Montessori

 

Maria Montessori 1870-1952

 

 

Maria Montessori was born at the time of a political difference that caused the merge of Italy. (Isaacs, 2010) Personally I admire Maria Montessori for her sheer determination. She was a credit to women and her country, still achieving and gaining respect even today demonstrating the advanced ideas she had in her time.

She became Professor of Pedagogy at the University of Rome in 1900. (Britton, 1992).The experience and observations made at the psychiatric hospital inspired Maria to research further into the different levels of mental debility and expressed her concern of children, regarded as ‘ idiots’ (Britton, 1992) in the psychiatric hospital. She believed they required more schooling rather than given medication (Isaacs, 2012).

Edouard and Itard’s works with disabled individuals  intrigued Maria (Isaacs, 2010). She took on board their methods and applied her own  which  proved great results, soon drawing a lot of  admiration from parents and colleges worldwide(NNDB, 2012).

In 1906 Maria  established a school for disadvantaged children in a deprived area in San Lorenso. It was named. ‘Casa dei Bambini’ ( Children’s House)

 At this school the initial stages of Montessori’s  schooling of Italy’s children began to take place (Isaacs, 2012) as Maria had ample opportunity to use her theories on typical children, again, proving to be very successful. (Britton, 1992) Montessori believed that a child learns self- sufficiently by hands on learning and experimenting at their own pace within a mixed age group and no structured time scale. She developed resources  meant for a specific learning stage and all furniture are child friendly meeting their physical needs.  (Britton, 1992)

Maria promoted that the first 6 years of a child’s life is the most significant and she was confident in her beliefs to cultivate a child’s progress as a whole (WA, 2008) in a calm, relaxed orderly classroom with children having a clear impression of what is expected of them (Feez, 2010) (Eisenberg, 2013)

 

 

·         The absorbent mind. (0-6 years)

Considered the most important of stages, engrossed and imitates from within their surroundings and promptly gaining verbally. From 3-6 determination and recollection emerging.

·         Childhood (6-12 years)

Achievements are constantly being acquired from society.

·          Adolescence (12-18 years)

Phase of achieving independence. Numerous changes are happening at this period that requires as much attentiveness as the first stage.

·         18+ years

 

(Britton, 1992)

 

 

Areas of Learning

 

Practical- encouraging everyday activities from the home such as wiping tables, polishing shoes, cleaning windows. Reinforcing hand eye coordination and concentration, promoting confidence.

 

Sensorial- Specifically designed resources inspire children to explore and self- correct.

 

Mathematical- Resources scaffold children’s instinct of mathematics in their own pace quietly building confidence to progress.

 

Language-Children’s communication and social skills are encouraged to be displayed with both adults and peers.

 

·         Cultural Exploration of the World Around-Different cultures from around the world are observed and applauded alongside other interests of the children.

(MMS, 2012)

 

 

 

 

 

BRITTON, L. Montessori Play and Learn. London: Vermillion, 1992.

Eisenberg,I. Retrieved 22^nd March 2013 from Bambino Montessori House of Children

https://sites.google.com/site/bamohoc/fourstageofdevelopment

 

 

FEEZ, S. Montessori and Early Childhood. London: Sage, 2010.

ISAACS, B. Bringing the Montessori Approach to your Early Years Practice. Abington: Routledge, 2010.

ISAACS, B. Understanding the Montessori Approach. Abington: Routledge, 2012.

                                                                                                                                

MMS, (2012) Retrieved 22^nd March 2013 from Areas of Learning.

http://www.mariamontessorischools.co.uk/

 

NNDB, (2012) Retrieved 20^th March 2013 from Maria Montessori. http://www.nndb.com/people/189/000108862/

WA, (2008) Learning and Teaching Pedagogy. Cardiff: Welsh Assembly. 

Forest Schools

Forest  Schools

 

‘Forest School’ is a Danish method of educating children in the outdoors (Williams-Siegfredson, 2012), maintaining all National curriculum topics but applied in a first- hand  method rather than theoretical.
Children are given the opportunity to experience positive outdoor education that supports children’s  developmental skills of all ages , particulary  physically emotionally and socially. Forest School is an extended course that runs for around six weeks and children attend on a  weekly basis(Forest Education  Initiative, 2010).

It encompasses an energetic, inspiring, motivating unique learning way of learning(Lamb, 2011), encouraging children to take risks in a controlled ,secure environment that some children may not have the  opportunity. Forest School Wales (2009) states that it is  reassuring to children, enabling  them with the confidence and thinking ability to display concern and security of their contemporaries, hence, assisting with clear emotional, behavioural and social abilities through real-world experiences.

