Discuss about the Proximal Development Collaboration Promoting.
The term child-centred learning refers to a diverse variety of educational programs, instructional approaches, learning experiences and academic support strategies which are intended to address the distinct learning requirements, aspirations and interests or cultural background of individual children. In order to accomplish this above mentioned goals, the teachers and the schools employ a diverse variety of educational methods. One of the common educational methods that are frequently applied to children during their early stage of learning is the Montessori teaching approach (Montessori 2014). The following assignment is based on application of the Montessori teaching theory of learning in order to generate child centred learning approach (3 to 6 years old) over learning a language.
The Montessori Method of education is first developed and proposed by Dr. Maria Montessori. According to the American Montessori Society (2017), Montessori Method of education is a child-centred educational approach which is based on the scientific observation of the children since from their birth to adulthood. Dr. Montessori’s Method has been tested and is highly effectively irrespective of the cultural background of the child. Under this approach a child is considered to be naturally eager for knowledge and is capable of learning new things if supported by a thoroughly prepared environment. This approach valued the overall development of a child which encompasses physical social, emotional and cognitive development.
According to Mallett and Schroeder (2015), The Montessori method is consistent with the concept of constructivist approach in the early childhood education as it nurture child-centred focus ideas that fosters the development of social and academic skills of the children. The Montessori Method can be well-described under the five different constructivist principles and first of this principle is learning under the realistic and relevant environment (Mallett and Schroeder 2015). The second principle is provision towards the opportunity towards the social negotiation along with the shared responsibility of learning (Mallett and Schroeder 2015). The third principle promotes support multiple representations of the content. The fourth principle nurtures the constructivist learning environment which promotes self-awareness towards knowledge construction (Alfieri et al. 2011). The fifth principle is dominated by the children encouragement of taking ownership of their learning process. The implementation of all the principle of the Montessori Method of teaching enables an establishment of the constructivist environment that can easily be regarded as the microcosm of the world at a large (Mallett and Schroeder 2015).
The components necessary for a program to be regarded as Montessori in an authentic way include multi-age groupings that foster the concept of peer learning, guided choice of work activity and uninterrupted blocks of work time. In addition to this, full complements of specially designed Montessori learning materials are meticulously arranged and are available for use under as aesthetically pleasing environment. Under the Montessori theory of learning, teacher, child and environment generate a learning triangle where it is the duty of a teacher to encourage independence and a sense of freedom for the children within the limits (Montessori 2013).
The Montessori theory of education is based on the main philosophy where a child is given adequate opportunities to generate their own potential before they step out into the world and engage in the society as a competent yet responsible citizen (Colgan 2016). Some of the main philosophies under underlying the Montessori theory of education are highlighted below in the table.
Isaacs (2018) is of the opinion that the Montessori classrooms are known for their beauty and lots of light, aeration and space are common priorities under Montessori classroom settings. In relation to this, Holmes et al. (2015) is of the opinion that the there is a direct relation between the children’s creativity, social play and language abilities. Spacious and proper aerated environment inside the classroom promotes playful activities that help the child to acquire special skills and knowledge while maintaining wonder and curiosity that leads to creative thinking. Holmes et al. (2015) further stated that there is a strong interconnection between play and language development. Incorporating playful activities into the curriculum as favored via spacious classroom settings promotes socialization skills, which in turn facilitates language development.
Montessori classroom settings also promote enhanced social interaction. Montessori teaching method capitalizes on grouping children of different age group together under the same learning environment which foster peer-to-peer learning. Peer-to-peer promotes language development and problem solving skills among the toddlers. Practicing communication with others help the children to get the opportunity to exchange creative ideas in their own ways and this help both in cognitive development and earning excellence in communication skills (Kale and Luke 2017).
Independence is the mainstay of the Montessori classroom settings. Under the self-directed learning process, children gain a sense of confidence and independence in their own abilities and thereby helping to mature on their self-esteem since from their early stages in life. Moreover this independence approach under the Montessori settings ignites the children to take their own initiatives to start a conversation or to express their feelings in an uninhibited manner and thereby helping them to further excel in the communication skills (Bahmaee, Saadatmand and Yarmohammadian 2016).
As per my understanding, being a Montessori teacher is not a simple task. A Montessori teacher needs to nurture diverse characteristics in order to handle the each child in their unique manner. Some of the important characteristic of Montessori teacher that I feel helps to improve the overall quality of education includes proper observation, model of correct behavior, a leadership characteristic to lead the student towards independence while having trust and curiosity about the overall Montessori approach. Proper observation is key to the teacher’s ability to guide the students with a personalized approach. Observation provides a chance to visualize where the children is lagging in the domain of development skills and thereby providing them assistance in order to refine that very skills (Huxel 2013). Personally, I prefer to carry a notebook in order note down the different developmental and educational needs to different children. For example I will have different teaching plans for children with stammering problems or children facing difficulty in proper identification of the letters in order pronounce a particular words. According to Huxel (2013), model of correct behavior is something all the teachers must nurture. The children learn from what they visualize or tend to imitate the behaviors showcased by their elders. So in order to make the children a better human begins in the future, it is the duty of the teacher to culture a polite yet decent behavior while not compromising with the disciplines and the code of conduct of teaching (Huxel 2013). A good teacher must be a good leader and these leadership skills will help the teacher students to lead towards nurturing independent thought process. At the end, I think that its it duty of a Montessori to remain curious about the overall procedure of the Montessori teaching method while leaving room for further improvement.
