Educational Philosophies "Education is what remains when we have forgotten all that we have been taught.” George Savile, Marquis of Halifax (1633-1695)

Educational Philosophies

"Education is what remains when we have forgotten all that we have been taught.”George Savile, Marquis of Halifax (1633-1695)

English statesman and author.

Reggio Emilia Approach Response to WWII (Italy)/more just world-

democratic Began – parent initiative Sought help Loris Malaguzzi (Constructivist

Approach) Birth through six years of age 1968-Preschool; 1970 Infant Toddler 1991-Innovative approach worldwide

(Newsweek Magazine) Principles: respect, responsibility, community

Reggio Emilia PrinciplesChild is the protagonist . . .

Some control over learning Learn through experiences &

exploration (constructivist/ emergent curriculum)

Relationships with others Endless ways to express themselves

Reggio Emilia PhilosophyInvolvement Parents. . .

Volunteering Philosophy in home Expected to participate

School policy Curriculum Planning/Evaluation Child Development Concerns

Reggio Emilia – Role of Teachers

Co-learning, collaborator Skilled Observers Curriculum – interests of children Expand children’s learning – pictures,

videos, notes, conversations Absence of teacher manuals &

achievement tests Children with teacher – 3 years

Reggio Emilia – Long Term Projects

Real life problem solving & creative thinking among peers

Small groups work on projects/based on developmental and socio cultural concerns; others self-select activities

Different from thematic approach High value on improve, flexibility,

children’s interests-enjoy the unexpected!

Reggio Emilia – The Environment

Viewed as 3rd teacher Belief – children create meaning &

make sense of their world (alphabet) Plants, natural light, displays of

projects, photographs, children’s work/discussion comments

Design-set up for interaction, sense of community

Reggio Emilia – Developmentally Appropriate Practice

Some challenges to Western practices Teacher viewed as confused contributor

to learning versus teacher competence Importance of child’s ability to negotiate

is emphasized

Reggio Emilia – 100 Languages of Learning

Travelling exhibition, Loris Malaguzzi Children investigate Generate and test hypotheses Depict understanding through

symbolic languages Drawing, sculpture, dramatic play, &

writing Purposely allow mistakes to happen Trust in children/family to select curriculum worth

knowing about

Reggio Emilia – Video Clip

http://www.youtube.com/watch?v=1UFhcDzAqdk&NR=1 (student clip) http://www.youtube.com/watch?v=1UFhcDzAqdk&feature=related (student

clip)

Emergent Curriculum Loris Malaguzzi (http://www.youtube.com/watch?v=XNFYFSa0720&feature=related)

Maria Montessori History Born Italy Work – Univ. of Rome – Psychiatric

Clinic/Treatment of children Directed school for children with mental

disabilities (considered uneducable-2 years later-passed test)

Motivated study potential of typical children, led to S.F. Pananma-Pacific International Exposition (21 children, 4 months, observation booth)

After WWII – emphasis on peace

Maria Montessori Information Ages 3 – 6 & 6-12+ Class size (30-35) teacher, assistant 3-hour period of uninterrupted, work time

each day Assessment-portfolio

Real test: behavior of children/holistic view Happiness, maturity, kindness, love of learning,

concentration, work

Teachers-extensive Montessori training Prepared environment

Maria Montessori Approach Principles, concepts applied across ages

Independence Observation Following the Child Correcting the Child Prepared Environment Absorbent Mind

Maria Montessori Approach Principles, concepts applied across

ages Independence

Allow children to succeed Offer help only when needed


ages Observation

By teachers Child bangs on objects, need for gross

motor activity such as a drum


ages Following the Child

Child takes lead Help move to next step – stay challenged


ages Correcting the Child

Mistakes are made Calmly help child to decide what to do

Something is dropped-child picks it up


Prepared Environment Child sized equipment/tables/chairs Safe for exploration Ready and beautifully inviting Activities set up for success (cutting, writing

name) Freedom of choice (versus rotating children from

table to table) Environment includes the parents


Absorbent Mind Not necessary for lessons to learn – mind

absorbs everything Hands-on active exploration Language-cautions teachers to think of

how they talk to children – mutual respect Try not to say word “no” to child, instead

say “stop”

