early childhood program models and curriculum презентация

Administration

Key Developmental Stages
Encourages Cooperative Play
Learning Is Child-Centered
Children Naturally Learn Self-Discipline
Classroom Environment Teaches Order
Teachers Facilitate the Learning Experience
System is Highly Individualized to Each Student
Curriculum Focused on Hands-On Learning (Crain, 2016).

what to think and to develop themselves as well-rounded individuals with an innate curiosity and love of learning.
Equipped to rely on their own inner compasses to help steer them on their individual journeys, rather than fit into one specific niche(Shank, 2016).

their real-world findings.
Goal is to foster creative thinking and a love of learning(Santin & Torruella, 2017).
Projects provide the narrative and structure to the children’s and teachers’ learning experiences(Santin & Torruella, 2017)..
Teachers and children as partners in learning

work” such as cooking, cleaning, caring for themselves, each other, and the environment rather than play make believe (Caine, 2016).
Waldorf: Early learning focuses on make-believe, fairies, arts and music. Play is viewed as the work of the young child and the magic of fantasy is an integral part of how the teacher works with the child (Shank, 2016).
Reggio Emilia: The young child’s imagination is celebrated (Santin & Torruella, 2017).

Pickering, 2017).
Waldorf: Academics are introduced later. (Martzog, Kuttner & Pollak, 2016).
Reggio Emilia: The teachers follow the interests of the children(Gardner & Jones, 2016).

unique developmental and academic purpose (Barbieru, 2016).
Waldorf:  Children are encouraged to use their imagination with the classroom materials (Nordlund, 2013).
Reggio Emilia: There is great emphasis on using materials and activities that provoke investigation and group learning (Gardner & Jones, 2016). 

montessori classroom. Romanian Journal For Multidimensional Education / Revista Romaneasca Pentru Educatie Multidimensionala, 8(1), 107-123. 
Crain, W. (2016). CARING AND MONTESSORI EDUCATION. Montessori Life, 28(1), 44- 49
Edwards, C. P. (2002). Three approaches from europe: waldorf, montessori, and reggio emilia. Early Childhood Research & Practice, 4(1),
Gardner, A. F., & Jones, B. D. (2016). Examining the reggio emilia approach: Keys to understanding why it motivates students. Electronic Journal Of Research In Educational Psychology, 14(3), 602-625.
Martzog, P., Kuttner, S., & Pollak, G. (2016). A comparison of waldorf and non-waldorf student-teachers’ social-emotional competencies: can arts engagement explain differences?. Journal Of Education For Teaching, 42(1), 66-79.

Montessori for children with learning differences. Montessori Life, 29(1), 48-53.
Platz, D., & Arellano, J. (2011). Time tested early childhood theories and practices. Education, 132(1), 54-63.
Santín, M. F., & Torruella, M. F. (2017). Reggio Emilia: An essential tool to develop critical thinking in early childhood. Journal of New Approaches in Educational Research, 6(1), 50–56. 
Shank, M. (2016). Imagination, waldorf, and critical literacies: Possibilities for transformative education in mainstream schools. Reading & Writing, Vol 7, Issues 2, Pp E1-E9 (2016), (2), e1