Montessori

Reggio

Web Based

Montessori

Never let a child risk failure until he/she has a reasonable chance of success.

Dr . Maria Montessori

Dr. Maria Montessori an Italian physician designed a seamless, well-structured scientific and humanistic teaching approach based on years of research and observation. about how children learn. The Montessori program is based on self-direction, non-competitive and cooperative activities that help a child develop a strong self-image, high levels of cooperativenes, high level of academic and social competency, and the confidence to face challenges with optimism. Encouraged to make decisions at an early age, childern are cultivated to be: problem solvers who can make appropriate choices, accomplished time managers and skilled to work well with others. They are competent and confident to exchange their ideas and discuss work freely. These positive communication skills build the foundation for negotiating new settings.

Basic Tenet of Montessori Education
  • A child learns best in an enriched, supportive environment through exploration, discovery and creativity with the guidance and encouragement of a trained and caring staff.
Goals of Montessori Education
  • To cultivate each child’s natural desire to learn, acquire and master skills, learn responsibility and cooperation and foster strong, positive feelings about oneself and others.
child coloring with sketch pen

Reggio Emilia approach

Loris Malaguzzi (1920-1994) founded the ‘Reggio Emilia’ approach at a city in northern Italy called Reggio Emilia.  According to this approach the child is competent, resourceful, curious, imaginative, inventive and possess a desire to interact and communicate with others.

The aim of the Reggio approach is to promote children’s education through the development of all their languages: expressive, communicative, symbolic, cognitive, ethical, metaphorical, logical, imaginative and relational.

Fundamental Principles
  • Children construct their own learning experiences.
  • Through their interaction with others children form an understanding of themselves, and their environment.
  • Children are communicators and use language to investigate and explore.
  • Children require open space free from clutter to engage in reflective thinking.
  • The role of the teacher is that of a mentor and guide.
  • The emphasis is based on documenting child’s thoughts.
  • Children use a hundred languages (different ways, e.g. art, drama, music, etc. of demonstrating their understanding of learning).

There are no planned activities or pre-designed teaching material; instead Emergent Curriculum is used wherein teachers plan activities, studies and long term projects in the classroom /based on their observations.  Teachers use their interpretations, intentions and goals (social, emotional and academic) to make choices that they share with children. Learning is a spiraling progression and not a linear process.

Projects provide the backbone of the children’s and teachers’ learning experiences. Learning by doing is emphasized.

Basic Tenet of Reggio Emillo

  • The environment is the third teacher: The environment is recognized for its potential to inspire children who are capable of constructing their own learning driven by their interest to understand and know more.

Goal of Reggio Emillo

  • To encourage children to form an understanding of themselves and their place in the world through their interaction with other.

STEM

STEM – Science, Technology, Engineering and Math

Being Creative and Engaging in the Montessori Classroom, students learn the fundamental rules of math and science through the discovery of natural laws through manipulation of didactic materials and problem-solving with peers. Beginning in the Montessori preschool environment, students learn the fundamental rules of math and science through the discovery of natural laws through manipulation of didactic materials and problem-solving with peers. The work engages the senses and insures the internalization of concepts, not just memorization of disjointed facts and figures. Through the Montessori concept of Cosmic Education, the curriculum reinforces that everything is interrelated.

  • Creative
  • Innovative
  • Organized
  • Collaborative
  • Flexible
  • Open to the ideas of others
  • Able to think outside the box
  • Able to ask questions and know where to find answers
  • Able to manage themselves, while helping their peers

“STEM Education is more than just presentation and dissemination of information and cultivation of techniques. It is a process for teaching and learning that offers students opportunities to make sense of the world and take charge of their learning, rather than learning isolated bits and pieces of content. In the STEM environment, there is less emphasis on activities that demonstrate science content and a greater focus on those activities that allow students to engage in real world problems and experiences through project-based, experiential learning activities that lead to higher level thinking.”

STEM Education activity

These are the qualities proponents of STEM curriculums are hoping to see carry over from childhood to adulthood. They are the qualities Montessori grads already possess. Montessori schools care for the whole child in a way that encourages curiosity and independence, while making sure the child is nurtured. we ensure students are getting a full-bodied and well-rounded education that includes plenty of science, technology, engineering and mathematics. The experience our children have today will surely make a positive impact on their future.

Web-based Education

Web-based education also called Educational Technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering underlying theoretical perspectives for their effective application.

Educational Technology includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes.

Theoretical perspectives and scientific testing influence instructional design. The application of theories of human behaviour to educational technology derives input from instructional theory, learning theory, educational psychology, media psychology and human performance technology.

Educational Technology is not restricted to high technology. Also called e-learning, it includes an array of approaches, components, and delivery methods. For example, e-learning emphasizes mobility, but is otherwise indistinguishable in principle from educational technology.

toddler coloring activity

Educational Technology and e-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. It is suited to distance learning and in conjunction with face-to-face teaching, which is termed blended learning. Educational Technology is used by learners and educators in homes, schools (Pre-school, K-12 and higher education), businesses, and other settings.