Montessori Vs. Project Approach
The purpose of this work is to look at two distinct approaches to early childhood education, Montessori, and Project view. While the Montessori approach is mostly utilized to grow and nurture the child development in a natural environment, Project approach is focused on the development of individuals in their early stage of development through an in-depth introduction to real things in the world. The first approach is grounded on five pillars: respect to children, the absorbent mind, sensitive periods and the prepared environment (Morrison, 2015). Project approach, on the other hand, is a result of the idea to help children learn how to participate and contribute to the society they live in (Roopnarine and Johnson, 2013).
Morrison (2015) gives a helicopter view of the latest trends and developments in early childhood education. The author introduces a variety of approaches to children education, aiming to provide a comprehensive coverage of this process through looking at the following aspects of education: professionalism and theory in practice, development of personalized and appropriate curriculum, application of technological advancements, diversity and family and community-centered practice. The author focuses on the importance of traditionalism in education along with creativity and innovation. By outlining the historical background of education and learning and specifically talking about the preschool education in the United States, Morrison prepares an important theoretical ground for further research in learning and play and various approaches to early childhood education and learning. Finally, the book serves a pillar for many families and professionals, helping to recognize diversity and the role of family and community in early childhood education.
First of all, it is important to look at both methods in isolation. Marshall (2007) looks at the methods of education and learning with tangible interfaces. The author analyses various technical frameworks and suggests that learning process through the cognitive element is essential in early childhood. Natural environment and play build on significant part of the personal development process. The article outlines the theoretical framework of educational tangibles based on six major perspectives, describing the latest trends and assumptions behind Montessori approach to education. The point that the author is making in his work is that while it is difficult to argue that the approach can bring benefits for early education process, more cognitive and empirical research is needed to guide the development of the early education curriculum and conclusions about the mot appropriate framework. The arguments on which this conclusion is grounded is that there is the clear lack of empirical validation behind the fact that tangible interfaces, suggested by “playful learning”lead to actual long-term learning benefits.
Another interesting view on learning the process in early childhood is expressed by Savery (2015). The work looks at the problem-based learning (PBL), traditionally used in the education industry for over thirty years. The author looks at the application of the methods and the history of the PBL in general, structure and characteristics of PBL. Savery makes several important points with regards to the project approach to learning. First of all, the author suggests that project approach should be distinguished from teaching problem-solving itself and from the curriculum design. Outlining a methodology and the philosophy behind the learning process in general, project approach is one of the only ways to provide sustainable and multifaceted educational processes for most of the disciplines. Additionally, the author introduces the benefits and the considerations that should be made in the application of scaffolding in education as part of the approach. The conclusion, provided in the work is that PBL and project approach specifically allow teachers create an environment that can address several real-life challenges, likewise other approaches in learning.
Another interesting view on the learning approach in early childhood education is expressed by Samuelsson and Carlsson (2008) compares and contrasts several "learn y being active" approaches, including Froebel, Montessori, and Dialog Pedagogy. The author suggests that Montessori approach becomes more effective as it introduces the object and the inner drive as the question of children's activity.The point that should be raised here is that learning by play, in contrary to the project approach is grounded on children experience as a departure point, recognizes the variation, discernment and simultaneity as the sources of learning and develops the idea of meta-communication and meta-cognitive learning. The important conclusion of the article is, similarly to PBL approach learns by playing recognizes the fact that playing is not the same as learning. While project approach sees these elements as isolated, Montessori approach outlines that there are play dimensions in learning and learning dimensions in play. That said, creativity as the focus of learning is the core difference between the two approaches.
Katz and Chard (1992) evaluates and argues the effectiveness of project approach in early childhood education as a complimentary element to other critical elements of learning curriculum for small children. The authors argue that the fact that the approach offers children an opportunity to deal with a number of real-time situations, it brings forward the application of intellectual, academic, and social skills. These skills help children build on their self-confidence and expand their "comfort zone". It is important to note that, in contrary to Samuelsson and Carlsson (2008), Katz and Chard (1992) defend the fact that project approach incentivises imagination and encourages creativity by teaching parents and children to reach set goals together. The conclusion of the authors with regards to curriculum design suggests that incorporation of the project approach as an element of the learning curriculum contributes to the achievement of the following goals: construction of worldwide knowledge, development of basic intellectual social and intellectual skills, development of positive feelings in children about themselves and their social environment.
Academic and professional literature provides a number of theoretical and empirical studies, aimed at building on a universal approach to early childhood education. One can argue that education is strongly dependent on the social environment, individual diversity of the group and demographics. While each approach to learning can provide children and families with benefits and significant learning experience, the system and professionals in educational area should be able to adapt mixed educational approach and clear understanding of the theoretical grounds behind each of the approach to build on the curriculum that addresses diversity and needs of specific groups within early education.
References
Roopnarine J. and Johnson J. E. (2013). Approach to Early Childhood Education. New York: Prentice Hall Publishing. Print.
Morrison, G. S. (2015). Early Childhood Education Today (13TH Edition). New Jersey : Pearson Education, Inc.
Marshall P. (2007). Do tangible interfaces enhance learning?. Proceedings of the 1st international conference on Tangible and embedded interaction. P. 163-170.
Savery J.R. (Overview of Problem-based Learning: Definitions and Distinctions. West Lafayette: Purdue University Press.
Samuelsson I.P. and Carlsson M.A. (2008). The Playing Learning Child: Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research. Vol.52, Issue 6, 623-641. Print.
Katz, L. G. Chard, S. D. (1992). The Project Approach. Guides - Classroom Use - Teaching Guides (For Teacher) (052) -- Reports - EvaluatIve/Feasibility (142). Retrieved 24 May 2016, http://files.eric.ed.gov/fulltext/ED340518.pdf
