Introduction

This reflective journal will explore four different pedagogy's and contexts for learning in today's classroom.  They are inspirational to myself and I have found them motivational; enthusing my own learning.

I have discovered that the four topics that I chose: Montessori; Forest Schools; The Foundation Phase and Learning in Another Context are all intertwined with the same theorists, for example, Vygotsky, Piaget, Froebel and pedagogues such as Dewey and Montessori herself.

The holistic approach is visible in all four contexts,  developing the child through experiential learning and metacognition; enjoying the relevant learning in a way that does not feel like learning.

Bruce (2011) states that 'Froebel realised that a child's play is of central importance in developing and learning' and throughout this journal this is recognised.  Play, for all ages, is an integral part of understanding and schema formation in whatever setting the child is learning in.

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Maria Montessori

Maria Montessori was born in 1870 in Italy. Specialising in paediatrics she graduated in 1896, as the first woman graduate of Rome University becoming one of the first female physician in Italy. While working at San Giovanni Hospital she became interested in children with special needs and was influenced by the findings of Jean Itard and Edouard Seguin. (Dolan 2011). During this time she became interested in education, and facilitated children regarded as ‘uneducable’ to pass state education tests. (Flower and Cottle 2011).

 

In 1907 she opened ‘Casa dei Bambini’; ‘The Children’s House/Home,' an alternative school for children in San Lorenzo; a deprived area of Rome. This school would provide a safe community for the children, encouraging normalization, the ability to focus; have satisfaction in learning; and to nurture a joy for learning. Montessori observed these children closely and from this she developed The Montessori Method, which became infamous throughout World. Dolan 2011 states that she ‘developed a range of classroom resources to foster independent learning’ (pg. 22), designing small furniture improving the child's access, as her observations revealed difficulty to foster independence without them. Her theory is completely child centred, where the child becomes an independent learner, deciding what they learn and for how long, choosing from interest and curiosity. The teacher would only intervene when the child was ready to move their learning forward, 'decentring the teacher'.  The role of the teacher is more of a director, (Isaacs 2010) guiding the child towards their goals. Bradley et al states that adults can be intrusive and can constrain learning; a Montessori director will trust the child's choices.  This holistic style of learning develops metacognition, motivation and a learning desire. The class would be of 'vertical grouping' with the children grouped into three age ranges (Isaacs 2012), thus the younger children would learn from and emulate the older ones and the whole class learn respect and mutual understanding.

 

Today's Montessori classroom will be spacious, rich with quality self-teaching resources made from natural materials. Everything will be accessible and relevant to a childs size and learning (Feez 2010). There will be no imaginative play toys however as Montessori believed that children would always choose stimulating toys over them (Soundy 2009).



Learning areas around the classroom are designed carefully by the teacher to encourage movement around the classroom. There is also ample floor space as Montessori observed that children are inclined to sit on the floor to play, spending up to three hours on their chosen activity. There will be a cooking area for children to prepare their own food and drink to support independence, fine motor skills and self-development. The children will work with a ‘spiral curriculum’, returning to skills they have previously learnt to develop them further. Essential skills are embedded into their learning holistically. Research by the International Montessori Council have shown that children develop quicker and are more socially aware than those educated within a state environment.

The key principles to the Montessori Method are:

• Children learn through their senses; children will learn to read through their hands before they learn to write
• Learning is child led, fostering independence and natural curiosity, providing a development of self-esteem.
• Different ages are taught together in groups, so older peers can influence within collaborate learning.
• Social and personal development is significant, teaching fairness, listening skills, respect and multi-cultural awareness. Creating a harmonious environment (Bradley et al 2011).

The Montessori Method has undeniably influenced education, influencing WG in its Foundation Phase with its child centred approach and the development of metacognition and movement. Bradley et al states that in 2009 there were 31,000 children being educated within a Montessori setting, and in 2008, Ofsted rated 88% Montessori nurseries either excellent or good.  It is an inspirational pedagogy with positive outcomes; however with its financial drawbacks Montessori Schools tend to be private educational settings.

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