EFFECTIVENESS of approaches
Montessori and Reggio Emilia schools hold a number of similar key values and beliefs. Both embed the idea that children should be the leaders in their own learning experiences. Reggio Emilia centres are mainly for pre-school aged children and hence, the literacy program is not as intense as in the Montessori primary school sector. Rather, literacy learning in based around aspects of play and through experiences. For students in the Primary years of Montessori schools, they have specific curriculum goals that are required to meet. (Montessori Australia foundation. 2011.).
Literacy learning in both school environments, have been thought about by practitioners. The learning environments are implemented with various activities for the children to explore in an effort to build upon their literacy skills and knowledge. Literacy learning in each school, is age appropriate and is implemented, to set down the foundations of literacy learning from a young age. Each of the approaches have underpinned various theoretical approaches, in their learning design and environments. For example, both consider the developmental process of the children, in which learning takes place. ‘Learning to read, write and gain word knowledge is a developmental process.’ (Hill. 2014. P.5) The role of the home environment is also said to play a role in preparing children for future literacy development.
Although the approaches are greatly different from traditional teaching methods, they both appear effective in achieving the desired goals that have been set out. Preparing students to use literacy effectively into the future. Each school only have minor differences, however, Montessori schools appear to be slightly more effective. Teachers, in Reggio Emilia schools do not have to receive any extra type of certification or certificate to work in these centres, where as to be a Montessori teacher you do. This identifies a deeper level of understanding and training that takes place. Therefore a deeper context and more effective outcomes have the potential to develop, as they have been specially trained to work in these particular environments. (Kennedy, 2014). The focus on collaborative group work which is found in Reggio Emilia schools, over a focus on individual students, appears effective. However, independent learning especially in terms of literacy learning can be very important. As it allows the child to demonstrate what they can do alone, rather in collaboration with peers. In saying that , taking into account each child’s interests and learning style can help achieve the most desirable results. (Dodd-Nufrio, 2011). The pre-determined curriculum, found in Montessori schools provides structure to learning and is a valuable way to ensure children are meeting required goals, and therefore are gaining the best education possible. Furthermore, with a curriculum to help guide and monitor learning, it can act as in tool in ensuring students are not missing out on aspects of learning such as literacy, despite that the learning takes place differently than in traditional schooling environments.
Literacy learning in both school environments, have been thought about by practitioners. The learning environments are implemented with various activities for the children to explore in an effort to build upon their literacy skills and knowledge. Literacy learning in each school, is age appropriate and is implemented, to set down the foundations of literacy learning from a young age. Each of the approaches have underpinned various theoretical approaches, in their learning design and environments. For example, both consider the developmental process of the children, in which learning takes place. ‘Learning to read, write and gain word knowledge is a developmental process.’ (Hill. 2014. P.5) The role of the home environment is also said to play a role in preparing children for future literacy development.
Although the approaches are greatly different from traditional teaching methods, they both appear effective in achieving the desired goals that have been set out. Preparing students to use literacy effectively into the future. Each school only have minor differences, however, Montessori schools appear to be slightly more effective. Teachers, in Reggio Emilia schools do not have to receive any extra type of certification or certificate to work in these centres, where as to be a Montessori teacher you do. This identifies a deeper level of understanding and training that takes place. Therefore a deeper context and more effective outcomes have the potential to develop, as they have been specially trained to work in these particular environments. (Kennedy, 2014). The focus on collaborative group work which is found in Reggio Emilia schools, over a focus on individual students, appears effective. However, independent learning especially in terms of literacy learning can be very important. As it allows the child to demonstrate what they can do alone, rather in collaboration with peers. In saying that , taking into account each child’s interests and learning style can help achieve the most desirable results. (Dodd-Nufrio, 2011). The pre-determined curriculum, found in Montessori schools provides structure to learning and is a valuable way to ensure children are meeting required goals, and therefore are gaining the best education possible. Furthermore, with a curriculum to help guide and monitor learning, it can act as in tool in ensuring students are not missing out on aspects of learning such as literacy, despite that the learning takes place differently than in traditional schooling environments.