The key roles that an educator of Forest School need to display :

1.    Secure surroundings to enable a child to flourish and succeed  to their ability in an imaginative and inspiring habitat;

2.    To be a good exemplar;

3.    Reinforce/scaffold children socially and emotionally;

4.    Collaborate with parents.

Many theorists viewpoints such as Froebel, Montessori and Piaget are maintained  in regards to the values of the pedagogic exercise through Forest School. The outdoors are regarded as  another classroom, hence the Danish term, ‘learning environment’ representing indoor and outdoor learning, wherever we might be(Williams-Siegfredson).

 

 

 

Useful Websites

http://www.forestry.gov.uk/forestry/infd-77ldzd

http://www.muddyfaces.co.uk/forest_schools.php

http://www.bbc.co.uk/news/education-17283190

 

 

 

References

Forest Schools Initiative (2011) Retrieved 17^th March 2013 from Forest Schools Initiative http://www.foresteducation.org/woodland_learning/forest_schools/

Forest School Wales (2009) Retrieved 8^th March 2013 from Forest School Wales Supporting Forest School provision and learning across Waleshttp://www.forestschoolwales.org.uk/

Lamb, C (2011) A Whole School Approach. In Knight S (2010) Forest School For All (p29-40). London:Sage.

William-Siegfredson, J. (2012), Understanding the Danish Forest School Approach. Abington:Routledge

Play

What is play? (Slade, 1995) concludes ‘one of the greatest gifts of life is to know how to play.’ When I personally think back to my childhood, the happiest times I can recall involves playing with friendsA precise definition is quite difficult to determine .Play is an extremely difficult area which has many depths that contributes to a child’s healthy development (Sheridan, 2011). Space and equipment vary accordingly to budget but a capable practitioner is considered more essential to enable and enhance childrens play opportunities (Brain, 1989).

Play is universal and has been a major role in the classroom environment since Friedrich Froebel(1782-1852) introduced the early nursery 150 years ago (Saracho, 1998).Rudolf Steiner(1861-1925) along with Margaret Lowenfield’s writings in 1930’s contributed to today’s insights of play (Jenkinson, 2001).
 Play enhances, encourages and supports countless benefits such as applying sympathy/ empathy, everyday experiences, self esteem, feeling safe, thus, creativity able to emerge,active and interactive, making choices, promoting and provoking imagination/ communication, cooperation amongst peers, problem solving, social awareness/skills, investigating/exploring, teamwork, risk taking and moral matters, right and wrong.

Bruce (1996) claims that play is a vital tool to equip a child to cope with a grown up, fulfilling, healthy life. Play assists with the heartbreaks and joys of life, giving an awareness of control and happiness and feeling of involvment, being  valued.
Personally, when I think back to my childhood, the happiest times I can recall involves playing with friends and regulary obseve this with my own children.As much as my daughters enjoy day trips, holidays, watching tv and drawing etc..simply  playing with friends is the ultimate enjoyment.

Play is liberating and open to a child to join in at their own level, hence if the child feels comfortable within their environment then learning will take place influencing development.It displays an expertise in a productivity that comes instinctively to a child(Bennett and Henderson,2013). Children absorb and learn more in their first five years  than any other time.

Drawing on my experience of studying for NNEB the author, Mary Sheridan was a big influence towards researching children’s development, hence my reasons for choosing her stages of play, however there are many more such as Piaget, Parten, Dunn and Bruce.
....................................................................................................................................................................

Active- physical with gross motor control.
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Exploratory and manipulative – 3 months+ starts with simple finger play progressing on to manipulating everyday objects with their hands such as such as rattles, dolls blocks. Fine and gross motor skills are constantly improving.
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Imitative – from 7-9 months, able to control body. Using simple language, copying parent/carers vocals. Displays a child’s observations of everyday life often offering a detailed commentary. Happily repeats when rewarded, such as applause.
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Constructive- 18-20 months , has retained previous motor and sensory skills but continuing to comprehend earlier stored information and making use to apply and further their knowledge
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Make-believe- starts just before the age of 2. Children put past experiences and perceptions into practise, expressing feelings, imitating and continually improving socially, emotionally and with communication.

Photograph: My daughter, Mabel, 2 years and 8 months.

Her favourite game whenever we are upstairs is "horsey adventures" with the prop that we use to pull down the attic door.

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Games with rules- 4 years+ Have  already attained a high level of the previous stages for the ability to comprehend the complicated  information involved in co-operative play including turn taking, fair play and maintaining accurate results.

Photograph: my eldest daughter, Letty, 7 years old with her friend, Hannah also 7 years
Both Letty and Hannah are engrossed in their version of 'Got to dance' making their game increasingly harder but having to make 2, 5,18, 20 moves to a song and then copying to see if they remember, keeping a score for each other. Whilst this is going on Mabel, 2 years and Olivia, 2 years 'join' in the game at their level of simply dancing and jumping to the music.