Maria Montessori observed that all the children irrespective of their culture pass through same stages of development and this includes constructions of individuality and Absorbent Mind (birth to 6 years if age), Acquisition of culture and the Cosmic Plans (6 to 12-year of age) and the development of personality and earth children (12 to 18-year old). This each stage of development has certain unique features which further help in the physical and mental development.
My area of child centred theory of learning mainly encompasses the first stage of development as proposed by the Montessori Theory. According to Crain (2015), during three to 6 years of age, children though have an Absorbent Mind like they are having since from their birth, but the difference is, they are now in a conscious stage of the absorbent mind. An absorbent mind helps them to learn effortlessly via soaking under gamut of information. However, at the age of 3 to 6, they are in a position to realize that they are learning. At this stage children are conscious about their thoughts and the fact that they can think for themselves. So as per my opinion, children at this stage must be allowed to participate actively in life around them via employing their own hands. The children at this stage are required to perform or execute things by themselves and this will help to learn them from their own experiences.
The research conducted by Ahmadpour and Mujembari (2015), highlighted that Montessori teaching approach help to increase the overall IQ level of 5-year old children in comparison to the traditional teaching approach. However, Montessori teaching approach has certain limitations. Danner and Fowler (2015) is of the opinion that the independent learning approach as proposed by the Montessori learning theory lead to the generation of entrepreneurial mindset that can be both valuable as well as harmful. This is because, an independent mindset prevents students, the flag bearers of the next generation to be open to work under a rigid authority (a common scenario in the corporate sectors) (Danner and Fowler 2015). Di Fuccio et al. (2015) is of the opinion that the free structure of the classroom can be intimidating. While this is not an insurmountable obstacle, it is definitely something that demands attention. The hierarchy of traditional classroom though enables comparatively less freedom to its students; it ensures an ordered class environment that promotes routine and discipline.
Under my understanding of the Montessori teaching approach and stages of development, I will mainly make use of three-period lesson for the language development of a child’s language. For example, I will point to a object (pencil) and ask, “What is the name of the object?”. If the student is successful in telling the name of the object (pencil), I will ask the child to pick the pencil and narrate him or her use of it. In this way, I child will experience different modes and language like sentences, single words and representation through live objects moreover, he or she will enjoy the freedom of free communication which will further help to shape them their communication skills (Lillard 2016).
According to Lillard (2016) phonetic awareness enters a specific stage of childhood development which help them to understand different letters and the variations of sound coming from the combination of different letters. At this stage, the child is no longer absorbing effortlessly, he is beginning to organise what he has absorbed during the first three years of life. An alphabet is one example of how a child organises this learning. It will be my duty of help the child to organise the alphabets via the use of songs, poems and rhymes and at the same time encouraging the child to sound out words by himself. As the child becomes more aware about the arrangements of letters, I will start helping them will making meaningful words.
Thus my overall approach of procuring Montessori teaching in order to promote language learning and communication skills is mainly based on working over the weak skills of children via providing assistance in an innovative manner. This in turn does not oppose to the overall concept of the independent learning approach as proposed by the Montessori teaching theory, but at the same time creates an environment where children learn to take assistance in order to overcome their shortcomings. This help in the generation of mindset of accepting their own gaps and thereby taking help from others to improve on the same. Furthermore, this kind of approach helps the students to make them flexible under the corporate environment during their professional life (Carver-Akers 2013).
My present teaching approach for the early childhood education is based on the concept Zone of Proximal Development (ZPD) as proposed by the developmental psychologist Lev Vygotsky. According to the theory of ZPD, children require activities that support both the past learning while encouraging the concept of new learning at slightly more difficult levels. This signifies that in order to achieve successful learning for children, it is the duty of the educators to engage children in both the activities in which they are proficient at and activities which are somewhat beyond their comfort zones. Under ZPD theory, there are three major domains of learning and first domain includes the activities that a child can do all alone. The second domain includes activities, which the child can do but under some assistance and third domain includes activities which child cannot do even when provided help (Wass and Golding 2014).
According to Vygotsky, in order to promote learning of new skills, it duty of an educator to let children practice those skills which exist under the ZPD. This in turn promotes the movement of that particular activity under the zone of “things that the child can do alone”. Thus under this theory, the early childhood educator can play a dual role like apart from supporting children in accomplishing difficult tasks, they also expose children to tasks that are partially beyond their current skill set. This kind of strategy assists in developing children’s confidence and learning (Kuusisaari 2014).
