Early literacy teaching and learning- COMPARISON
Montessori schools have separate learning goals to other traditional schools, which is due to the different pedagogical approaches to teaching. The English component of the curriculum in Montessori schools, specifically cover aspects of language, literature and literacy learning. Yet, differ from the traditional Australian curriculum. Literacy is defined as, ‘reading, writing, speaking, listening and viewing and involves the knowledge and skills required to engage in activities required for effective functioning in the community.’(Hill. S, 2014, p. 3).The Montessori curriculum for the early years of schooling, includes a variety of literacy components, including, ‘Grammar for reading and writing fluently, reading and viewing literacy texts, reading and viewing factual texts, writing- handwriting, keyboard, spelling and punctuation.’ (Montessori Australia foundation. 2011. P. 12). It’s expected that children are to meet these literacy learning goals, yet the way they are to be achieved vastly differ from traditional English teaching methods. In Montessori schools there is a key focus on the role that the environment plays on achieving successful learning outcomes. With a significant focus on the students ability to freely move around the room an access any of the activities and materials provided when and as they wish. Emergent literacy development is seen in the nursery and preschool years in Montessori schools, with a strong influence of the social and cultural contexts, which assists in the preparation for literacy development in the primary schooling years. (Justice. L, Pullen. P. 2003).
In both Montessori and Reggio Emilia schools, Literacy leaning is undertaken through experiences which are continually built upon, rather than knowledge formally being passed on to children. (Soundy, 2003). Hence, this is why there is such a strong focus on a child’s strengths and abilities. Additionally, why children are often placed in classes according to developmental stages over age. ‘Early opportunities for meaningful interaction in the classroom pave the way in which oral language prerequisites feed into literacy achievements.’ (Soundy, 2003, P. 131.).
In Reggio Emilia centres students usually stay with one teacher over a three year period. This allows the teacher to develop an extremely deep understanding of the child, their strengths and weaknesses as well as the ability to watch them succeed both academically and developmentally. Therefore, literacy learning is usually tailored to the individual’s strengths. ‘Emergent literacy is based on the idea that children learn literacy as they come to it, rather than as it comes to them.’ (Bardige & Segal, 2005, P. 5). There is also the notion of the environment acting as a third teacher, in which many literacy resources should be around, providing various opportunities to the children, with the freedom to explore. Additionally, in terms of literacy learning, Reggio Emilia centres adopt the idea that there are 'a hundred languages of children.' In which children have an array of capabilities and experiences, so there should be an opportunity for communication to take place in a variety of different ways. ‘Young children are powerful, active, competent protagonists of their own growth…with the right to speak from their own perspective, and to act with others on the basis of their own particular experience and level of consciousness.’ (Edwards et al., 1998, p.180).
In both Montessori and Reggio Emilia schools, Literacy leaning is undertaken through experiences which are continually built upon, rather than knowledge formally being passed on to children. (Soundy, 2003). Hence, this is why there is such a strong focus on a child’s strengths and abilities. Additionally, why children are often placed in classes according to developmental stages over age. ‘Early opportunities for meaningful interaction in the classroom pave the way in which oral language prerequisites feed into literacy achievements.’ (Soundy, 2003, P. 131.).
In Reggio Emilia centres students usually stay with one teacher over a three year period. This allows the teacher to develop an extremely deep understanding of the child, their strengths and weaknesses as well as the ability to watch them succeed both academically and developmentally. Therefore, literacy learning is usually tailored to the individual’s strengths. ‘Emergent literacy is based on the idea that children learn literacy as they come to it, rather than as it comes to them.’ (Bardige & Segal, 2005, P. 5). There is also the notion of the environment acting as a third teacher, in which many literacy resources should be around, providing various opportunities to the children, with the freedom to explore. Additionally, in terms of literacy learning, Reggio Emilia centres adopt the idea that there are 'a hundred languages of children.' In which children have an array of capabilities and experiences, so there should be an opportunity for communication to take place in a variety of different ways. ‘Young children are powerful, active, competent protagonists of their own growth…with the right to speak from their own perspective, and to act with others on the basis of their own particular experience and level of consciousness.’ (Edwards et al., 1998, p.180).