Kassandra Kay K.

De Roxas Pre-School Curriculum

CTP ECED 112

Activity - Types of Curriculum

Instructions: Research, study and discuss about the following curriculum. Write your
references.

I. Montessori Curriculum
Foundation of Montessori Curriculum

Maria Montessori was a respected expert on child development. Her ideas and practices
emphasized that every child goes through a unique development process and is a unique
individual that can learn in line with his or her capacity. It was Montessori's belief that
knowledge requires more than simple memorization of educational material. Montessori insisted
that knowledge should be made specific enough so that any child of any age can understand.
She developed a method and series of materials that can be integrated into the classroom
setting.

Montessori curriculum is different from traditional classroom curriculum that focuses on children
learning the same thing, at the same time, in the same way. Montessori curriculum emphasizes
learning as a process that cannot be determined by a child's age. Instead, learning is a process
that is determined by the rate and speed at which a child can acquire one skill before moving
on to another skill. This is why it is not uncommon to see mixed-age groupings in Montessori
classrooms, where a 2-year old may be in the same classroom setting as a 4-year old, based on
developmental ability.

Principles of Montessori Curriculum

The Montessori curriculum has been supported by many as an ideal learning environment for
children from primary to elementary grade levels. Currently, there are over 4,000 Montessori
schools across America. These schools adopt most of the main principles of Montessori
education:

 Children are to be respected for their individuality.

 Children have an intrinsic, or natural, motivation to learn and will do so if given the right
resources and opportunities in the classroom.

 The first six years of a child's life are the most formative.

 Adults in the classroom are merely facilitators and observers of learning; children have
the ability to direct their own learning without interference from adults.

 Rote memorization of material does not nurture a child's individual skills and abilities
and, in fact, inhibits, or reduces, them.

 Emphasis is placed on early childhood development. During this period, children are
exposed to Montessori methods and practices that are continued well into the primary
 years of school. It is during the early childhood period that children's minds are the most
adaptable to learning new information.

Montessori Classrooms

According to Montessori practices, children are allowed to choose their work instead of the
teacher choosing the work for them. An effective teacher in the Montessori classroom serves
more as a guide, whose responsibility is to observe children during their periods and assess
them according to mastery. By observing children's behaviors, the teacher is able to identify
what motivates them.

With this in mind, the Montessori classroom provides a child-centered setting, in which mastery
of certain ideas is emphasized without placing unnecessary limitations on the child. The
Montessori method is designed to make the learning environment a meaningful experience
based on children's natural desire to learn.

With this in mind, the classroom setting is prepared with materials appropriate for the students
to explore at their own leisure, based on their interests. This motivates students to want to
learn by exploring their im mediate surroundings and resources.

Montessori students are measured according to whether they have mastered the skills
necessary to complete certain tasks. If a student does not demonstrate mastery, he will not
advance to more complex activities until he has achieved mastery. Unlike the traditional school
curriculum, Montessori curriculum focuses on a child's developmental readiness to learn new
material rather than assuming all children should learn the same material based on grade level
expectations.

Five Learning Areas

The Montessori Curriculum covers five key learning areas, including: Practical Life, Sensorial,
Mathematics, Language and Culture.

Practical Life - Practical Life activities help children learn how to care for themselves and their
environment. These activities help the child to become more independent, leading to greater
self-confidence, and the ability to face new challenges. Practical Life exercises include lessons in
grace and courtesy, care for self, and care for the environment. The purpose of these activities
is to enhance co-ordination, concentration, independence, and indirectly prepare children for
writing and reading. Activities often include cleaning, food preparation, polishing and watering
plants.

Sensorial - Sensorial materials were designed by Doctor Maria Montessori to help children
express and classify their sensory experiences. The purpose of sensorial activities is to aid in the
development of the intellectual senses of the child, which develops the ability to observe and
compare with precision. There are sensorial materials that focus on visual perception, tactile
impressions, auditory sense, and olfactory and taste perceptions. Activities often include
matching and grading materials that isolate the sense of sight, sound, touch, taste and smell.

Mathematics - Mathematical concepts are introduced to the child using concrete sensorial
materials. Initial explorations with sensorial materials encourage children to understand basic
maths concepts such as learning number recognition, counting and sequencing of numbers.
Sensorial work prepares the child for a more formal introduction to mathematics, and the
introduction of abstract mathematical concepts such as the decimal system and mathematical
operations.

