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The Learning Environment (ECEP102)Comparison of Approaches
Approach Founded By Key Focus Key Date
Reggio Emilia Loris Malaguzzi Child-led, emergent curriculum 1940s
Montessori Maria Montessori Independence, prepared 1907
environment
HighScope (Piaget) David Weikart Active learning, developmental 1960s
stages
Vygotsky (Tools) Lev Vygotsky Sociocultural learning, ZPD, 1934 (Theory),
scaffolding 1990s
Reggio Emilia Loris Malaguzzi Collaborative, creative expression 1950s
(Malaguzzi)
Waldorf Rudolf Steiner Holistic, nature-based education 1919
Definitions
Reggio Emilia Approach
Definition: A child-centered, project-based educational philosophy developed in the 1940s in
Reggio Emilia, Italy, emphasizing collaboration, creativity, and the environment as a key
element of learning.
Key Concepts:
- Environment as the Third Teacher: The physical environment plays an active role in
supporting children’s exploration and learning.
- Emergent Curriculum: A flexible, child-driven approach to learning where activities
and topics emerge from children’s interests, ideas, and explorations.
- Builds on children’s curiosity.
- Integrates collaborative planning between educators and learners.
- Adapts to real-world contexts.
- Hundred Languages of Children: Recognizes the diverse ways children express their
understanding, such as art, storytelling, and movement.
Montessori Method
Definition: An educational approach created by Maria Montessori in 1907, focusing on
independence, hands-on learning, and self-directed activity in a structured environment.
Key Concepts:
- Sensitive Periods: Developmental windows when children are particularly receptive
to learning specific skills.
- Prepared Environment: A well-organized, child-friendly space designed to foster
exploration and learning.
- Auto-Education: Encourages self-discipline and intrinsic motivation.
HighScope Approach
Definition: A hands-on, active learning curriculum developed in the 1960s, influenced by
Piaget’s developmental theories. It emphasizes the Plan-Do-Review cycle to encourage
autonomy and reflection.
Key Elements:
, - Key Developmental Indicators (KDIs): Goals that guide learning and development.
- Active Learning: A child-centered approach where children are actively involved in
the learning process through hands-on activities, exploration, and problem-solving.
- Contrast to Passive Learning: Active learning involves engagement and
critical thinking, while passive learning relies on listening and memorization.
Piaget’s Cognitive Development Theory
Definition: A theory by Jean Piaget outlining how children construct knowledge through
interactions with their environment across four stages:
1. Sensorimotor (0–2 years): Learning through sensory and motor interactions.
2. Preoperational (2–7 years): Development of symbolic thinking but limited logical
reasoning.
3. Concrete Operational (7–11 years): Logical reasoning with concrete objects.
4. Formal Operational (12+ years): Abstract and hypothetical thinking.
Vygotsky’s Sociocultural Theory
Definition: A theory emphasizing the role of social interaction and cultural tools in cognitive
development.
Key Concepts:
- Zone of Proximal Development (ZPD): The gap between what a child can do
independently and what they can achieve with guidance.
- Scaffolding: Support provided to help a child reach higher levels of understanding or
skill.
- Cultural Mediation: Learning occurs through cultural tools like language and symbols.
Tools of the Mind
Definition: An early childhood program based on Vygotsky’s theory, focusing on developing
self-regulation, executive functions, and social-emotional skills through guided pretend play
and language-rich activities.
Waldorf Education
Definition: A holistic educational approach developed by Rudolf Steiner in 1919, integrating
intellectual, artistic, and practical learning.
Key Concepts:
- Developmental Stages: Focuses on imitation, imagination, and critical thinking across
age groups.
- Connection to Nature: Encourages outdoor play and the use of natural materials.
- Rhythms and Routines: Daily and seasonal rhythms structure learning and provide
predictability.
Developmentally Appropriate Practice (DAP)
Definition: An educational framework that emphasizes age-appropriate, individually tailored,
and culturally responsive learning opportunities.
Components:
- Child Development Knowledge: Understanding how children grow and learn.
- Individual Appropriateness: Adapting to each child’s strengths, needs, and interests.
- Cultural Sensitivity: Respecting and integrating cultural backgrounds into learning.
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