One of the approaches of Montessori style education was self-directed learning, which she based on the wisdom that children are small adults. Montessori borrowed this approach from the influences of Piaget on cognitive development. Children are given choices and are not limited to moving from one activity to another. The role of teachers in this approach is to facilitate learning and not direct, and they could provide aid when the child requests it (Mossler, n.d). Therefore, this style entails hands-on learning and collaboration between and among children as they discover things on their own through their teachers’ facilitation. This approach is consequently child-based or student-based.
Contrary to the Montessori style of education, the traditional education format uses directing approaches. This is where a teacher directs a child through recitation and memorization techniques (Edwards, 2002). This approach is mainly teacher-centered and does not involve a child’s critical thinking or creativity. The role of the teacher in this approach is to direct, whereas the role of the student is to listen, recite, memorize, and take tests.
|Learning||It gives hands-on learning where the beauty of children is well-known. This way, children can comprehend complex vocabulary and detect intellectual thoughts using objects. Students can also learn, work, and grow at their own pace.||Students with strong analytical and memory abilities learn very fast in this style (Edwards, 2002).|
|Intelligence||It boosts a child’s creative intelligence as they learn from other children’s creativity and how they devise useful solutions to problems (Mossler, n.d.).||It encourages a child’s analytical intelligence as they memorize, analyze and practice what is taught (Mossler, n.d).|
|Socialization||In the mixed-age grouping, children interact and get captivated by others’ achievements, encouraging learning from each other.||The child can depend on others to achieve things, especially when help is needed.|
|Socialization||It creates self-guided work and freedom, yet situations are not always like that because children may find it hard to work under strict authorities and cooperate.||The students may not be able to make decisions when authority is absent, especially in an emergency or about their issues.|
|Intelligence||Children may lack the analytical intelligence needed in other circumstances.||Children may never understand creative intelligence, classifying some as unintelligent.|
|Learning Environment||Interaction is spontaneous and less structured.||Classrooms are strictly structured, creating tension.|
Edwards, C. P. (2002). Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early childhood research & practice, 4(1), n1.
Mossler, R.A. (n.d). Child and Adolescent Development: Language Development.
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Prior to completing this discussion, please read Chapters 9, 10, and Section 15.1 in the textbook and the article ” A Comparison of Montessori and Traditional Middle Schools: Motivation, Quality of Experience, and Social Context (Links to an external site.) article. Additionally, watch the Montessori Vs. Conventional Schools (Links to an external site.) and Exploring Borderlands–American Passages: A Literary Survey (Links to an external site.) videos.
In this post of a minimum of 300 words, you will explore the role of community agencies (more specifically, schools) in developing the optimum learning and pro-social behavior of children. Complete the following:
Explain the major approaches of Montessori-style education and of traditional education formats for children.
Then, Create a Table
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