Language - Language materials are designed to enhance vocabulary and explore both written
and spoken language. Through language-based activities, such as the sandpaper letters and the
moveable alphabet, children learn phonetic sounds and how to compose words phonetically.
They progress using concrete materials to compose their own written work, read the work of
others, and learn to communicate their unique thoughts and feelings.

Culture - Cultural activities lead the child to experience music, stories, artwork and items from
the child’s community, society and cultural background. The areas of geography, science,
zoology and botany are all included in this area. A range of globes, puzzle maps and folders
containing pictures from different countries all help to give the child an insight into different
cultures. The culture area encourages children to develop their capacity for creation, and
develop fine motor skills. Whilst learning to freely express themselves. Through cultural
activities, children develop an awareness and appreciation of the world around them.

Advantages of Montessori Curriculum

1. It provides hands-on learning - Montessori classrooms are to some extent well-known

for their beauty. In this classroom design, lots of sunlight and enough space are important in
the design of the classroom. All this for providing children a beautiful and friendly atmosphere
as kids can direct their own learning with the help of exactly intended learning benefits. This
environment helps children to understand complicated vocabulary and detection of intellectual
thoughts through the use of objects designed for the purpose. One great thing about this
education is that it permits learners to work, grow and learn at their own pace. This education
system helps children to explore activities, lessons, and things that build upon their expertise,
and they develop them as an individual. All these things provide learners with the chance to
improve their coordination and concentration along with more traditional academic learning.

2. Enhanced Social Interaction - Kids are captivated by what other kids achieve. Montessori
education provides it by grouping children of different age groups together in the same
environment. Most of the Montessori classrooms are mixed-age and aimed to develop peer to
peer group. The mixed aged groups authorize children to learn from each another,
communicate one another and improve life skills like acceptance and inclusion.

3. Learning Environment- Montessori education provides a unique learning environment for

children in whom they can learn with fun and interest. The multi-age learning environment is
unique and a key factor to this educational method. Younger children have a great opportunity
to develop their social, communication, leadership and emotional skills by working with older
children. Older children also benefited from this approach.

4. It develops soft skills - The Montessori philosophy inspires learners to enhance their soft
skills and the countless life skills such as responsibility, independence, fairness, adaptability,
and positivity. Montessori educators believe that allowing children to describe the ways they
spend time their classroom help them to be self-independent in a future life. Various
researchers show that students of Montessori nursery students do have superior soft skills in
comparison to other children of their age group displaying better behavior and greater
inclination to cooperate and collaborate with their peers.
5. It provides independence - Montessori education system offers a sense of confidence and
creativity that develops knowledge and skills of students like self-confidence, sense of freedom
and confidence in their abilities. Students of Montessori education have a tendency to be more
competent to manage them and think freely.

Disadvantages of Montessori Curriculum

1. It’s Expensive - For Montessori schools, it is very hard to keep their prices low. The
acquisition of many long-lasting and first-class learning materials along with lengthy and
thorough training in the use of such items for young children is an expensive undertaking. That
is why the programs of Montessori education are so expensive.

2. Independence is not always helpful - Montessori education is very strong in developing

a sense of freedom and self-guided work. But the situations are not always like that. The
mindset it provides can be valuable in some ways but on the other hand, it can also make it
tough to cooperate in groups and work under a severe authority.

3. There isn’t enough opportunity - It is clear that the interaction in Montessori classrooms
is different from the traditional classrooms. However, the interaction it provides is far more
meaningful. The learning environment used in the classroom allows kids to interact more freely
in comparison to traditional classrooms. But in contrast, interaction is far less structured and
spontaneous.

4. Small Student Community - In Montessori classroom environment students are in a small

community and spend their time with the same peers. This can translate to kids to develop
amazing friendships or it can be an obstacle to the development of the social skills. Students
have a limited reach to the social activities in the Montessori education system. Montessori is a
lifestyle and it is not only a method of education. Before decide to go for Montessori, make sure
you will completely embrace the lifestyle and are willing to make changes to the environment
II. Waldorf Curriculum
Waldorf schools were founded by Rudolf Steiner, an Austrian educator. Steiner designed his
own educational system as he was against the traditional German educational system at the
start of the 20th century.

Back then, the German education system revolved around teachers and prioritised teaching
students reading, writing, maths, German history, and religion. Furthermore, only a few
students were exclusively granted further education after Volksschule, or 8-year elementary
school.

teiner firmly disagreed with this method of teaching. Instead, he wanted to create an
educational system that could nurture a child on a holistic level.