The child who is using this act in a repeatedly manner is accomplishing the intended purpose. Regular repetition helps in achieving the benefits of the indirect aims. On the other hand, the child who is only interested in taking the pieces out and putting then back might not recognize the colour matching aspect but is getting benefits from the indirect aims. Under the concept of ZPD, the second child must be given assistance to fix blocks as per the colour set in order to generate skills in the domain of colour recognition and at the same time accomplishing the direct aim (Charlotte Montessori School 2017).
According to Jerome Bruner, when children start to learn new concept, they need help from their teachers or adult family members. Their active support helps them to overcome the hurdle to learning new skills. The help from the teachers or the family member can come in the form of active support as at this time (toddler stage: 3 to 6 years) they are more dependent on over their adults. However, as they start learning new skills, their rate of dependency decreases and they become more independent in their thinking and new skill execution. This Bruner’s theory of scaffolding is a part of social constructivist theory, which promoted structured interactions among the child and the children towards scaffolding the new framework of skill building (Bickhard 2013).
Conclusion
Thus from the above discussion, it can be concluded that child-centred learning is an important part of the developmental process during the early stages of life. Of this child-centred learning, one of the important aspect is Montessori teaching approach. The theory of Montessori teaching approach is consistent with the concept of constructivist approach which focus over the uniqueness of the individuals and freedom to express their thoughts and feelings. However, the concept of Montessori teaching approach is associated with sort of limitation and this include generation of independent mind set among the children which creates difficult in adjust with the corporate world during the later stages in their life especially during their professional career. My personal style of teaching is generally based on the Montessori teaching approach via side-passing its limitations in order to support language and communication skills among the children of the age group of 3 to 6 years. My personal mode of teaching approach is mainly based on the concept of the Zone of Proximal Development as proposed by Lev Vygotsky and Burner notion of scaffolding. Via abiding by these to concept of the childhood learning and development along with the direct reference of the Montessori teaching approach, it is possible to achieve better educational and development related outcomes among the children.
References
Ahmadpour, N. and Mujembari, A.K., 2015. The impact of Montessori teaching method on IQ levels of 5-year old children. Procedia-Social and Behavioral Sciences, 205, pp.122-127.
Alfieri, L., Brooks, P.J., Aldrich, N.J. and Tenenbaum, H.R., 2011. Does discovery-based instruction enhance learning?. Journal of educational psychology, 103(1), p.1.
Bahmaee, A.B., Saadatmand, Z. and Yarmohammadian, M.H., 2016. Principle Elements of Curriculum in the Preschool Pattern of Montessori. International education studies, 9(1), pp.148-153.
Bickhard, M.A., 2013. Scaffolding and self-scaffolding: Central aspects of development. In Children’s development within social context (pp. 43-62). Psychology Press.
Carver-Akers, K., 2013. Building Intercultural Competency in the Language Immersion Montessori Classroom. Learning Languages, 18(2), pp.38-43.
Charlotte Montessori School. 2017. Montessori and the Zone of Proximal Development. Access date: 3rd July. Retrieved from: https://www.charlottemontessori.com/2016/06/02/montessori-and-the-zone-of-proximal-development/
Colgan, A.D., 2016. The Epistemology behind the Educational Philosophy of Montessori: Senses, Concepts, and Choice. Philosophical Inquiry in Education, 23(2), pp.125-140.
Crain, W., 2015. Theories of Development: Concepts and Applications: Concepts and Applications. Psychology Press.
Danner, N. and Fowler, S., 2015. Montessori and non-Montessori early childhood teachers’ attitudes towards inclusion and access. Journal of Montessori Research, 1(1), pp.28-41.
Di Fuccio, R., Ponticorvo, M., Di Ferdinando, A. and Miglino, O., 2015. Towards Hyper Activity Books for Children. Connecting Activity Books and Montessori-like Educational Materials. In Design for Teaching and Learning in a Networked World (pp. 401-406). Springer, Cham.
Holmes, R.M., Romeo, L., Ciraola, S. and Grushko, M., 2015. The relationship between creativity, social play, and children’s language abilities. Early Child Development and Care, 185(7), pp.1180-1197.
Huxel, A.C., 2013. Authentic Montesorri: The Teacher Makes the Difference. Montessori Life, 25(2), p.32.
Isaacs, B., 2018. Understanding the Montessori approach: Early years education in practice. Routledge.
Kale, J. and Luke, A., 2017. Learning through difference: Cultural practices in early childhood language socialisation. In One child, many worlds (pp. 11-29). Routledge.
Kuusisaari, H., 2014. Teachers at the zone of proximal development–Collaboration promoting or hindering the development process. Teaching and Teacher Education, 43, pp.46-57.
Lillard, A.S., 2016. Montessori: The science behind the genius. Oxford University Press.
Mallett, J.D. and Schroeder, J.L., 2015. Academic achievement outcomes: A comparison of Montessori and non-Montessori public elementary school students. Journal of Elementary Education, 25(1), pp.39-53.
Montessori, M., 2013. The montessori method. Transaction publishers.
Montessori, M., 2014. Spontaneous activity in education (Vol. 1). Montessori Helper.
Wass, R. and Golding, C., 2014. Sharpening a tool for teaching: the zone of proximal development. Teaching in Higher Education, 19(6), pp.671-684.
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