Comparative Research
My Aim with regard to early childhood curriculum was to look at several different theorists in relation to theory and practise. I then picked two and concentrated on them, the two that I decided on was the Highscope and Montessori Approach.
My objective is to look at the philosophy and principles of each approach with regard to similarities and differences in relation to 1) early years environment 2) curriculum 3) the role of the adult and 4) the role of play.
My rationale for doing this is to look at implementation of each approach and how it relates to modern day practice through Aistear and Shiolta.
The Highscope Approach Philosophy/Principles
The Montessori Approach
Philosophy/Principles
In the highscope approach children are active learners supported and challenged by the adults. Their learning is supported by 58 key experiences, in language & literacy, art, maths, science, social, emotional and physical development. It works on 3 main principles: 1) active participation. 2) Regular Planning. 3) KDIs. Highscope encourages initiative and independence children also engage in group activities for socialisation skills.
Believed in Auto education: (self education).based on inner discipline through choice, consequences/rules/responsibilities.
No punishments/rewards. Disruptive children were bored.
Environment: attractive, bright, airy, warm, welcoming. Organised with materials that encourage independent/group learning (socialising). Child-sized furniture/materials, natural materials where possible. Shadowing is use in order for children to find and replace items to their correct area. Indoor environment planned and organised to promote children’s interests and problem solving techniques. Well planned outdoor environment to promote learning from the natural world. It is divided into areas such as the Home Corner, book corner, art area, quiet area.
Environment: meticulously clean, structured/ ordered, yet with freedom of choice. Beautiful, child sized, real life material such as glass, wood, metal, reed, wool etc no toys/plastic. Designed
to promote a social environment with support. Designed to meet individual needs from simple to complex, concrete to abstract covering areas from practical life, sensorial, maths, language and culture
Curriculum
Promotes all areas of academic, social, cognitive/intellectual, and physical development. It centres on children’s happiness and interests. Using circle small/large group time and outdoor activities daily. The main heart of the highscope daily routine is plan-do-review: this is where the children make choices and plans and carry out their own ideas and then later reflect on them. This plan-do-review sequence engages the children in both individual and social play. The pace of instruction is usually set by the group. The children are usually assigned a specific time frame to complete tasks and are normally assigned to a particular table or chair and are required to sit for time periods and pay attention to the adult. The activities are usually structured and instruction is either group or individual. The child is usually guided to concepts by the teachers
Curriculum
Promotes cognitive and social development and mainly individual instruction, it is an organised program for learning care of self and environment. The child chooses its own work and sets their own pace. The children also spot their own errors through reinforcement and repetition and the curriculum encourages self discipline. There is usually a mixed age group and the children are allowed to work as long as they want on any project. The children are free to work were ever they like in the room. Children reinforce learning by repetition and feelings of success.
Role of the Adult:
The teacher/Adult’s role is one of a leader/facilitator to support and challenge the children’s learning by supporting and scaffolding them. They sit amount the children during circle time and small/large group and snack time. They encourage the children to develop their own thinking and reasoning skills and to become independent problem solvers who take interest in their own care and that of others and the environment. Teachers are highly trained in the highscope approach and have a good knowledge of child development. The role of the adult is one on support and to extend learning by listening and using open-ended questions, conversations and challenge children to think for themselves. Observations are used as a tool for planning for children’s needs and interest and to help the adult reflect on their own performances too. They work in partnership with the children using shared control and allow them to lead activities. The adult uses the KDIs within the classroom, these are used to specifically to promote cognitive development and assess the child’s progress. KDI’s cover 1) approaches to learning 2) Social/Emotional development. 3) Physical development 4) language & Literacy 5) Creative arts 6) Science & Technology 7) social studies
Role of the Adult:
The adult is a guide and facilitator to each child introducing material, creating a well prepared environment and atmosphere for learning. The teacher has an unobtrusive role, the sit amount the children during circle time. Their role is around preparation and organisation of materials to meet the needs & interests of children. They keep the class room in order. They focus on children’s learning and have an IEP plan for each child and plan daily lesson around children’s interest, moods, behaviour and progress. The adult is qualified in Montessori and are familiar with materials, vocabulary and auto-education. The adult is knowledgeable in pedagogy and child development and facilitate child’s needs accordingly. They never criticise or interfere with child’s work. Children have freedom to choose for themselves. Adult can offer help and encouragement but not rewards. They do not supply all the answers but encourage problem solving and learning from the environment and other peers. They are patient and observe and record interests, repetitions with materials and social interactions. This in turns helps them create lesson plans and also reflect on their own performances especially after the exercise and what worked or didn’t work.