Steiner purposely steered clear of focussing on intellect only. He built his school taking into
account the acceptance of all children, co-education between boys and girls, and to last for 12
years.

In addition, he also suggested for teachers to remain the highest authority in schools. This
practice has continued since the first Waldorf school opened in 1919.

Waldorf schools offers age-appropriate education that is based on experiential learning. It is

also coupled with meticulous attention to academic quality and is designed based on human
development to provide a growing child what they need.

Unlike traditional education, Waldorf schools combine all forms of subjects from preschool level
to High school, to better the student’s learning experience. Ultimately, Waldorf education seeks
to nurture an attitude of lifelong learning in all students, thereby giving them the ability to
mature and master their unique abilities.

In Waldorf schools, art subjects such as music, dance and writing aren’t memorised and
evaluated by testing.

Rather, they are experienced, helping Waldorf students develop their intellect, emotional
intelligence, physical and spiritual qualities so that they grow up to become helpful, confident
adults that are able to navigate through the world.

Waldorf teachers are committed to instill a burning passion for each student. By doing so,
external rewards – such as academic rankings from competitive exams and testing- aren’t
needed. Instead, the reward is better inspired learning and and individual drive to learn more.

Waldorf education also instills independence in each individual while being open to everyone. It
sustains liberty in education while also acting on administration on its own in all Waldorf
schools.

Characteristics of Waldorf education

Different Waldorf schools may offer different teaching programmes based on location, local
culture, group size, student age-range and their own unique teaching methods. Still, all Waldorf
schools fundamentally share the following characteristics:
In terms of educational structure

 A committed and continued loving attention in embracing every student

 Opportunities for students to play on their own. Uncomplicated play material is provided
and is the critical activity for young children.

 Experiential learning, which gives kids the freedom to internalise and comprehend their
experiences.

 An understanding that young kids understand new things in three ways: mimicking
others, stimulating a variety of senses and moving. Young kids instinctively want to
investigate the surrounding physical and social environment on their own. Waldorf
school environments provide structure, security, the opportunity to act despite risks, and
confront challenges.

 Prioritising realistic rather than virtual experience, which helps the child have a healthy
understanding of and connection to the world.

 Regular routines throughout each day, week and year. A regular rhythm provides a
sense of security and teaches students how everything in life is connected. Of course,
seasonal events and festivals are also celebrated according to local culture.

 Waldorf teachers put a heavy emphasis on creating a collaborative community built on

healthy relationships between parents, teachers and students.

In terms of educational subjects

 Provision of art-themed recreation like playing music, painting, and telling stories, which
allows the child to develop their imaginative and creative capabilities.

 Practical skills such as how to cook, bake, tend to a garden, handwork and other
domestic actions, which offer the space to unleash and develop hidden potential. This
form of education emphasises on how life carries on, and not on learning objectives.

The curriculum of the Waldorf schools includes the following subjects.

 Language and literature - In Waldorf education writing and reading are introduced at
age six or seven; Beginning with oral storytelling, a Waldorf child listens to and
summarizes oral language. Then, using imaginative pictures of sounds (e.g. a snake
shape for the letter "s"), the children gradually learn the abstract letter forms, and move
on to phonetics, spelling, grammar and punctuation. After recording their own stories
and illustrations in personal books, children learn to read from the words they wrote
themselves. In secondary school, there is an increased focus on literature.

 Mathematics - Formal instruction in numeracy begins at age 6/7 with the four primary
operations of arithmetic. Fractions are introduced at age 9/10, decimal numbers and
proportions at age 10/11, percentages and rates of interest at age 11/12, algebra at age
12/13. At the secondary level, topics include algebra, geometry, conics, trigonometry,
probability, combinatorics and calculus. Descriptive geometry and projective geometry
are introduced at age 15/16 and 16/17, respectively.
 Nature and science - Life sciences begin from age 6 or 7 with stories of "the living
world." Observation and description of "the living world" begins at age 9 or 10. The
curriculum includes lesson blocks on farming (age 9 or 10), animals (age 10 or 11),
plants (age 11 or 12), as well as geology, human biology and astronomy (age 12 or 13).
Children are taught that they are interdependently connected with nature and the
environment around them, and that as a result of that interdependence, how they treat
nature and the environment is at least as important as how they treat themselves and
each other.

 At secondary school, Waldorf schools study the historical origins, cultural background,
and philosophical roots and consequences of scientific discoveries. By the end of their
secondary school education, students are expected to have a grasp of modern science
equivalent to that achieved in other schools.

