Steiner Waldorf
Education
I have begun this post with a brief background to how Steiner
schools were first introduced and later became a worldwide movement. The
Steiner school curriculum has also been brought into my blog post to indicate
that Steiner believed in a curriculum based on the whole development of a child
to help engage in their abilities. I have mentioned the different stages of
Steiner schools which include Kindergarten or Early Years (3-7), Lower School
(7-14) and Upper School (14-19). These have been mentioned in my blog as I believe
they show the development of the curriculum through Steiner schools and how it
gradually changes as the children develop. I decided to talk about Steiner Waldorf Education as it is something that interests me as it has its own curriculum. Although, before I began my research, I did not believe that Steiner Education would be better than the core curricular I am currently use to, I have come to agree with some of Rudolf Steiner’s ideas as I also believe that children learn more effectively when they are given more time to develop socially.
Learning Outside the
Classroom
This post explains the importance of enabling children to
learn outside the classroom, either through school trips or simply taking the
children outside for a lesson. I have mentioned how taking children on a
learning experience outside the classroom can develop their social skills as
well as attendance. Also, I have spoken about Quality Badges from the Council
for Learning Outside the Classroom which is a certificate for providers who
meet a certain criteria. I chose Learning Outside the Classroom as I believe that children are more engaged to learn when they are having fun and what they are being taught is put into a more realistic context. For this post, I could also bring my own experience into what I was trying to explain which made it more personal to me.
Philosophy for
Children
I opened this post with a brief background to Matthew Lipman
who introduced the theory that philosophical inquiry needed to begin early on
in childhood. I have then spoken about how Philosophy for Children is taught to
children and how often. As well as this, I introduced a table to show what
types of thinking ‘Philosophy for Children’ can help a child develop. To finish
the blog post, I mentioned about the outcomes, weaknesses and benefits of this
programme for children as I thought this would be important in allowing people
to come to their own conclusions. I decided to write about Philosophy for Children as I found it different to the other concepts that I have been taught this semester. This is due to it encouraging children to develop their creative thinking as well as their judgement. This concept is also different as it does not mainly focus on play-based learning, which is a repetitive theme throughout the other concepts that I have mentioned.
Montessori
Similarly to the other three blog posts, I have begun with a
brief background about Maria Montessori who introduced Montessori schools. I
followed this with a timeline of events which led to the worldwide movement of
Montessori schools which we now have in the UK. To conclude my post, I
mentioned the role of the teacher and the Montessori settings as I found these
equally important to the lead up of the schools due to the fact that they play
an important role in Montessori schools then and now. I chose Montessori schools as one of my blog posts since I knew a little about them before they were mentioned in my lecture. As I began my research, it became clear to me that this was going to be something that I wanted to write about. I believe that Montessori schools enable their children to learn at their own pace and will give them the personal satisfaction and ability to face challenges of everyday life.
To conclude, I believe that each concept is unique in the way
that they teach children. Although, they differ in this way, each concept has
great outcomes which will benefit children throughout their lives. I favour
Philosophy for Children as it helps to engage them into learning through
discussions, whereas while they are sat at a desk they can fear getting an
answer wrong. The other concepts also help engage children in other ways, such
as Learning Outside the Classroom which introduces children to new
environments.
