|
Curriculum model |
Proponent and key dates |
Aims or objectives |
Content or subject matter |
Beliefs about teaching |
Beliefs about learning |
Assessment |
Planning |
Image of the child |
Position on play |
Other key concepts |
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Emergent Curriculum |
This curriculum was developed by two American educationalists who were influenced by the concepts of Reggio Emilla. The names of the two proponents include Elizabeth Jones and John Nimmo. The curriculum was published as original text named Emergency Curriculum in the year 1994. The approach of the curriculum was developed by Lillian Katz and Sylvia Chard(Jones &Nimmo, 1994) |
The aims of objective of the curriculum is to (i) Notice the questions and the perspective of the children (observation) before the planning the curriculum. (ii) Inventing ways to extend them (iii) Proper documentation of what happens after the implementation of the curriculum (iv) Inventing more questions to understand the perspective of the children through questions(Jones, 2012) |
The main subject matter of the curriculum is to consider the interest of the children before the implementation of the curriculum. The concept forbids application of the pre-planned curriculum based solely on the perspective of the teachers. So in order to design the educational curriculum as per the requirement and the need of the children the primary requirement is observation. Close and stringent observation of the child’s behaviour helps in proper planning of the curriculum. The planning must be focused planning done under the thoughtful environment with the application of play-based learning activity. The overall curriculum is mainly guided by the social constructivist ideas (Katz & Chard, 2000) |
The main believes about the teaching method as defined under the concept of the emergency curriculum include doing proper inquiry with problem solving and open-ended questions and then on the basis of the gathered knowledge about the child’s perception and requirement, the overall curriculum will be developed. In other words, it can be said that the main beliefs about teaching as discussed by the emergent curriculum is focusing on the process of learning through focus on the uniqueness of the child, diversity and strengths. This emergency curriculum s based on children-centred designing of the learning curriculum(Van Hoorn et al., 2014) |
The main belief about learning as proposed in the emergent curriculum making a flexible, adaptable and creative learning environment where needs and the requirement of the children are taken under active consideration the main pedagogical characteristics which is promoted through emergent curriculum is promotion of active participation rather than promoting passive transmission of knowledge. The curriculum also emphasize on the generation of active relationship among the educational staffs, educators and the students (children). The additional belief about learning as proposed by the emergent curriculum providing voice to the children and active documentation of the children opinion (Moss, Dahlberg & Pence, 2013) |
The assessment is mainly done with proper observation Vs documentation. Here proper observation is guided by observing children to capture their learning, development and ideas and then documenting the unfolding program. In the second-case of the documentation problem, the transcript of the children’s language during play and the educator’s taking note and then planning the learning plan accordingly(Gordon &Browne, 2013) |
The overall planning of the emergent curriculum is based on the thorough observation of the children’s behaviour and then making the educational plan accordingly(Van Hoorn et al., 2014) |
The main image of the children that is begin portrayed under this curriculum as an independent social human being who has his or her independent opinion about the personal need and well-being. This approach of the emergent curriculum helps in framing of the children-centred learning plan(Gordon &Browne, 2013) |
The main position of the emergent curriculum is guided by the position of the children. Here the children is indulged into playful activity and with the help of this activity the developmental, mental and the physical needs of the children is taken into consideration(Van Hoorn et al., 2014). |
The other key concept is including videos of the children and then through the observation of the videos the requirement of the children is guessed and accordingly the learning plan is drafted(Gordon &Browne, 2013) |
Personal evaluation of model
Under the personal evaluation of emergent model, I want to highlight that emergent curriculum mainly deals with linking children’s personal understandings, capabilities and dispositions. These understanding about the perspective of the children will then be helpful in implementing the learning process across five diverse domain of learning like playful activities, real-life activities, routine activities and transitions. I also think that parents also hold an important position towards the implementation of the emergent curriculum in learning.
The role of the parents in facilitating emergent curriculum includes taking active participation with the children in early childhood learning like children-responsive program. These programs will help the parents to understand the challenges and the things which motivates the children. These understanding will help the teacher to devise the care plan accordingly. Overall, it can be said emergent curriculum consider the children as an unique individual and thereby giving them the main importance while generating the educational curriculum.
