Beautiful Early Childhood

Wednesday, 16 July 2014

The Similarities and Differences between Waldorf, Reggio Emilia and Montessori approaches

Waldorf, Reggio Emilia and Montessori are three enlightened approaches to early childhood education that have many points in common.

In each approach, children are viewed as active authors of their own development, strongly influenced by natural, dynamic, self-righting forces within themselves, opening the way toward growth and learning. Teachers depend for their work with children on carefully prepared, aesthetically pleasing environments that serve as a pedagogical tool and provide strong messages about the curriculum and about respect for children. Partnering with parents is highly valued in all three approaches, and children are evaluated by means other than traditional tests and grades.

Waldorf Philosophy

This play-based approach is characterized by a predictable structure, providing children with a dependable routine, such as certain days of the week for set activities like baking or gardening, as well as mixed-age classrooms with the same teacher for multiple years. Waldorf does not include media (computers, videos or electronics of any kind) and also does not involve academics, which means no homework, tests, hand-outs or even desks. Children are introduced to formal reading skills in the first grade. The programs are “all-weather” and children spend a lot of time outdoors.

Reggio Emilia Philosophy

Reggio Emilia schools are known for a project-based approach, children learn all about cooperation through the many projects, particularly how to solve problems and resolve conflicts. In a project-based curriculum, lessons are based on the interest of the students. The overall philosophy is that kids are really encouraged to explore and teachers are there to help children explore. Reggio Emilia programs are also known for documenting what children do, taking photos, making videos, writing observations. Then children and teachers can review what they’ve done throughout the year.

Montessori Philosophy

This approach is child-centred, with teachers serving as guides. In the Montessori school, play is a child’s work and there is a focus on academics, the distinguishing feature is that children learn at their own pace, furthermore, there are range of materials and methods to aid them in their development, cognitive and others. Montessori emphasise the importance and connection of all living things, and the need for each person to find meaningful work and his or her own place in the world. Children learn about other cultures, animals, and plants in addition to reading, language, and mathematical skills.

The table below shown the similarities and differences of three approaches

Approaches	The Waldorf (Rudolf Steiner) approach	Reggio Emilia approach	Montessori approach
*Similarities*	Create a comfortable, homelike environment that offers children plenty of opportunities to freely imitate what they see and to indulge in creative.	Children are really encouraged to explore and teachers are there to help children explore and to facilitate the child's learning by planning activities and lessons based on the child's interests.	Encourage a child's sense of independence and according to his/ her interests.
*Differences*	Does not include ICT (computers, videos or electronics of any kind).	Teachers are encouraged actively engaging in the activities alongside the child, instead of sitting back and observing the child learning. Teachers need documenting what children do, taking photos, making videos, writing observations.	Montessori curriculum focuses on five areas:- I. Practical life II. Sensory awareness education III. Language arts IV. Mathematics and geometry V. Cultural subjects

Wednesday, 18 June 2014

John Bowlby - Attachment Theory

Attachment is the strong, affection tie we have with special people in our lives that leads us to feel pleasure and happiness when we interact with them and to be comforted by them during times of stress (Berk, 2003).

John Bowlby (Berk, 2003), was among the first applied the idea of the bonding between infant and caregiver. According to Bowlby, the quality of attachment has implications for the child’s capacity to form trusting relationships. In his theory, babies are born adapted to seek out such attachments not primarily with the aim of being fed and protected but for the feelings of safety and security the attachment brings. Children show a marked preference for intimacy to a small number of adults and these attachments are normal and universal part of human development. Furthermore, in his theory, he found that the quality of attachment to the caregiver has profound implications on the child’s feelings of security and the capacity to form trusting relationships and the purpose of attachment theory is that mothers who are available and responsive to their infant's needs establish a sense of security in their children. The infant knows that the caregiver is dependable, which creates a secure base for the child to then explore the world.

However, in John Bowlby’s theory, the limitation of "model attachment" is based on behaviors that occur during momentary separations (stressful situations) rather than during non-stressful situations. Behaviors directed towards the attachment figure during departing and reunion times cannot be the only factors used when defining attachment. Moreover, how children and mothers interact together and not stressed shows more of how the attachment model works than how the child acts when the mother leaves and then returns.