(Sheridan, 2011)

 

There are many useful play links relating to play but have found that the following, ‘Play Wales’ is a good example of supporting  children’s  play:

http://www.playwales.org.uk/eng/

TED TALKS - PLAY STUART BROWN

 

References

 
  

Bennett, V and Henderson, N.,(2013) Young children learning.The importance of play. In Ward, S (2013) 3rd Ed. A Students Guide to Education Studies Abington:Routledge

Brain, J and Martin, M, 1989. Child Care and Health for Nursery Nurses. Cheltenham:Stanley Thornes and Hulton

Bruce, T., 1996. Helping Young Children to Play. London: Hodder and Stoughton.

Jenkinson, S., 2001. The Genius of Play. Bath: Hawthorn Press early years seies.

Saracho, O.N.a.S.B., 1998. Multiple Perspectives on Play in Early Childhood Education. Albany: State of University of New York.

Sheridan, D.M., 2011. Play in Early Childhood From Birth To Six Years. Abington: Routledge.

 

Slade, P., 1995. Child Play its importance for human development. England: Jessica Kingsley.

Bennett, V and Henderson, N.,(2013) Young children learning.The importance of play. In Ward S (2013) 3rd Ed. A Students Guide to Education Studies Abington:Routledge

Foundation Phase

Learning in the early years and how it was applied in other countries such as Norway, England, Denmark, Sweden, Finland and Australia was closely observed by Welsh Government Officials which included Jane Davidson, Education and Lifelong Learning Minister and Shan Richards, appointed expert advisor. (WG, 2003)

Following  this report it was decided that Key Stage 1 would be replaced by The Foundation Phase, it  takes on board a more planned play based approach and  more  emphasis  on speech and language skills as well as incorporating the following seven areas of learning for children:

1. Personal and Social Development, wellbeing  and cultural  diversity.

2. Language, Literacy and Communication Skills

3. Mathematical Development

4. Welsh Language Development

5. Knowledge and Understanding of the World

6. Physical Development

7. Creative Development

(WG, 2008)

 Pilot schemes for the Foundation Phase commenced in September 2004 and the operation of the Foundation Phase officially began:

For 3-5 year olds-1 August 2008

For 5-6 year olds-1 August 2009

For 6-7 year olds- 1 August 2010

 

Children were to spend less time formerly sitting and a  lot  more  involvement  through play, providing and promoting more creation, bilingual experiences and usage of outdoor environment. Observations  made by practitioners to assess and monitor  the children’s progress to be on going, giving a good perspective of further encouragement to direct a child to the next step (Barber, 2010).  A  ratio of 1:8 is  recommended where applicable, obviously depending on the individual schools budget.

Piaget, Vygotsky and  Bruner are a few of many theorists beliefs that support the application of the Foundation Phase in the classroom environment. (WG, 2008) Learning in a safe, secure, nurturing environment promotes the  confidence within a child to discover,experiment, make mistakes and start again whilst having fun.A childs curiousity needs  constant stimulation  and support by the practitioner whom has the knowledge and understanding of when to appropiately step into a situation, enabling the childs development further with opening questions and elaborating on their answers. (WG, 2010)

The Foundation Phase promotes many strengths such as :

·          Play based curriculum

·          Child centred/initiated

·          Broader, holistic more relevant curriculum

·          More focus on teacher observations, more insight to children’s progression/needs

·          Assessment continuum that is linked with National Curriculum at 7

 

The Foundation Phase is a brilliant concept enabling children from 3-7 years with vital all round developmental skills and ideally, prepares practitioners to administer the curriculum with the confidence and knowledge that is needed, however, (Howard, 2010) argues that play based training and knowledge of play and it's importance is not consistent throughout Wales.

Useful link:

http://wales.gov.uk/topics/educationandskills/earlyyearshome/foundation_phase/foundationphasepractitioners/frameworkchildlearning/?lang=en

 

References

Assembly, W.( 2008), Making the most of learning. Cardiff: Welsh Assembly Government.

Barber, J. andPaul Smith, S. (2010), Early Years Observations and Planning in Practice. London: Practical Pre-School Books.

Welsh Government, ( 2003), The Learning Country: The Foundation Phase- 3-7 years (Consultation Document). Cardiff: Welsh Assembly Government.

Welsh Government, (2008), Learning and Teaching Pedagogy. Cardiff: Welsh Assembly Government.

Welsh Government,( 2010), The Learning Country A Paving Document. Cardiff: Welsh Assembly Government.

Howard, J.( 2010), Early years practitioners' perceptions of play. An exploration of theoretical understanding, planning and involvment, confidence and barriers to practice, 27, 4, pp.91-102.