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Curriculum model |
Proponent and key dates |
Aims or objectives |
Content and subject matter |
Beliefs about teaching |
Beliefs about learning |
Image of the child |
Position on play |
Other concepts |
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This theory was coined in the post World War II era by the psychologist Loris Malaguzzi and parents in the villages around Reggio Emilia, Italy. |
Aims and objectives of the theory is to develop a curriculum of the pre-schoolers and the children that entertains the opportunity to the children to develop their own learning environment and encourage their 100 languages of expressing themselves (McNally &Slutsky, 2017). |
The theory was coined on the basis of the core idea where the children and their relationship with the environment and focus on experiential learning of the children to help children learn not memorize |
The beliefs of teaching in the context is focussed on a few core ideas, first and foremost, the concept is the fact that the children are capable of constructing their own learning environment. Along with that, a firm belief of this theoretical model is the fact that children are able communicators, hence they should be given the opportunity to express themselves. Along with that, the third and most important belief about teaching in the context of this theory is the fact that the physical environment is the third teacher for the children. Hence, the role of the environment in the learning is also needed to be considered (Wharton & Kinney, 2015). |
The learning believes associated with the Emilia Reggio model is focussed on the fundamental principle that the children form a strong and deep connection with their environment, they learn the most of the lessons through experience. Hence, the learning approach taken by this theory is also focussed entirely on experiential learning. |
In this case, the approach to assessment is multidimensional. The nature and quality of the relationship of the child with his or her physical environment and its impact on their learning will need to be assessed. Along with that, the ability of the children to express themselves and connect is also needed to be assessed for this model. |
The role of the teacher in the Emilia Reggio approach is of a co-constructor, advocator, researcher and documenter. Hence, the planning for this model is needed to focus on these key concepts for the teacher or the educator to design a curriculum or a project that addresses each of the principles of the theory (Vatalaro, Szente& Levin, 2015). |
In this theory, the children are viewed or regarded as competent, potential, interested, curious, and full of knowledge regarding their surroundings and the world. the educators are needed to be deeply aware of the potential of the children and collaborate with the children and their parents to co-construct the curriculum activities |
The position of the plays is given immense importance in the context of learning in this approach. The theory views learning and playing as a co-dependent concept, and activities planned will be integrated with playing. |
Other key concepts of the model are the projects, which provides the backbone of the learning experiences of both the children and their teachers. As learning by doing is the foundation of this model, projects are the unit of curriculums which will be designed in accordance with the needs of the children and their individual as well as collective strengths (Bredekamp, 2014).
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Personal evaluation of the Emilia Reggio approach:
Among the various different models to the preschool and primary education and curriculum development, the Emilia Reggio model is a significant one. On a more elaborative note, this is a philosophical approach to education which emphasizes on integrating child psychological concepts and education philosophies into an experiential learning in the relationship driven environment of educating pre-schoolers and primary education setting (Elango et al., 2015).
The core concept of this particular education approach is the self-guided curriculum which the conception is based on the idea that that children in their early years of education have a hundred languages to express their feelings. There are four certain principles that the Emilia Reggio approach is based upon. The first principle is that “Children must have some control over the direction of their learning”, which entails that the children should be empowered in the process of their learning (Biroli et al., 2018).
The second principle is “Children must be able to learn through experiences of touching, moving, listening, and observing”, in this context the need for the children to learn through experience rather than conventional bookish reading and learning is emphasized. The third principle is “Children have a relationship with other children and with material items in the world that they must be allowed to explore”, which entertains the idea that the children should learn to establish a relationship with their physical environment so that they have the chance to develop a sense of connection and responsibility towards the environment. The last principle of the Emilia Reggio model is “Children must have endless ways and opportunities to express themselves”. This principle is based on the fact that the children have a 100 languages to express themselves and they should be encouraged to express their feelings and thoughts that the children have to develop strong and assertive communication skills in the future (McNally &Slutsky, 2017).