Another limitation with the attachment model is that the list of attachment behaviors is limited to those that occur with the primary attachment figure, typically the mother. Children have attachments to other people other than their mothers, but they do not show this attachment in the same way(Field, 1996). For example, children may cry or follow their mother when they are getting ready to leave them, but for a sibling or peer they may just become fussy or unhappy. Or maybe in school, when teacher is getting ready to leave them, and they may just become fine or nothing just because probably their peers is there with them. Nevertheless, the attachment model behavior lists only deliberate behaviors, but there may be physiological changes during separations and reunions.

I have reviewed the basic ideas of attachment theory and criticisms of attachment theory and the mother is not always the primary attachment figure, so it cannot be assumed that she always will be. Nevertheless, when children are ready to let go and make friends, the attachment will change because they are going on their own instincts, thoughts, feeling and what their peers think and feel.

Thursday, 12 June 2014

How ICT can be used in Outdoor activities?

When we talk about ICT it’s easy to think only of computers, however, some ICT applications can encourage playing and being outdoors, therefore, technology can be used just as purposefully outside as it can in, with careful planning. As we know that ICT can help to make connections in their learning and support and extend ideas.

How ICT can be used in outdoor activities?

ICT can be incorporated into many aspects of physical and outdoor play. For examples, metal detectors, walkie-talkies, CD players, remote controlled cars can all be used outdoors. Digital stopwatches and heart monitors help children to see the effects of exercise on their bodies.

These are the examples of using some of the ICT application,

Cameras can be used to find out more at outdoors. Children could photograph the wildlife, plants or flowers in outdoor area or create a piece of artwork using natural materials. Then, with educators support, they can print and laminate the photographs for displays or picture books in the classroom as one of the teaching materials.

With digital recorders, children can record and play back themselves and others talking or singing. Educators can link the recordings to photographs as inspiration for storytelling and story-making activities, or use them to make observations of developing language skills to share with parents.

CD players can be used at outdoor. Children could have music and movement session at the garden and allowed them to use their creativity and imagination to move their body accordingly.

Use the microscope to examine objects (e.g. minibeasts) and make stories.

Provide metal detectors in places such as outdoors or the sand tray.

Use of walkie -talkie and this compact two-way communication devices can be used to stay connected with family and friends during indoor and outdoor activities.

Use of portable projector at outdoor can have speech and drama activity with the children, and this will enhance their language development.

With ICT used in outdoor play activities can involve real learning. A teacher can take any area of her curriculum and adapt it to the outside activities.

Monday, 9 June 2014

The role of an adult

Play can be quiet or noisy, messy or orderly, funny or serious, exhausting or effortless. It can take place inside or outside and develops as children grow and change. Children play for different reasons. However, some experts believe that children can learner by exploring and discovering things on their own. Others argue that children need adults’ help to make sense.

Therefore, what is our role as the adult in play?

The adult creates an indoor and outdoor environment that provides a wide range of play possibilities. In the setting, he or she will:-

prepares, plans for and organises activities based on assessment information and the aims and learning goals.

provides for play experiences that are safe, challenging and enjoyable

structures the indoor and outdoor environment so that it reflects children's individual needs, interests, abilities and strengths.

observes how the space and organisation of the indoor and outdoor environment is supporting in children plays.

As the role of adult in children's play, he or she will:-

continually builds on, challenges and extends children’s learning and development
talks to children about their play, recognises, respects, and supports children’s play choices
is supportive without interfering, takes part in play when invited
helps children develop the skills for playing, and models play behaviours
respectful of children’s feelings, language, ability, background, and culture during play
helps children deal with difficulties such as when they are emotionally detached or need help getting started
helps all children to be players, supports interactions
acts as mediator or facilitator
identifies the types and quality of children’s play, knows the style and pattern of each child’s play and his/her preferences or interests
observes, talks to and listens to children when they are playing
uses the assessment information gathered in planning for future play

We should be aware of the importance of play and we should take action to promote and protect it. Not only that, we can support children’s play by involving our role into children’s play.