 History and geography - History begins with "mythical and archetypal narrative" (age
6-9 years). At age 10 history lessons begin to draw upon the local environment in
connection with local geography. Beginning at age 11, history is introduced as a formal
subject.

 Foreign languages – Generally, two foreign languages are taught from age six on.
Foreign language instruction in the first two years is purely oral; reading and writing of
foreign languages are generally introduced toward the end of third grade. Language
teaching in the first three years aims to give the children a sense of a greater belonging
and understanding of the other. This helps develop a relaxed relationship to things
unknown, which is extremely important for all learning thereafter, especially for further
foreign language training.

 Art, crafts and handwork - In the elementary years, drawing is practised daily and
painting weekly; in addition, children are taught modelling and sculpture with beeswax
or clay. Also taught is an approach to drawing geometric and dynamic forms created by
the early Waldorf pedagogue Hermann von Baravalle and known in the schools as "form
drawing". Art instruction continues through the high school.

 Handwork (including knitting, crochet, sewing and embroidery) - is taught from

age 6 on, with projects which may include cushions, socks, gloves and dolls.
Woodworking normally begins during 5th or 6th grade. The secondary school crafts
curriculum includes some combination of woodworking, basketry, weaving and book-
binding.

 Music - In the elementary school, children sing daily with their class teacher. Generally,
weekly singing lessons with a specialized music teacher begin at an early age and
continue as choral instruction through the end of a child's Waldorf experience. Music is
sometimesalso integrated into the teaching of subjects such as arithmetic, geography,
history and science.

 Recorders, usually pentatonic, are introduced in first grade, the familiar diatonic
recorder in third or fourth grade, when the children also take up a string instrument:
either violin, viola or cello. Waldorf pupils are generally required to take private music
lessons when a class orchestra is formed, usually at age 10, although many already do.
By age 11, the children may switch to or add to, learning other orchestral instruments
 such as the woodwind or brass to play in the school orchestra. Orchestral instruction
continues through the end of a child's Waldorf experience, though in many schools it
becomes elective at some point.

 Eurythmy - Eurythmy is a movement art, usually performed to poetry or music, created

by Steiner and "meant to help children develop harmoniously with mind, body and soul".
Eurythmy is a required subject in Waldorf schools in all years.

Advantages of Waldorf Curriculum

1. Putting a heavy emphasis on speaking and listening early on - Waldorf schools

emphasise speaking and listening while the child is under seven years old. The kindergarten
curriculum is centred around stories like folktales or fairy tales that are read aloud. Teacher
are ‘storytellers’ .

Waldorf teachers are also very meticulous, ensuring that they speak clearly and enunciate
properly. After all, immersing oneself into literature is the foundation of becoming literate.
Becoming familiar with speaking and listening will also support the child when they learn writing
and spelling later on.

2. Continuous repetition to aid brain development - The same stories are told again at
regular times within the span of several weeks. This way, children are able to remember the
stories and songs covered in class as second nature.

Modern research on the brain has verified that repeating action supports a child’s brain while
it’s developing. The massive amount of links between neural pathways in the brain are
enhanced via repetitive experience.

3. Writing is made fun - It is only in primary one that children begin to learn the alphabet –
but not through dull, black and white worksheets. Rather, the alphabet is taught in a creative
pictorial method.

Every alphabetical letter is depicted as a picture portraying something from the stories they had
to learn. For instance, kids may draw the letter “M” in the form of two mountains side by side.

Learning alphabets pictorially aids the child in understanding how the letters are related to the
real world instead of immediately understanding the abstract forms. Pictorial alphabets provide
a good stepping stone before the child learns about abstract concepts as an adult.

Once students have mastered the alphabet, they will copy text which the teachers have written
in their lesson books.

Unlike dull, school-issued books, these lesson books are beautified by Waldorf students on their
own. The initial few sentences and stories will stem from whatever the child experiences, and
they first learn reading by understanding the text they’ve composed in their books.

A lesson might go like this: teachers note down a verse which the children are familiar with.
After quickly identifying the sounds and words that make up the verse, kids will begin to ‘read’
the text as they record it within their lesson books.
4. Allows the child to learn reading skills without forcing them to - Waldorf education
extends reading from Primary two till Primary three. That’s because reading doesn’t come
instantly to every child. It requires additional skills which children learn at their own pace.