Hence, undoubtedly, the Emilia Reggio approach is a classic and yet innovative approach to education, especially for the early childhood setting. The idea that the children if empowered and encouraged actively and efficiently, can successfully create their own learning environment which can facilitate their learning needs effectively. It attempts to recognize and facilitate the many ways that the child may learn from the environment in terms of experiential learning. It has to be mentioned that that experiential learning is the most effective and functional form of learning helps the children retain the most of the learning. Hence, this is a very influential theory that in implemented correctly in the learning environment for the pre-schoolers and early childhood education setting (Edwards &Gandini, 2018)
Froebelian approach
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Curriculum model |
Proponent and key dates |
Aims or objectives |
Content and subject matter |
Beliefs about teaching |
Beliefs about learning |
Assessment |
Planning |
Image of the child |
Position on play |
Other concepts |
|
Fredrick Fröbel (1782-1852), laid the foundation of early childhood education based on the recognition that children are possessed with special needs and the capabilities (Bruce & Dyke, 2017). |
· To develop the children physically, mentally, emotionally and socially, by the use of toys and play things for drawing their attention and motivating towards the learning. · To help the child to promote self directed learning and · To enhance the creativity of the child and develop interests in science learning. · To develop inquisitive and problem solving mentality among the children (Tovey,2012). |
Fredirick Froebel created the concept of the kindergarten and promoted the idea of free plays. The toys that are used in education are known as the Froebel gifts. Froebel considered a comprehensive development of the child’s physical, mental, social and the emotional development of the child (Bruce & Dyke, 2017).. Froebel’s approach are mainly based on the philosophy of Rationalism. Children normally come to know about matter and other forms and the universal laws of nature by the sensory manipulation of the materials and the growing concepts and the understandings (Bruce & Dyke, 2017). |
The main aim of teaching in Froebel method is to enhance the creativity in the children. The methods should be able to enhancethe socialization among the children. Froebel introduced the concept of playing objects such as clays, sticks, sands ,slates, chalks, shells and stones in teaching to enhance the interest of the students(Bruce & Dyke, 2017). Froebel toys are the precursors of the STEM based learning. |
Froebel considered play as the appropriate method of learning for kindergarten children. Learning experience with the children in a garden has led him to believe that the action and direct observation is the best way to educate the children. |
Direct observation is the best method of assessing the Froeblian approach of teaching.A direct observation usually refers to the observing behavior that helps an educator to understand how a child behaves, learns and reacts to new things and interacts with others. Furthermore, it also helped the educators to note the strengths and the weaknesses of the child via systematic observation to find out whether the child is lagging behind in more areas of the development. In the Froebelian approach, each children should be allowed to grow individually that requires the exploration of the creativity (Tovey, 2012). |
Planning of the Froeblian approach of teaching includes provision of autonomy to the children. Some of the children should be allowedautonomy to mix with their own work. For example, a child must be ready to mix paints for themselves and others might need the great deal of support from the practitioners. The feelings, relationships and the physical embodiment of the child should be encouraged. Children should be given choices, allowed to take decisions as that will help student to identify their own errors (Bruce & Dyke, 2017). |
Children are self-motivated and should be given personal spaces, build and the model. |
In the Froeblian approach of the teaching perceives child as an individual being and hence the learning approaches for each of the child has to be different. Play has been considered as the primary way of learning. According to this concept learning through play can help a person to develop social and the cognitive skills, mature emotionally and gain self-confidence needed to engage in difficult tasks (Tovey,2012). |
Froebel has empahasised on the use of the toys –“froebel gifts” and tools that would help the children to engage in the STEM learning. Sticks and pencils can be used in construction of the scientific activities such as making of a pulley by using the ice cream sticks and pencils (Tovey,2012).. |
Evaluation of the Froebel approach
The evaluation of the Froebel approach to learning can be done by the short assessments including and observation, observing the progress in learning. With this approach, the students will be able to conduct play by themselves, enhancement of the creativity will be found in the children taught with the Froebel approach.
Personal approach
As an early childhood educator, I would establish a conducive ambience in the classroom and would facilitate children autonomy for exploring the creativity of the children. I believe that inclusion of play in the classroom would enhance the problem solving skill of the child by developing their inquisitive mind. My personal approaches of teaching emphasizes on hands- on – learning techniques where children would be kinestheticlearners that will help them in dealing with the real life problems in their future professional learning.
Evaluation of the Montessori approach
The evaluation method for the Montessori schools is that the learning is mainly based on the hands on learning and hence any improvement in the teaching learning concepts can be made by assigning each child in to groups and then giving them specific assignments. The parents can also be included to evaluate the performance of educational institution and the teaching methods.
Evaluation
As an early childhood educator, I would make sure that case environment is suitable for a play induced learning. The classroom should be stacked with the items that are needed for a play-based learning. The materials that should be used for the learning will be able to solve multiple levels of challenges given to the children. The main aim of this learning method is to explore the ideas and the concepts of the children and to extend their creativity.