Maria Montessori Curriculum All areas of intelligences & styles of learning

respected & nurtured/aligns with Howard Gardner (Multiple Intelligences) musical, bodily-kinesthetic, spatial,

interpersonal, intrapersonal, intuitive, natural, and the traditional linguistic and logical-mathematical

Maria Montessori CurriculumMaterials organized 5 Curriculum Areas Practical Life Sensorial Language Math Cultural

Maria Montessori Video Clip

http://www.youtube.com/watch?v=OM1Gu9KXVkk (Time 10:05)

http://www.blog.montessoriforeveryone.com/top-ten-montessori-videos-on-youtube.html (top 10 videos)

Quote

“Never help a child with a task at which

he feels he can succeed.” – Maria

Montessori

Waldorf History Began 1919 Rudolf Steiner, Austrian philosopher,

teacher & developer/founder of Waldorf (died 1925)

Started 1st School Named/Waldoff-Astoria Cigarette

factory/employees Stuggart, Germany

Waldorf History Steiner focused on writings, lectures, private

consultations Fields: art, architecture, science, education, ag,

medicine, economic, religion, care of dying, social organization

Influence today includes Waldorf Strives to transform education – art

Whole child – heart, hands & head Encourages creativity and “free thinking”

Waldorf History 2010/600 Schools worldwide, 125 North America;

2 stated funded in Wisconsin/Michigan Charter Public School in Chico, CA Private School in Sonora, CA Families – “middleclass, avoid TV & shopping

malls, buy organic, recycle and compost; want their children to strive for other things than those just right SAT scores” (www.waldorf critics.org)

Waldorf Approach Students of Waldorf

Emphasis on the humanities/arts such as music, dance, theater

Writing, literature, legends, myths Learn to knit by first grade Read, ingest, and test! Experienced through experiences Cultivates-life-long learning

Cognitive, physical, spiritual To be of service to the world

Waldorf

Steiner/founder/controversy Steiner founded Anthroposophy Philosophy is NOT taught to Waldorf

students Highly complex esoteric (understood by

only by an inner circle) philosophy “Cultivating conscientiously form of

thinking independent of sensory experience.” Wikipedia

Waldorf

Spiritual/many definitions

Highest priority-loving to oneself, others, planet Happiness comes from within (not materialism) Yoga, religion, meditation does not define a person

as spiritual Both religion/spirituality connote belief in a Higher

Power of some kind Both religion/spirituality desire to connect with

Higher Power, rituals practices, daily moral behaviors that foster connection

Waldorf Approach Responds to three developmental phases

of childhood Birth to 7 7 to 14 14 to 18

Steiner suggests: curriculum meaningful and age appropriate

Waldorf Approach Teachers value – inner enthusiasm, think

independently, strive harmony; greet children each morning with a handshake

Same teacher – 8 elementary school years

Similarity to Montessori-both tactile (senses) & developmentally appropriate curriculum (taught to knit by 1st grade)

Waldorf Approach Educate all children Understanding of world cultures &

religions (non-sectarian, non denominational, no particular religious doctrine)

Spiritual dimension Families – broad range religious

traditions and interests

Waldorf Environment

In a time of computers and early learning (teach your baby to read): Emphasis on imagination Void of brightly colored toys and

bulletin boards Walls painted in soothing pastels

Waldorf Readiness for Real World

2010 Waldorf Website - According to a recent study of Waldorf graduates:

94% attended college or university 47% chose humanities or arts as a major 42% chose sciences or math as a major 89% are highly satisfied in choice of occupation 91% are active in lifelong education 92% placed a high value on critical thinking 90% highly values tolerance of other viewpoints

Waldorf Readiness for Real World

Transfer to public school Upgrade reading (start at age 7/Waldorf),

new approach to science (differs Waldorf-observation of natural phenomena; Public-formulation of abstract concepts and laws

Well prepared for social studies, math, humanities

HighScope Began in US – 1960s Common here, other countries Preschool, kindergarten, elementary Based on Jean Piaget’s ideas/active, hands-on

learning, scientists (Swiss psychologist, 1896-1980)

Led by David Weikert Teachers/facilitators or partners Encompasses all aspects of child development Partnership with parents

HighScope David Weikart, Director of special services in the

Ypsilanti, Michigan public school district Known – successful school district Interested in the children failing (low scores,

impoverished neighborhoods) Collaborated

Committee of elementary education leaders that included Perry School's, Charles Eugene Beatty, Michigan's first African-American principal.