Waldorf education acknowledges that the most important aspect of teaching children to read is
to give them time and support. By cultivating a positive relationship with talking and scribbling
letters, coupled with the required skills and tools, Waldorf education allows a child to master
reading on their own.

5. Providing books to enhance vocabulary - Children who are comfortable with reading
will be provided with age-appropriate, quality literature to fuel their passion for reading.

6. Doesn’t risk forcing pupils to read books too early - It’s well known from research that
forcing children to learn academics too early on has many negative consequences. Pressurising
kids to read early usually damages their self-confidence and interest in reading up on books.

Instead, research has shown that early childhood schools should prioritise age-appropriate
activities like playing, exploring and socializing. Kids shouldn’t have too much pressure, as
evidenced from the Finnish education system, which starts kindergarten at age six, centers on
play and socialization, doesn’t include reading or writing, and has a maximum of four hours for
school hours.

7. Teaches kids pronunciation without Phonics - As we all know, English words are often
not pronounced in the same way as they are spelled, and vice versa. It would take some time
to fully learn such a language as it needs key skills that kids only learn later on.

Readers who are still beginners need two key skills:

 to decode words. That is, isolating sounds making up a word and then combining them
together.

 word recognition. Kids need to identify words and link them to their unique
pronunciation – which requires time to master.

The Waldorf method is unique in setting up the fundamental basics for reading during
Kindergarten. As students aren’t pressurised to master reading and writing quickly, Waldorf
students are able to pick up the pace naturally.

They eventually start reading according to or beyond government-set levels, with better
comprehension.

Most significantly, kids who have mastered reading have a sustained passion for reading which
carry on well as they enter adulthood.
III. Sing, Spell, Read and Write
Sing, Spell, Read and Write (SSRW) is a multi-sensory, song-singing, game-playing, colorful and
very creative program. The curriculum focuses on the language as a whole while making
learning exiting and fun. SSRW covers:

 Grammar

 Spelling

 Reading

 Vocabulary

 Handwriting

The teacher’s manual details how each lesson should go and gives an estimate of how much
time should be dedicated to that lesson. The author, Sue Dickson, has systematically laid out
the various objectives for each lesson. Some of the lessons may take two days, others may take
up to nine days. The kindergarten curriculum is based on a train track. Each lesson is a section
of the track and at the end the child will have completed the curriculum and is on his/her way
to reading and writing!

The program teaches through songs, games and hands-on activities. Instructional materials
include CDs of songs to teach phonograms, decodable readers, interactive phonics charts,
progress chart, workbooks, and teachers’ manuals.

Levels Pre-K and K focus on teaching phonograms and decoding. By the end of the K level
students should be able to decode single syllable, short-vowel words.

Level 1 (approximately 1st grade) focuses on reading for fluency. By Level 2 (approximately
2nd grade) of the program students have progressed from decoding and learning to read, to
reading to learn and comprehension. Level 2 is a complete language arts program and
incorporates social studies, drama, and music.
IV. Friedrich Frobel's Kindergarten
Friedrich Wilhelm August Froebel (1782-1852) The German educator, psychologist, best
known founder of the kindergarten system and one of the greatest contributors of the 19 th
century to the science of education. Froebel’s first kindergarten was started in 1837 in
Blakenburg, Germany.

Educational views of Froebel

He was an absolute idealist and his ideas about education were related to concept of religion
and god. According to Froebel, the real purpose of education is to expand the life of an
individual until it comprehends the existence through participation in all pervading spiritual
activity. To him education is a stage in the evolution of the child. Education helps to elevate
child to a higher level and be a useful member of the society.

He introduces a new method of teaching related to the interest and inborn tendencies of
children, which emphasizes natural development through self activities and experience.

Froebel’s educational ideals

1. The whole universe is simply a unity. It demonstrates unity of substance, unity of

origin and unity of purpose.

2. There is one eternal law-the law of unity-that governs all things, men and

nature.

3. Education is a growth from within. Every one develops according to some

universal law.

4. Education is a development by which and individual realizes that he is one unit of

the all encompassing unity (God).

5. Development is possible only through activity and practice.

6. The purpose of education is to unfold the child’s innate power and awaken his
spiritual nature so that he may have a spiritual union with god.

7. There is similarity between the growth of a plant and that of a child.

8. Play is the highest expression of human development in childhood for it alone is the
free expression of what is in a child’s soul.

9. Play is the spontaneous activity of the child. Therefore it is the test to for their
education.
 10. Self activity is the greatest teacher. The teacher is only a guide. He should have
full sympathy for the child.

