IMPLEMENTING

EARLY CHILDHOOD
EDUCATION PROGRAMS
APPLYING THEORIES
TO PRACTICE

By: IVY G. CATUIRA

 Early childhood education is a very important time
in a childs life. This is a period when your child gets
his first taste of many years of education. Whether you
choose to put your child in formal schooling or to do
homeschooling, the approach or program your child
takes on will have a huge effect on his attitude towards
learning.

Numerous progressive approaches have been

developed over the years, and although these are all
child-centered, their emphasis and focus in educating
the child may differ from one another.

There is no single approach that is right for all

children. The right approach to education and learning
will depend on your childs learning style and
personality. For a lot of children, it might even mean a
mix of different approaches, depending on the skills
EARLY CHILDHOOD
PROGRAMS
Montessori
Waldorf
Reggio Emilia
High Scope
The Bank Street
Approach
Cooperative
MONTESSORI
The Montessori Method, which is popular today in
many places around the world, was developed
by Maria Montessori in 1897 in Italy. Montessori
began to develop her methods after attending
pedagogy courses in Rome, and carefully
observing children beginning at birth.
In 1907, Montessori opened her first school, Casa
dei Bambini, or Childrens House, and her
methods attracted interest from educators
throughout the world. In 1929., Montessori
founded the Association Montessori
MONTESSORI
Montessori Philosophy
The Montessori Method is founded on Maria Montessoris
educational philosophy. Her basic principle was to
follow the child. It is based on her research with
phrenasthetic or special needs children and
characterized by an emphasis on independence,
freedom within limits, and respect for a childs
naturalpsychological, physical, and social
development.
A Montessori classroom is carefully prepared to allow the
child to work independently and allow for the joy of
self-discovery. Teachers introduce materials and
children are free to choose them, again and again,
working and discovering, and ultimately mastering
ideas. Lessons are given, but the goal is for children to
discover the answers by using the auto-didactic, or
self-correcting materials that are found only in
Montessori classrooms.
The Educational Theory of Maria Montessori

Maria Montessori established much of her

theories on education based on the works of the
scholar Froebel, and the physicians Jean Itard and
Edouard Sequin which inspired her theories of
sensory education for early childhood education.
Froebel, Itard, and Sequin allowed Montessori to
develop a curriculum that utilized experience and
hands-on manipulation of materials versus the
direct instruction that typically took place in
schools. Froebel, Itard, Sequin, and Montessori
formed their theories of education from working
with special needs children in a particular
technique known as sensory education.
Montessoris idea of sensory education
included hands on activities that would
require the child to tune into their five
senses to heightening their
intellectually abilities.
A child is able to build a
foundation for intellectual success
through cultivating senses
through educational activity.
She was inspired by Aristotles philosophy
that there was nothing in the intellect which
does not fit exist in the senses The hands
and mind work together, making the
learning experience one of doing rather than
simply observing
She believed that the hands and mind work
together and the best method for a child to
learn is to be hands-on, not just through
observation. The active participation is a key
component to gaining knowledge and
perceptional development.
OB MONTESSORI

Greenhills
Sta. Ana
Las Pias
Fairview
Angeles
Vision
O.B. Montessori Center envisions the emergence of a "new man" who
will no longer be the victim of events but, thanks to his clarity of
vision, will become able to direct and mold the future of mankind.
The school adheres faithfully to the educational method discovered
and propagated through experience by the great Dr. Maria
Montessori where MAN becomes the center of education, whose
mental growth and development begins at birth. Guided by his
"inner teacher", he can construct himself into a citizen of the world,
able to exercise freedom and self-discipline, undistorted by fear.
Mission
To help the child help himself - "SEIPSUM FACIT PERSONA" - Man Makes
Himself, OBMC's mission is to transform all students into self-
developing individuals by establishing the right relationship
between the child and the adult and by providing him with a
suitable environment for learning and the skills necessary for him to
become independent and productive members of society.
TODDLER PROGRAM
& CASA ( PRESCHOOL) PROGRAM
TODDLER PROGRAM
Age 0-3 is characterized by the presence
of an Unconscious Absorbent Mind, " a
mind that is constantly absorbing
impressions from the environment
without knowing that he is doing so
and without willing it."
The O.B. Montessori Toddlers Program
centers on the philosophy of "Helping
the Child Help Himself" through the
Montessori Prepared Environment. The
Toddlers Room simulates a house
where the child is given freedom to
work independently in a Prepared
Environment that is complete,
functional and orderly, thus
maximizing his potential to the fullest.
The furniture and materials are also
designed within the child's level that
would enable him to develop
independence in movement and
language in preparation for preschool
education.
CASA ( PRESCHOOL)
PROGRAM
Age 2.6 - 5.5 is characterized
by the presence of a
Conscious Absorbent Mind
which allows the child to
consciously and willingly
learn from his environment.
All the materials in the
Prepared Environment
provide him with
opportunities for his
independent development.
The Casa Curriculum makes use
of 177 hands-on apparata
for Practical Life activities,
Sensorial Life activities,
Language, Mathematics and
Cultural Arts (divided into
History, Botany, Geography,
Science, Music and Arts).
VIDEO CLIPS
OB Montessori
https://www.youtube.com/watch?
v=rHypRWKvdZQ&feature=youtu.be

