The document discusses several early childhood education models including Montessori, Bank Street, Waldorf, High Scope, and Reggio Emilia. Each model has distinct approaches to the environment, children, teachers, materials, and curriculum. For example, Montessori focuses on didactic materials in organized classrooms while Bank Street builds on children's experiences in interest areas. The Reggio Emilia model emphasizes aesthetics, child-led projects, and teacher documentation.

1. THE DIFFERENT APPROACHES
IN EARLY CHILDHOOD
EDUCATION

2. Early Childhood Education models
Represent a coherent approach to
working with young children, including a
philosophical and theoretical
base, goals, curriculum
designs, methods, and evaluation
procedures.

3.  There was a great proliferation of
early childhood models during the
1906’s and 1970’s.
 THESE ARE THE FOLLOWING
APPROACHES WITH THE
AREAS in:
 The Environment
 The Children
 The Teachers
 The Materials
 The Curriculum

4. MONTESSORI PROGRAMS:
MONTESSORI PROGRAMS:
• This educational method was introduced by
Maria Tecla Artemesia Montessori (August
31, 1870 – May 6, 1952).
• She was an Italian physician and educator,
• a noted humanitarian and devout Roman
Catholic.
• Best known for the philosophy of education that
bears her name.
• Her educational method is in use today in public
and private schools throughout the world.

5. MONTESSORI PROGRAMS:
MONTESSORI PROGRAMS:
The Environment:
• The classrooms are organized.
• There are distinct areas which
contains materials to be mastered in
that area.
• Its set up is to be aesthetically
pleasing, with plants, flowers and
attractive furnishings and materials.

6. MONTESSORI PROGRAMS:
MONTESSORI PROGRAMS:
The Children:
• Different ages involved in
individual activities.
• Children are free to engage in
which project they choose to.
• Younger children participate in
some activities to imitate older
classmates.

7. MONTESSORI PROGRAMS:
MONTESSORI PROGRAMS:
The Teachers:
• Involvement is unobtrusive and
quiet.
• S/he maybe observing from an
distance or demonstrating to a
child how to use a new material.
• The teachers do not reinforce or
praise children for their work.

8. MONTESSORI PROGRAMS:
MONTESSORI PROGRAMS:
The Materials:
• Have special characteristics.
• Are didactic (educational), they are
design to teach a specific lesson.
• Are self-correcting.
• The simple to complex.
• Materials are natural and mostly
are made up of varnished wood.

9. MONTESSORI PROGRAMS:
MONTESSORI PROGRAMS:
The Curriculum:
• When children first enter a
Montessori program, they introduce
to the daily living which are focus on
self-help and environmental care
skills such as buttoning, brushing
hair, watering plants, washing
windows and sweeping.

10. MONTESSORI PROGRAMS:
MONTESSORI PROGRAMS:
Second set of activities and sensorial are
sensorial, helping children
develop, organize, broaden, and refine
sensory perceptions of
sight, sound, smell, and taste.
And third aspect of the program
involves conceptual academic materials .
Conceptual learning activities are
concrete and actively involve the child
in multisensory ways.

11. The Bank Street Approach:
It denotes the developmental
interactionist model.
It is concerned with the various
aspects of each child’s development
as well as between child and
environment such cognitive and
affective areas of child development.
Children’s development in
the cognitive and affective
domain is not seen
separately or parallel

12. The Bank Street Approach:
This model builds on the works of variety of
theorists, Piaget and Erikson.
Founded by the New York’s Bank Street College of
Education.
The teachers do not aim to
teach children a lot of new
concepts, but rather to help
them understand what they
already know. So children’s
experiences are the base of
the program so that the

13. The Bank Street Approach:
The Environment:
• The classroom is arranged into
conventional interest such as
music, art, reading, science, and
dramatic play for them to be able
to familiarize by the materials it
contains.

14. The Bank Street Approach:
Mathematics Area

15. The Bank Street Approach:
Reading Area

16. ART Area
The Bank Street

17. The Bank Street Approach:
Dramatic Play Area

18. The Bank Street Approach:

19. The Bank Street Approach:
The Teachers:
• They must have a keen understanding of
children’s development, of each child’s
individuality, and of how best to
structure an environment that will
encourage each child to fulfill his/her
potential.
• Help children build a positive motivation.
• Every teacher should have the ability to
build up on the experiences of children’s
experiences.