Known as the Perry Preschool Project (1962) Hired 4 teacher, Michigan’s 1st preschool, operation Perry

Elementary School

HighScope Classroom Preschool Focus

Cognitively oriented rather than social and emotional advances

Theory for teaching/learning Support child’s talents through active learning Support from families, teachers, administrators

Designated different activities: Water play, reading, sand play, art, writing, dramatic play,

housekeeping, block building

Independence and responsibility

HighScope Plan-Do-Review

Formally or informal First – plan what to do and select

materials Second – carry out plan Third – review plan – discuss what

they did and what was successful

Importance of Study to ECE Field Late 1960s and early 1970s, research examining

effectiveness of preschool-inconclusive. 1969 Head Start program evaluated by

Westinghouse Learning Corporation Findings led policy makers and the public to believe

that Head Start was a failure. Same time period,Urie Bronfenbrenner &

colleagues reviewed existing studies of early childhood program effects Findings only critical feature of effective preschool

programs was that they targeted parents.

Importance of Study to ECE Field To refute findings, Irving Lazar brought together

researchers conducting longitudinal studies, effects of early childhood programs

Formed the Consortium for Longitudinal Studies. Main goal-to refute earlier findings-preschool

effects diminish with time Group's work identified clear long-term effects

for children of diverse program Some studies focus was children, some focus was

parents

HighScope Perry Preschool Project

Well known Study/HighScope research efforts, longitudinal data collection by Weikart and colleagues

123 African Americans born in poverty and at high risk of failing in school

1962–1967, subjects ages 3 and 4 Randomly divided into two groups

Program group: enrolled high-quality preschool program based on HighScope's participatory learning approach

Comparison group who received no preschool program.

Perry Study – Study

Originally not a longitudinal study Effects of each finding, inspired

further data collection Data collecting: ages 10, 14, 19, 27,

39-41

Perry Study – Early Findings Effects Age 10: Despite diminishing effect intellectual performance

Fewer held back a grade Fewer placed in special education (17% enrolled compared 34% not enrolled)

Findings as 14-year-olds, even bigger statistically significant effect significantly higher average achievement scores at age

14 Findings as 19-year-olds

Significantly higher literacy scores

Perry Study – Adult Findings

Effects Age 27: Incidence of crime

7%-35% arrested 5 or more 7&-25%, drug related offenses

Earnings and economic status Earn $2,000 or more a mo. (29%-7%) Owned their own homes (36%-13%) Owned second car (30%-13%) Received welfare assistance/social services at

some time (59%-80%)

Perry Study – Early Findings

Effects Age 27 (continued): Educational attainment

Graduated from high school or GED certificate (71%-54%)

Marriage and single parenthood Married (40%-8%) Women single parents (57%-83%)

Perry Study – Adults at age 40 More recent phase (2005), 97% participants still

living,interviewed at age 40. Other data gathered from school, social services, and

arrest records. Findings: age 39-41, group attended preschool

compared to control group (did not attend preschool) higher earnings more likely to hold a job committed fewer crimes more likely to have graduated from high school

Conclusion Three strengths

Design involved random assignment of poor children either to a preschool program group or a no-preschool program group. Exception siblings – assigned to same group.

Research perspective: longitudinal follow-ups through age 27 had very little missing data — an average of only 5% per measure

Pattern of findings/internally consistent Polictically

Head Start supported/Federal Government State Preschools

Hope-lasting contribution to society

Perry Preschool Project

http://www.highscope.org/content.asp?contentid=219

http://www.highscope.org/Content.asp?ContentId=232

Documents

Educational Philosophies "Education is what remains when we have forgotten all that we have been taught.” George Savile, Marquis of Halifax (1633-1695)