Froebel’s kindergarten

Kindergarten is the system of pre-school in which children are taught through creative play,
social interaction and natural expressions. He called this school as kindergarten which means in
German language as ‘Garden of children’. He aimed children in his school to grow as freely as
flowers in a garden.

To him a child is repository of all good qualities and each child carries with in itself the seeds of
its fullest development. Hence, He compared a school with a garden, a child with a seedling
and a teacher with a gardener. The name kindergarten signifies both a garden ‘for’ children and
also a garden ‘of’ children.

Garden for Children: A garden for children means a location where they can observe and
interact with nature.

Garden of Children: A Garden of children means where they themselves can grow and
develop in freedom from arbitrary political and social imperatives.

Features of Kindergarten

1. Free self Activity-Kindergarten system gives opportunity to carries out his impulses
and motives. It provides for the free self activity.

2. Creativity- Child is in creative in nature. The kindergarten fosters creativity by

process materials (gifts) for the child self directed activity.

3. Social Participation- It provides opportunities for participation in social activities

and co- operative activities and which will encourage the child to discover himself
and his world. As a result he can build social relationships.

4. Motor expression-Children are impulsive and physically active by nature. The

kindergarten system promotes learning by doing.

5. Gifts and occupations as materials and method of education – Froebel design

special materials known as gifts and a series of recommended activities known as
occupations for use in kindergarten. The gifts are a set of geometric shapes such as
balls, cubes, cut papers etc. Occupations such as folding paper, clay modeling etc.

6. Teaching through play- Play is the characteristics activity of childhood.

Kindergarten system makes use of this play behavior for providing learning
experiences to the child. So the child will learn many things easily and eagerly.

7. Teaching through songs, gestures and construction- Froebel says that singing,
gestures and constructing something are the general nature of children. Hence,
proper organization of these activities is the best means of their developments.
Froebel’s Gifts

The Froebel’s Gifts are play materials for young children designed by Froebel for the original
Kindergarten. The sonntagsblatt published (1838-1840) by Froebel explained the meaning and
described the use of each of his gifts.

Gift-I - The 1st gift is a soft ball or yarn ball in solid colour, which is the right size for the hand
of a small child. These soft balls can be squashed in the hand, they revert to their original
shapes. His intention was that through holding, dropping, rolling, swinging, hiding and revealing
the balls, the child may acquire knowledge of objects and spatial relationship, movements
speed and time, colour and contrast, weights and gravity.

Gift-II - The 2nd gift originally consisted of two wooden objects, a sphere and a cube. Froebel
called this gift “the child’s delight” since observed the joy of each child discovering the
differences between the sphere and cube. This gift was developed by Froebel to enable a child
to explore and enjoy the differences between shapes.

Gift-III - The cube is divided into 8 identical beech wood cubes, about one inch long each edge,
which is a convenient size for the handoff small child. A child delights in rearranging the 8 cubes
in many ways, and reassembling them in the form of a cube. This is the 1st building task.

Gift-IV- It is the 2nd building gift and it appears similar to the first. Each of these 8 identical
beech wood blocks is twice as long and half the width of the cubes of the previous gift. Many
new possibilities for play and construction arise due to these differences.

Gift-V - Considered by many too complex for a young child, this building gift consists of more
cubes, some of which are divided in halves or quarters.

Merit of Kindergarten System

 It laid emphasis on early childhood education.

 It gave importance to the principle of learning by play.

 It develops imagination and creative capacities of children.

 It develops mental, emotional, social, and spiritual qualities of children.

 This is very simple, interesting and attractive method.

 This system broadened the concept and scope of the school as an essential social
institution.

Demerits

 The over emphasis on play is likely to distract the child from serious learning.

 The method requires a number of materials and specialized teachers which cannot be
 provided at all times.

 Children of early age do not comprehend the principle emphasized by Froebel.

 There is only limited scope for correlation in the teaching of various subjects in
Kindergarten system.
V. Theme-based Curriculum
A thematic approach to teaching involves integrating all subject areas together under one
theme. It crosses over subject lines and helps children relate basic academic skills to real-world
ideas. Thematic units are common in preschool classes especially, since preschool children learn
through interactive, integrated activities. These themed units incorporate reading, math,
science and social studies, as well as the arts for a well-balanced curriculum.

Definition

Education.com defines a thematic approach as a “teaching approach that organizes subject

matter around unifying themes.” Each subject area is brought together under the banner of a
certain topic, such as bugs, dinosaurs or castles. The topic is then studied in-depth from the
perspectives of reading, writing, math, science and other subject areas.