Other Montessori
https://www.youtube.com/watch?
v=rukga1_qOuo&feature=youtu.be
WALDORF

Waldorf education, also known asSteiner

education, is based on theeducational
philosophy ofRudolf Steiner the founder
ofanthroposophy. Its pedagogy emphasizes
the role of imagination in learning, striving to
integrateholistically the intellectual,
practical, and artistic development of pupils.
 WALDORFdevelopmental approach that addresses the
needs of a growing child. This educational
approach uses an anthroposophical view, which is
a spiritual philosophy, and aims to educate the
whole child - through the heart, the hands, and
Child has a the head.willingness to learn
natural
Steiner's division of child development intothree
major stagesis reflected in the schools'
approach will
(0-7)
heart (7-14)
*To early childhood education, which focuses on
practical,hands-on activities and head (14 +)
creativeplay;
*toelementary education, which focuses on
developing artistic expression and social
capacities;
*and tosecondary education, which focuses on
developingcritical reasoning
andempathicunderstanding.
The overarching goal is to developfree,morally
 His theory of child development
elaborated three cycles of seven-year
stages, each with its own distinctive
needs for learningan ascending spiral
of knowledge. Before age 7, nursery and
kindergarten children learn
throughimitationand doing (Schwartz,
1996). Imaginary play is considered the
most important "work" of the young child
and the activity through which the child
grows physically, intellectually, and
emotionally. The educational focus is on
bodily exploration, constructive and
creative play, and oral (never written)
Waldorf pedagogical theory considers that during the first
years of life children learn best by being immersed in an
environment they can learn from through
unselfconscious imitation of practical activities. The
early childhood curriculum therefore centers
onexperiential education, allowing children to learn by
example, and opportunities for imaginative play.The
overall goal of the curriculum is to "imbue the child with
a sense that the world is good.
Waldorf kindergarten and lower grades generally
discourage pupils' use of electronic media such as
television and computers.[35]There are a variety of
reasons for this: use of these is understood to conflict
with young children's developmental needs, [47]media
users tend to be physically inactive, and these media
often contain inappropriate or undesirable content
which may hamper rather than exercise the imagination
There are several Waldorf schools in the
Philippines such as the Manila Waldorf
School in Rizal, Kolisko Waldorf School in
Quezon City, Acacia Waldorf School in
Laguna, University of Batangas Waldorf
School International, Sofia Waldorf School in
Baguio, Gamot Cogon Institute in Iloilo, and
Karawatan Waldorf School in Palawan.
There are also several daycare and
playhouse centers that use the Waldorf
approach.
 THE MANILA WALDORF SCHOOOL

The Manila
Waldorf School is
located in
Timberland
Heights, San
Mateo Rizal, just
15 minutes away
from the Batasan
Pambansa in
Quezon City.
The Manila Waldorf School is the pioneer school of Steiner
education in the Philippines. Steiner (or Waldorf) education is one
of the fastest growing non-traditional educational movements in
the world. The school offers a full kindergarten to high school
program.
 EARLY CHILDHOOD (AGES 3-6):
PALARUAN
Kindergarten - Awakening the Will
The goal of the Waldorf kindergarten (Palaruan) is to develop a sense of
wonder in the young child and a reverence for all living things. This
creates an eagerness for the academics that follow in the grades.
Kindergarten is intended to be a home-like experience so that the young
child feels secure and comfortable in his first step away from the family
home.
Kindergartners are phenomenal imitators. Therefore, the teacher must be a
role model worthy of their imitation. The teacher also provides the
rhythm, ritual and reverence that live within the Waldorf kindergarten.
Active play (indoor and outdoor) is a key component of the Waldorf early
childhood program,which helps your toddler in his/her development:
emotionally, mentally and actively while they learn.
The rhythm of each morning provides a balance between individual free and
imaginative play and organized group activity. Activities include
household tasks such as baking, sweeping, and planting; artistic
activities such as beeswax modeling, drawing and watercolor painting;
and linguistic activities such as listening to classical folk tales, watching
puppet shows, and role-playing.
Every day there is a "circle time" with singing and movement, and the day
VIDEO CLIP
The Manila Waldorf School
https://www.youtube.com/watch?v=awTxsRjSPOs