The Role of Play:
Play is a major part of the highscope curriculum it is important to the development of “Self Talk” about what they are thinking/feeling. Play develops memory skills and self regulation in a fun way and helps child plan, organise, prioritize, initiate and perform skills. Play is considered anything that is spontaneous and fun, it contributes to cognitive, physical, social and emotional well being. According to the United Nations High Commission for Human Rights (1989) volume24 no3 pg2 play is considered to be the basic human right of a child. According to (Bodrova & Leong, 2007) language enriched play can increase the development of higher mental functions. There are 4 main types of play 1) exploratory play: discovering things for fun, 2) constructive play: making things. 3) dramatic play: make believe/role play. 4) games: with rules when they are older. Make believe/role play according to (Spiegel, 2008) contributes to cognitive development.
The Role of Play:
Play in Montessori should encourage the child to be active, make choices, practice actions to mastery like maths, art, music, language, science, social and emotional relations. Play links sensori-motor, cognitive social emotional experiences which is great for brain development. Play should be voluntary, enjoyable, and spontaneous. It should involve problem solving, social skills, language, physical and emotional skills. Toys should help children to figure out things, use motor skills, social skills and problem solving skills and encourage children to co operative with others. Plays should come from the child’s imagination and experiences to be effective.
Similarities between HighScope and Montessori.
From looking at both Highscope and Montessori, I found that both approaches place a big emphasis on creativity; children learn and discover things for themselves without having to always look to the teacher. Also both approaches give children the freedom to explore the environment as much as possible and with reference to discipline both approaches handle it using positive learning experiences.
Differences between HighScope and Montessori.
Highscope provides a material-rich classroom were materials are at child level and are labelled using words and shadowing. Children learn from mental and physical interaction with the environment where errors are part of the learning process.
Montessori uses self correcting materials to work with not to play with, by following a step by step method to reading and writing, children complete various skills before moving on to the next step in the process to reading and writing. This approach is more structured and academic; with practical life work relating to real world is stressed.
Highscope encourages creative exploration with can lead to pretend play and group time occurs several times a day to encourage language, social and emotional development and learning. It also encourages lots of outdoor play and sport for large motor skills. Highscope teachers observe and record information daily on the children to use in order to plan developmental activities. In Highscope the teacher/key worker is assigned to a particular group and works closely with each child in that group developing a special bond so the child can turn to that key worker when they need assistance or reassurance.
Montessori doesn’t encourage outdoor play or pretend play; it encourages individual activities where children work on their own to achieve an outcome. It develops the whole child working on physical, social, emotional and cognitive abilities. Also in this approach mixed age groups are encouraged, younger students learn from the older ones learning takes place when children have a good knowledge of a subject and build on that knowledge.
Early year’s environment
Both approaches work well in modern day practice in terms of early year’s environment. Each approach provides a well planned environment for the children to promote learning.
The Highscope settings is a warm and welcoming environment, it is attractive, bright and airy. children are able to be confident and relaxed in the setting. All materials are at child level and are assessable at all times to the children to promote active learning and develop curiosity and participation. Children can work independently and in groups throughout the day and can practice problem solving skills. The areas are well organised to cater for all areas of development and to promote interest in activities. The outdoor is also a major part of the highscope setting, lots of learning takes place there on nature, environment and the natural world.