20. The Bank Street Approach:
The Curriculum:
This approach is centered to the child’s development:
First experience of a child upon entering Bank Street
Approach classroom is to help them understand and
master their school environment by participating in
activities and chores that contribute to their
functioning.
Later, learning is extended beyond the classroom to
the community to expand the children’s
understanding of meaningful elements that affects
their lives.

21. The Waldorf Education:
Developed by Rudolf Steiner in 1919, Waldorf
Education is based on a profound understanding of
human development that addresses the needs of the
growing child. Waldorf teachers strive to transform
education into an art that educates the whole child—
the heart and the hands, as well as the head.

22. The Waldorf Education:
The Environment:
• The first thing you may notice in entering in a
Waldorf School is the care given to the building.
The walls are usually painted in lively colors and
are adorned with student artwork.
• Evidence of student activity is everywhere to be
found and every desk holds a uniquely created
main lesson book.

23. OUTSIDE
STRUCTURE

24. INSIDE SET-UP

25. The Waldorf Education:
The Children:
Children learning relate what they learn to their own
experience, they are interested and alive, and what they
learn becomes their own. Waldorf schools are designed
to foster this kind of learning.―
The Teachers:
Teachers in Waldorf schools are dedicated to generating
an inner enthusiasm for learning within every child...
allowing motivation to arise from within and helping
engender the capacity for joyful lifelong learning.

26. The Waldorf Education:
The Curriculum:
The Waldorf approach to early childhood education is
largely experiential, imitative and sensory-based. The
emphasis is on providing worthwhile practical activities
for children to imitate, allowing them to learn through
examples.
8:30-9:00 Breakfast
9:00-10:00 Free Play
20 minutes Story Telling
10:20-11:20 Outside
11:15-11:45 Small Group
(Do projects or any activities)

27. The Cognitive-Oriented Curriculum of the
High Scope Method:
In line with Piaget theory, this model is
based on the premise that children are
active learners who construct their own
knowledge from meaningful
experiences.

28. The Cognitive-Oriented Curriculum:
The Environment:
• Designed to be stimulating but orderly
where children can dependently choose
interesting materials.
• Divided into clearly defined work areas.
• Rooms are:
housekeeping, block, art, quiet, large
group, construction, music and
movement, sand and water and animal and
plants.

29. The Cognitive-Oriented Curriculum:
The Schedule:
• Planning time-
Children decide what activities they would
like to participate in during the work time and
a teacher helps him record the child plans.
• Recall time-
In small groups where children review their
work –time activities.

30. The Cognitive-Oriented Curriculum:
The Schedule:
• Plan-Do-Review-Circle
Is the heart of the cognitively-oriented
curriculum, activities which considers learning
opportunities such as:
o Large group time for stories
o Music
o Games
o Outside Time
o Small group time
• Cleaning time

31. The Cognitive-Oriented Curriculum:
The Curriculum:
It is focus on extending the cognitively-
oriented curriculums through a set of eight
concepts based on the characteristics and
learning capabilities of preoperational
children. (Piaget)

32. The Cognitive-Oriented Curriculum:
The Curriculum:
8. Time 1. Active
Learning
7. Spatial 2, Using
Relationships Language
6. Number 3. Representing
Concepts Experiences and
Ideas
5. 4. Classification

33. The Reggio Emilia Approach:
It was started by Loris Malaguzzi, who was a teacher
himself, and the parents of the villages around Reggio
Emilia in Italy after World War II.
PHILOSOPHY:
• Children must have some control over the direction of
their learning;
• Children must be able to learn through experiences of
touching, moving, listening, seeing, and hearing;
• Children have a relationship with other children and
with material items in the world that children must be
allowed to explore and
• Children must have endless ways and opportunities to
express themselves.

34. The Reggio Emilia Approach:
The Environment:
• Is aestethically pleasing, comfortable environment and are
central of learning.
• There are places which allows children to work with few
children, a larger group, or teacher alone.
• They have an atelier- a special studio or workshop use in
documenting the child’s work, transcript of their
discussions, photographs of their activities, and
representations of their projects.

35. The Reggio Emilia Approach:
The Teachers:
• To co-explore the learning experience with the
children.
• To provoke ideas, problem solving, and conflict
resolution.
• To take ideas from the children and return them for
further exploration.
• To organize the classroom t be accessible and
interesting to the child.
• To document children’s progress.

36. The Reggio Emilia Approach:
The Curriculum:
The central Concept of its curriculum is the ‘Project’.
Because through the project, the child will be able to
explore a concept or topic, able to deal in small groups .
Project are usually done in artwork and when they do
art, they learn to draw and formulate their own concept.