A thematic approach to teaching involves integrating all subject areas together under one
theme. It crosses over subject lines and helps children relate basic academic skills to real-world
ideas. Thematic units are common in preschool classes especially, since preschool children learn
through interactive, integrated activities. These themed units incorporate reading, math,
science and social studies, as well as the arts for a well-balanced curriculum.

Benefits

The benefits of a thematic approach are many. Teaching thematically helps children make
sense of what they are being taught, since content areas are integrated and not made to stand
alone. Students are able to retain more information when it is not presented as isolated facts,
but rather as part of a whole. Thematic units encourage the involvement of all students through
topics relevant to them. Children are able to relate to real-world experiences and build on prior
knowledge of a topic. Thematic units also help teachers teach to the different learning styles of
their students. Research conducted by famous child development scientists, such as Piaget,
Vygotsky and Bruner, suggest that integrating subject matter across different content areas,
such as math and science, engages the whole brain through active and hands-on involvement,
according to the Early Childhood News website.

A thematic approach to teaching involves integrating all subject areas together under one
theme. It crosses over subject lines and helps children relate basic academic skills to real-world
ideas. Thematic units are common in preschool classes especially, since preschool children learn
through interactive, integrated activities. These themed units incorporate reading, math,
science and social studies, as well as the arts for a well-balanced curriculum.

Creating a Unit

In creating thematic units, teachers should plan for one topic per week or month depending on
the broadness of the theme. Units can be planned around a book, season of the year, or basic
skill such as colors or letters. Another resource for theme ideas comes from the students
themselves. Poll the class to find out where their interests lie and plan a few units around those
particular ideas. Once themes have been chosen, find learning center and hands-on activities to
support the topic. Gather books about the theme to read. Study teacher resource books and
websites for games and lessons that teach math, science and social studies skill as they relate
to the theme. Plan art and music activities to include fine arts.

A thematic approach to teaching involves integrating all subject areas together under one
theme. It crosses over subject lines and helps children relate basic academic skills to real-world
ideas. Thematic units are common in preschool classes especially, since preschool children learn
through interactive, integrated activities. These themed units incorporate reading, math,
science and social studies, as well as the arts for a well-balanced curriculum.

Sample Themes

Choose a season of the year, such as fall, to use as your theme for the month. Spend time with
activities that relate to changing leaves, pumpkins and apples. The alphabet provides 26 weeks
of thematic units, one week for each letter, or use a color as the theme for the week. If your
class is interested in the ocean, plan a unit that focuses on an ocean habitat. Children can read
books about the ocean, play number and math games that involve fish and other sea creatures,
and learn about how ocean animals live. The letter “O” can be introduced when discussing an
octopus, and students can explore the properties of water at a water table learning center.
Community helpers, shapes and transportation are other common preschool themes.
VI. Emergent Curriculum
Emergent curriculum is different from the adult imposed teachings we are accustomed to.
Emergent Curriculum is planning the focus of learning or what happens in the classroom, as a
result of interaction between teachers and children, it is constantly growing and evolving.

Emergent curriculum is socially and intellectually engaging and personally meaningful to

children. It is formed by relationships with the children, their peers, between teacher & child,
community, other adults in the children’s lives and amongst educator’s.

Educators follow the children’s lead and may introduce new and exciting activities to sustain
their interests and deepen their explorations. (Stacey, 2009)

Emergent curriculum requires responsiveness and attention to children, rather than just
educator’s goals. The emphasis is focused on developing social skills, problem solving skills,
fostering independence and building a foundation fo lifelong learning. (Jones et al, 2001)

Children learn best when…

 They are able to actively construct their knowledge.

 They are given opportunities to investigate and explore materials and ideas through play
and interactions with people.

 Teachers adopt a connected view of the engaged child.

 Teachers support their learning through positive social interactions.

 The child, parent and teacher are all actively engaged to support the children’s interests
& abilities . (QKLG, 2010)

Key features of an Emergent Curriculum

 Initiated by the child and allows collaboration to occur between children and educators.

 Responsive to children and allows for building upon prior knowledge & interests as well
as constructing new knowledge.

 Curriculum plan is current, flexible & changes to reflect the children’s interests.

 Documentation of emergent curriculum shows children’s learning- it becomes visible

(Stacey, 2009).

Where Do Ideas For Emergent Curriculum Come From?