Tuesday, 18 March 2014

Letters to God Movie review

On Monday, our lecturer introduced us to watch a movie "Letters to God" and is a very touching movie. By looking at the title of the movie, I have curious that will these letters reach to the God? Because since young, I have a thought that I wonder what will happen to the letters children mail to Santa and today I have the same feeling too.

This movie is follows the true story of a young boy, (Tyler) whose life is put on the line when he is diagnosed with cancer and he was writing letters to God. His letters had a powerful effect on those who read them, inspiring them to write their own letters to God. Tyler doesn’t asks to live longer, he asks for faith for those he loves, and someone to care for his lonely mother.

Throughout the entire movie, Tyler is never discouraged, never loses his happiness, because he believes that God has his back. He prayed and wrote letters to God. Tyler wasn't even afraid to die, because he was certain he would go to heaven. He trusted God with everything.

Sometimes we are so anxious about things that we want to always be in full control. However, we cannot be in control; that's God's job. He has a plan for us all, and if we just trust in prayer, like Tyler, everything will be as it should be.

Don't neglect your child's spiritual development. Any foundation is better than none. The lessons of self-discipline, humility, community, and God are all worth any resistance you may encounter. This is our job as parents and role models. This legacy is our best
Read more at http://www.beliefnet.com/Love-Family/Parenting/2004/02/Do-Children-Need-Religion.aspx?p=2#o1xbqgSC0Opsruwv.99

Don't neglect child's spiritual development it is because is a lessons of God worth any resistance a child may encounter.

are all worth any resistance you may encounter
Read more at http://www.beliefnet.com/Love-Family/Parenting/2004/02/Do-Children-Need-Religion.aspx?p=2#o1xbqgSC0Opsruwv.99

God are all worth any resistance you may encounter
Read more at http://www.beliefnet.com/Love-Family/Parenting/2004/02/Do-Children-Need-Religion.aspx?p=2#o1xbqgSC0Opsruwv.99

The lessons of self-discipline, humility, community, and God are all worth any resistance you may encounter
Read more at http://www.beliefnet.com/Love-Family/Parenting/2004/02/Do-Children-Need-Religion.aspx?p=2#o1xbqgSC0Opsruwv.99

Thursday, 20 February 2014

Theories in Early Childhood Education

Early childhood education philosophies of leaning and is the key for behavioural, cognitive and social development. It is very important for all child's development. Therefore, theories will provides a comprehensive overview of children's learning.

The theory that I like the most is Reinforcement theory because as we know that preschool classroom is a place of fun and excitement. The children are learning new things about the world. They are also expanding their social skills by making new friends and learning to work together. According the Behaviorism theory by Skinner (1938), linking a new behaviour to a stimulus by providing reinforcement after the correct behaviour is produced. “Skinner feels that to strengthen a behaviour or response, humans need positive or negative reinforcement. In his opinion, personality is a behaviour shown by an individual when interacting in their own environment and the principles of reinforcement is to maintain the personality represent permanently”. (Hamzah, Samuel & Kastawi, 2009, pp. 87). “As a result of Skinner’s work, operant conditioning became broadly applied learning principle”. (Berk, 2009, pp. 19). Furthermore, teachers can use reinforce positive behaviour in the classroom to modify the negative behavior to the positive behavior on the children.

The theory that I don't like is Jean Jacques Rosseaux, his theory about noble savages, it is naturally endowed with a sense of right and wrong and with an innate. Because as for my opinion, even human is endowed with a sense of right and wrong but if we (as adult) do not nurture the young children, they might not know things that they did is right or wrong. Therefore, it is very important that, we need to nurture the children when they are at the young stage. Because children need experience and environment and guidance to develop or shape their learning development.

Thursday, 13 February 2014

Indoor Learning Activities!

Preschool focuses on cognitive and social development by stimulating a child’s curiosity and imagination. Therefore, classrooms activities must be interactive and stimulating to foster an exciting learning environment. And this is the poster that I've created in promoting Indoor Learning activities.