Physical Development

Intellectual Development

Social Development

Emotional Development

Educational Development

Free self Activity

Creativity

Social Participation

Motor Expression

Teaching through Play

Teaching through songs, gestures and construction

Multi-age classrooms

Emphasises on responsibility and self-discipline

Curriculum that emphasises independence

An orderly classroom with prepared workstations

A teacher who guides rather than directs

An atmosphere of mutual respect

FIVE PRINCIPLES OF MONTESSORI

Respect for the Child
Respect for the Child is the major principle underlying the entire Montessori method. Montessori believed children should be respected. Respect is shown for children by not interrupting their con-centration. Respect is also shown by giving pupils the freedom to make choices, to do things for themselves, and to learn for themselves.

The Absorbent Mind
Montessori education is based on the principle that, simply by living, children are constantly learning from the world around them. Through their senses children constantly absorb information from their world. They then make sense of it because they are thinking beings.

Sensitive Periods
Montessori pedagogy believes there are certain periods during which children are more ready to learn certain skills. These are known as sensitive periods, and last only as long as is necessary for the child to acquire the skills.

The Prepared Environment
The Montessori method suggests that children learn best in an environment that has been prepared to enable them to do things for themselves. Always child-centred, the learning environment should promote freedom for children to explore materials of their choice. Teachers should prepare the learning environment by making materials and experiences available to children in an orderly and independent way.

Auto education
Auto education, or self-education, is the concept that children are capable of educating themselves. This is one of the most important beliefs in the Montessori method. Montessori teachers provide the environment, the inspiration, the guidance and the encouragement for children to educate themselves.

Children are capable to construct their own learnings
Children are collaborators and learn through interaction within their communities
Children are natural communicators and should be encouraged to express themselves however they feel they can
The classroom environment acts as the third teacher

FIVE PRINCIPLES OF REGGIO EMILIA PHILOSOPHY

Emergent Curriculum: A classroom’s curriculum stems from the particular interests of children. Teachers compare notes and observations in team planning sessions to decide which projects would be best suited to children in their classes, what materials will be need-ed, and how they can encourage parents and the community to become involved.

In-Depth Projects: These projects are thorough studies of concepts and ideas based on the information gathered about children’s interests. Teachers act as advisors on these projects, helping children decide in which direction they would like to take their research, how they can represent what they learn, and what materials would be best suited for their repre-sentations.

Representational Development: Reggio Emilia approach calls for the presentation of new ideas and concepts in multiple forms, such as print, art, drama, music, puppetry, and so on. Varied presentations ensure that all children have the chance to understand and connect with the concepts being explored.

Collaboration: The idea of collaboration is seen as necessary to further a child’s cognitive development. Groups both large and small are encouraged to work together to problem-solve using dialogue, comparisons, negotiations, and other important interpersonal skills. Each child’s voice is heard in order to promote a balance between a sense of belonging to the group and a sense of self.

Linguistic intelligence: The ability to read, write, speak and memorise words.

Logical/mathematical intelligence: The ability to deal with logic, numbers, reasoning and critical thinking

Musical intelligence: The sensitivity to sounds, rhythm, tones and the ability to sing, play musical instruments and even compose melody

Bodily-kinesthetic intelligence: The ability to use one’s body effectively, es-sential for roles such as a dancer, actor or surgeon

Spatial intelligence: The ability to generally be aware of one’s surroundings, such as the ability to judge distance, depth, height, size, volume, and the ability to use read maps, etc.

Interpersonal Intelligence: The ability to understand and communicate with other people

Intrapersonal Intelligence: The ability to understand one’s own interest and goals, and to control one’s emotion

Naturalist intelligence: The ability to understand the natural environment