mornings are for rest. This will develop the child’s learning habits; he/she will know that a certain portion of the day is full allotted for learning. After the child passed this stage, the second stage follows wherein the age bracket is from seven to 14 years old and the child will now be belonged to a particular group. If in the first stage imitation is the main avenue for learning, for the second stage imagination is the main driver of education (Edwards, 2002). Mentors and teachers on this stage are equipped with planned curriculum that is based on lessons aside from lessons on the textbooks. In this stage, more focus is given to listening and memorization. Students absorb the lessons through listening and observing what the teachers demonstrate or teach via unconventional lectures such as role playing. After which, students build their own learning guides from what they have listened and from their own curious minds. They find their own answers and explanation with the proper guidance of the mentors and teachers. Thus, in this manner, lessons are learned and better absorbed in the minds of the students because it is they who formulized their own lessons and learning. After this stage, students are now more rational and can deep thinkers (Edwards, 2002). They can now grasp abstract concept and uses their reasoning and intellect more. The learning habits they developed in the earlier stages are deemed to be carried in this stage. They are now more focused on specific subject matters of their interest and try to master it. Steiner approach in teaching geography and intercultural relationships follows narrow to wide format (Coulter, p.2) Steiner would begin teaching about local geography and culture in the first stage and slowly introduce international concerns as student progresses. On the other hand, Steiner would start teaching heavy political concepts such as democracy when the students are just starting to be aware about this concepts. Steiner schools are both student-focused and teacher-centred (Martin, 2000, p.12). Students’ needs are addressed and attended in Steiner schools, while it is teacher-centred in a sense that the learning is led and facilitated by the teachers. Moreover, teachers are viewed as role models in Steiner approach (Morrison, 2006, p.5). They create assure the serene and safe learning environment to the children and encourages the children’s imagination and curiosity (Morrison, 2006, p.5). Summary Table Characteristics/Philosophies/ Aspects Montessori Steiner (also known as Waldorf) Founder Dr. Maria Montessori Rudolf Steiner Origin Italy Germany Goal To teach children to be peace advocate To teach children of inner being, freedom, and liberty Main teaching philosophy Practicality Imagination Good education involves Rational, empirical, spiritual Thinking, willing, and feeling Students/children learning development triangular waves of three 6-year episodes Three cycles of ascending spiral pattern of 7-year period Curriculum Dependent on the readiness of the students to proceed; teaches practical life; focuses on sensorial teaching in the early stages Structured and sequenced; students creates their own learning format for better retention of lessons; develops imagination of the students; focuses on imitation and listening in the early stages Teaching approach Present the forms and solutions first and let the students seek who to arrive at the given conclusion Introduce the basic and let the students questions and seek the answers Profile of teachers “actors”, she/he is the role model of the students; encourage curiosity of the students; informative and directive; provides a homelike environment low profile and unobtrusive; main goal is to encourage and boost the morale of the children to learn on their own; Learning environment Learning environment should enable children to explore on their own Learning environment should be enticing and should bring out the curiosity and imagination of the children References ‘About Montessori’, Montessori Centre International, viewed 22 November 2008, . Coulter, DJ 1991, ‘Montessori and Steiner: A Pattern of Reverse Symmetries’, Holistic Education Review, viewed 22 November 2008, Edwards, CP 2002, ‘Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia’, Early Childhood Research and Practice, vol 4, no.1. Martin, RA, 2000, ‘Types of Schools’, Paths of Learning: An Introduction to Educational Alternatives, pp.11-12. Miller, R 1997, What Are Schools For? Holistic Education in American Culture (Third Edition). Brandon, VT: Holistic Education Press, p. 160. Morrison, G, 2006, Early Childhood Education Today, Prentice Hall: USA, pp Woods, P, Martin, A, Woods, G, 2005, Steiner Schools in England, Department of Education and Skills: West England, Research Report RR645. Read More