Other Waldorf School

https://
www.youtube.com/watch?v=mpSDgT7r9n4&feat
ure=youtu.be
REGGIO EMILIA
Reggio Emilia is a city in Northern Italy
where Loris Malaguzzi developed this
progressive and cooperative early childhood
educational approach. The Reggio Emilia
approach is child-centered and uses the
principle that children learn through
interaction with their environment and the
people around them. Hence, children are
encouraged to communicate and the space
around them is designed to encourage
collaboration, exploration, and
communication.
The Reggio Emilia approach is also known for
its belief that children have a hundred
languages. This refers to the various ways
that children communicate their thoughts and
ideas. Some of these languages are building,
modeling, painting, inventing, drawing,
discussing, sculpturing, playing pretend,
playing instruments, making music, and many
more. Play is part of learning with this
approach, and emphasis is placed on hands-on
learning.
LORIS MALAGUZZI'S THINKING REFLECTS
A SOCIAL CONSTRUCTIVISM DRAWING
FROM DEWEY, PIAGET, VYGOTSKY,
BRUNER, AND OTHERS.
Focusing on the infant and preschool years only, Malaguzzi
rejected Piaget's stage notions as too limiting. He drew a
powerful image of the child, social from birth, full of
intelligence, curiosity, and wonder. His vision of an "education
based on relationships" focuses on each child in relation to
others and seeks to activate and support children's reciprocal
relationships with other children, family, teachers, society, and
the environment
This resourceful child generates changes in the systems in which
he or she is involved and becomes a "producer of culture,
values, and rights. Teachers seek to hold before them this
powerful image as they support children in exploring and
investigating. Children grow in competence to symbolically
represent ideas and feelings through any of their "hundreds of
languages" (expressive, communicative, and cognitive)
words, movement, drawing, painting, building, sculpture,
shadow play, collage, dramatic play, music, to name a few
 A few schools in the Philippines that
have a Reggio Emilia inspired approach
are Glebe House Manila in Makati City,
Reggio Children Preschool House in
Rizal, and Brentwood Reggio Kids
International School in Naga City.
BRENTWOOD REGGIO KIDS INTERNATIONAL
SCHOOL
BRENTWOOD REGGIO KIDS INTERNATIONAL
SCHOOL
 BRENTWOOD KINDERGARTEN
CURRICULUM
CONTENT & SUBJECTS For kindergarten, an integrated
and developmentally

appropriate curriculum - not a

curriculum taught by subject
Reading and language arts, area. Such a curriculum would
Math, incorporate the concepts from
the required subject areas.
Social studies,

Science, The Brentwood Model Early
Health, Learning Standards provide a
Physical education, framework for the development
of program, curriculum, and
Art, assessment practices. Resources
Music, on curriculum options are also
Environmental education, referenced. Children who meet
and the developmental expectations
outlined in the Brentwood Model
Computer literacy Early Learning Standards will be
prepared to master Brentwood
Model Academic Standards.
When teachers in four-year-old kindergarten programs are
looking for additional guidance, subject areas can be
incorporated as follows:

Reading and language arts should be approximately

30% of the curriculum.
Math, social studies, science, health, physical
education, art, and music should be approximately 10%
each of the teacher directed curriculum activities.
Environmental education and computer literacy
should also be integrated into other subject areas.
Physical education, art, and music can be completely
integrated into the curriculum under the direction of a
teacher licensed in that subject area or it can be taught
directly by a teacher licensed in that subject area.
Up to one third of each day may be in student self-
directed activities.