Personal Reflection
My concept of early childhood education is mainly guided by Montessori approach. According to Forbel quotes as highlighted under the Montessori curriculum, “Children are like tiny flowers; they are varied and need care but each is beautiful alone and glorious when seen in the community of peers” (Feez, 2013). So going with the opinion of Forbel, I consider children as delicate human begin who has their own self and is capable of expressing their thoughts when given proper assistance.
So in order to express their thoughts I will mainly prefer the engagement in the playful activity as guided by the early childhood models of care, Montessori curriculum. Forbel has stated that, “Play is the highest expression of child in the human development in childhood for its alone is the free expression of what is in a child’s soul” ((Feez, 2013).
The main playful activity that I will use under the early childhood settings include playing in groups like sand play, water play or playing with the parents. I will prefer mainly playing in groups as it helps the children to socialize and thereby helping them to increase their understanding about the surrounding society. It also helps them to work on their communication skills. As Forbel has rightfully commented that, “Let them observe, lead their pupils to observe and render themselves and their pupils conscious of their observation” (Feez, 2013). I will also provide small gifts to children as it will help to improve on her child directed activity as explained by the Montessori curriculum under early childhood education.
References
Biroli, P., Del Boca, D., Heckman, J. J., Heckman, L. P., Koh, Y. K., Kuperman, S., … & Ziff, A. L. (2018). Evaluation of the Reggio approach to early education. Research in Economics, 72(1), 1-32.
Bredekamp, S. (2014). Effective practices in early childhood education: Building a foundation. Upper Saddle River, NJ: Pearson.
Bruce, T., & Dyke, J. (2017). Learning from Froebel… Intrinsic Motivation. Nursery World, 2017(13), 25-27.
Edwards, C. P., &Gandini, L. (2018). The Reggio Emilia approach to early childhood education. In Handbook of international perspectives on early childhood education (pp. 365-378). Routledge.
Elango, S., García, J. L., Heckman, J. J., &Hojman, A. (2015). Early childhood education (No. w21766). National Bureau of Economic Research.
Feez, S. (2013). Montessori: The Australian Story. Sydney: University of New South Wales Press
Fisher, J. (2013). Starting from the child: Teaching and learning in the foundation stage. McGraw-Hill Education (UK).
Gordon, A. M., & Browne, K. W. (2013). Beginnings & beyond: Foundations in early childhood education. Cengage learning.
Isaacs, B. (2014). Bringing the Montessori approach to your early years practice. Routledge.
Jones, E. (2012) Our proud heritage: The emergence of emergent curriculum.
Jones, E., &Nimmo, J. (1994). Emergent curriculum. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426 (NAEYC# 207).
Katz, L. &Chard, S. (2000). Engaging children’s minds: The project approach (2nd ed.). Stamford, Conn.: Ablex Pub. Corp.
Lillard, A. S. (2012). Preschool children’s development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379-401.
Lillard, A. S. (2016). Montessori: The science behind the genius. Oxford University Press.
McManis, L. D., &Gunnewig, S. B. (2012). Finding the education in educational technology with early learners. Young Children, 67(3), 14-24.
McNally, S. A., &Slutsky, R. (2017). Key elements of the Reggio Emilia approach and how they are interconnected to create the highly regarded system of early childhood education. Early Child Development and Care, 187(12), 1925-1937.
Moss, P., Dahlberg, G., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation. Routledge.
Soundy, C. S. (2012). Imaginary play in Montessori classrooms: Considerations for a position statement. Montessori Life, 24(4), 28.
Tovey, H. (2012). Adventurous and challenging play outdoors. Early Childhood Practice, Froebel Today. London: Sage, 43-56.
Tovey, H. (2012). Bringing the Froebel approach to your early years practice. Routledge.
Van Hoorn, J. L., Monighan-Nourot, P., Scales, B., &Alward, K. R. (2014). Play at the center of the curriculum. Pearson.
Vatalaro, A., Szente, J., & Levin, J. (2015). Transformative learning of pre-service teachers during study abroad in Reggio Emilia, Italy: A case study. Journal of the Scholarship of Teaching and Learning, 15(2), 42-55.
Wharton, P., & Kinney, L. (2015). An Encounter with Reggio Emilia: Children and adults in transformation.
Wood, W. D. B. (2012). Children’s play and its place in education: with an appendix on the Montessori method. Routledge.
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