The children provide the ideas and the educators prepare, organise, coordinate and facilitate for
their learning (Jones et al, 2001)

Other sources of ideas include:

  Things & people in the community

 Skills to be mastered at each developmental stage

 Family and cultural influences

 Issues that arise during the day & routines

 Spontaneous/ unexpected events

 Adult interests and passions.

 Resource materials

 Values of the early childhood setting, community, family & cultures

A child in an emergent curriculum class will be:

 empowered to express ideas and make choices about their learning.

QKLG states “that as learners, children are:

 competent, capable and creative

 secure, connected and respectful

 happy, playful and curious

 confident, motivated and involved

 a questioner, problem-poser and problem-solver.” (QKLG, 2010)

 developing lifelong learning skills in a way that is fun, engaging, interesting and
meaningful to them (Stacey, 2009)

The Role of the Teacher

Educators play an important role in their commitment to the implementation of emergent

curriculum in the classroom. In the beginning, skilled observers use their knowledge of child
development theory and follow the child’s lead by providing materials for children to actively
explore as a means of inspiring a deeper understanding of a particular topic of interest. Since
learning requires repeated practice, these interests are sustained through the continued
planning and implementation of experiences that challenge each child in a manner that is
mindful of his/her individual ability. Once skill mastery has been achieved, learning interests are
enriched through the addition of new materials that suggest or support new ideas. At this
stage, the teacher scaffolds the child’s learning to bring him/her to a new level of
understanding. This is done only when a child has demonstrated a developmental readiness to
move forward.

In addition to providing ongoing opportunities for play-based exploration across the curriculum,
emergent curriculum also requires educators to document learning as it unfolds. Documenting
learning experiences helps teachers understand where they have been and inspires ideas for
where the curriculum might go next. It also helps children remember and understand the
process of their own learning and gives parents concrete representations of their children’s
developmental growth. Documentation takes many forms at the University of Toronto’s Early
Learning Centre (ELC) and includes the use of written observations (recorded in planning
books), progress reports, photographs, portfolios and journals (with preschool-aged children).
Upon request, parent-teacher conferences can be arranged as a means of celebrating individual
achievements throughout the course of a year.

The Program Plan

Program plans inspired by emergent curriculum take many forms. The ELC uses a curriculum
“web,” which our early childhood educators post weekly as a visual account of the learning
experiences that are offered across all curriculum areas. The benefit of the curriculum web is
that it allows flexibility in program delivery in consideration of children’s changing needs and
interests. It also encourages creative and open-ended thinking, which serves as a stark contrast
to the restricted, linear approach that is typical of more traditional classrooms.

Group interests for the week are indicated at the centre of the curriculum web. Experiences in
each of the curriculum areas are then recorded as a reflection of these interests. Typically,
curriculum categories vary according to the age group educators are planning for or reflect
individual program priorities. Infant, toddler and preschool programs at the ELC offer curriculum
experiences in the following areas: Art/Sensory; Language; Gross/Fine Motor; Block Play;
Drama; Music; Cognition; and Science/Math.

The Benefits of Emergent Curriculum

Emergent-inspired curriculum is currently embedded in each of the infant, toddler, and

preschool programs offered at the ELC. As such, numerous advantages to this approach have
been noted for children of all ages. Specifically, emergent curriculum has been especially useful
in ensuring that:

 Children’s interests serve as the basis for program development;

 Expression of individual strengths is ensured;

 Unique learning needs are supported;

 Curriculum content is an extension of home/family life;

 Increased parental involvement is encouraged and;

 Diversity is celebrated in its fullest form.

References:

https://www.wsmontessori.org/article/key-concepts-montessori-education

https://montessoriacademy.com.au/montessori-education/montessori-curriculum/

https://www.rasmussen.edu/degrees/education/blog/pros_cons_montessori_education/

1. http://www.teach-nology.com/teachers/methods/waldorf/

https://www.k12academics.com/alternative-education/waldorf-education/curriculum-waldorf-
schools

 https://www.thecurriculumchoice.com/sing-spell-read-and-write/

http://www.successful-homeschooling.com/sing-spell-read-and-write.html

https://earlychildhoodhistory.weebly.com/froebels-kindergarten.html

https://www.ncn.ie/index.php/2-ncn/214-early-childhood-curriculum-model-froebel-
kindergarten

https://classroom.synonym.com/thematic-approach-teaching-preschool-8586347.html

https://elc.utoronto.ca/about-us/emergent-curriculum/