VIDEO CLIP
Reggio Emilia
https://www.youtube.com/watch?v=4t-
QEZlXOZg&feature=youtu.be
HIGH SCOPE ACTIVE LEARING
TheHighScopeearly childhood educationapproach, used
inpreschool,kindergarten,childcare, orelementary school
settings, was developed inYpsilanti, Michiganin the 1960s.
It is now common there and in some other countries.
The philosophy behind HighScope is based on child
development theory and research, originally drawing on the
work ofJean PiagetandJohn Dewey. Since then, the
HighScope Curriculum has evolved to include the findings of
ongoing cognitive-developmental and brain research. In its
teaching practices, the HighScope Curriculum draws upon
the work of developmental psychologist and educatorLev
Vygotsky, especially the strategy of adult scaffolding
supporting children at their current developmental level and
helping them build upon it in a social setting where
children have opportunities to choose materials, ideas, and
people to interact within the projects they initiate. The
adults working with the children see themselves more as
facilitators or partners than as managers or supervisors.
The High/Scope Approach has roots in constructivist theory.
Constructivists believe that we learn by mentally and physically
interacting with the environment and with others. Although errors
may be made during these interactions, they are considered just
another part of the learning process.

Although both Constructivism and the Montessori Method involve

learning by doing, there are significant differences. In Montessori,
for instance, the didactic, self-correcting materials are specifically
designed to help prevent errors. Children learn by repetition,
instead of by trial and error. The role of pretend play is also
different in the two methods. In High/Scope, childrens creative
exploration is encouraged, and this sometimes leads to pretend
play, while in Montessori, practical life work that relates to the
real world is stressed.

Although Constructivism is a theory of learning, as

opposed to a theory of teaching, High/Scope has
exemplified an approach of teaching that supports
Constructivist beliefs. Thus, children learn through active
involvement with people, materials, events, and ideas.
MULBERRY KIDS PRESCHOOL

ADDRESS:
#25
General
Malvar
Street,
San
Antonio
Village,
Pasig City
 MULBERRYS CURRICULUM
Mulberry Kids Preschool plans and carries out programs that are suited
for the age level
of our students.
Adapting the High Scope Approach to learning, we encourage our
students to become Active Learners,using their interests as our
tool in teaching them concepts and skills that will equip them later
on in life.
The content of our programs are guided by the 58 key experiences in
the different learning domains. We look at each childs individuality
through their Gross & Fine Motor Skills, Soci al, Emotional,Self-
Help,Language, and Cognitive Skills.
Concepts are taught using a thematic approach that we believe is
morehelpful and fun for our young learners.
The heart of our program is the PLAN-DO-REVIEW sequence in which
children make choices, carry outtheir ideas, and reflect on what they
have learned with the guidance from their teachers. Theseactivities
promote initiative and independence among children.
ECE PROGRAMS MULBERRY SCHOOL
OFFERS:
ECE PROGRAMS MULBERRY SCHOOL
OFFERS:
VIDEO CLIP
High Scope Approach
https://www.youtube.com/watch?v=PJ3TWHvLMvE
 BANK STREET APPROACH
Very similar to play-based
learning, Bank Street was
developed by the Bank
Street College in New York
City. Advocates hold a child-
centered philosophy and
believe that children are
active learners, explorers,
experimenters and artists
and benefit from a diverse
curriculum. The system
stresses the importance of
materials in the classroom
and views the teacher as a
facilitator of learning. This
method aims to help
children make sense of the
world around them by
studying multiple aspects of
social studies.
EXPLORATION PRESCHOOL
Address:928 Luna Mencias cor.
Socorro Fernandez St., Addition Hills,
Mandaluyong City, Metro Manila,
Philippines
EXPLORATION PRESCHOOL
EXPLORATION PRESCHOOL
VIDEO CLIP
Bank Street approach
https://www.youtube.com/watch?v=uEC43OIs0l4
COOPERATIVE APPROACH
Cooperative learningis a teaching method where
students of mixed levels of ability are arranged
into groups and rewarded according to the group's
success, rather than the success of an individual
member. Cooperative learning structures have
been in and out of favor in American education
since the early 1900s, when they were introduced
by the American education reformer John Dewey.
Cooperative learning is sometimes thought of simply
as 'group work,' but groups of students working
together might not be working collaboratively.
VIDEO CLIP
Cooperative Learning
https://www.youtube.com/watch?v=Q7riqAh1UNo
THANK YOU!
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American Montessori Society, 19(1), 22-24.
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http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=367
http://www.teachingstrategies.com/page/ccs_overview.cfm
https://en.wikipedia.org/wiki/Monterssori
https://en.wikipedia.org/wiki/Waldorf
https://en.wikipedia.org/wiki/ReggioEmilia
https://en.wikipedia.org/wiki/HighScope