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EDU10007 Assessment Two: Essay Naddia Di Chele 100924126 Swinburne Online University ELA: Sue Smith Due Date: 15/05/2017

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‘Our image of the child is rich in potential, strong, powerful, competent and most of all, connected to adults and other children.' Loris Malaguzzi (as cited in Dahlberg, Moss and Pence, 2007, p. 48) Early childhood perspectives of education have been strongly influenced by the predominate developmental philosophies, which have shaped education in the twenty first century. These philosophies directly impact the way in which educators view children in their socio-cultural environment, and influence the way in which children learn. In order for educators and those in their community to view children as ‘rich in potential, strong, powerful, competent and most of all, connected to adults and other children’ (Malaguzzi, as cited in Dahlberg, Moss and Pence, 2007, p. 48), educators must draw on a range of perspectives to create a learning environment that nurtures childhood development and learning. This paper examines the relationship between the impact of socio-cultural constructs and the image of children in society, whilst exploring through the lens of Montessori, Steiner, Frobel and Reggio Emilia approaches to education.

In recent years, early childhood education has increasingly drawn on the sociocultural constructs of childhood to inform and develop curricula and practice. Socio-cultural constructs have heavily influenced the education profession within the Western society we live in, with predominate approaches of childhood education continuing to influence constructs of the image children represent in society. Drawing heavily on the works of Vygotsky (1978) and Bronfenbrenner (1979), socio-cultural constructs of childhood propose that educators must comprehend and understand the cognitive and social development of children along with the image they represent within their social environment (Rogoff, Mosier, Mistry & Göncü, 1998). The socio-cultural perspective, allows for educators to create

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pedagogy that can be defined as; connecting knowledgeable understandings of students’ comprehension and their environment in order to influence ecological systems and methods that assist learners to comprehend the knowledge presented to them (Edwards, 2001). Therefore, socio-cultural constructs allow educators to view children as rich in potential, strong, powerful, competent and connected to those around them (Malaguzzi, as cited in Dahlberg, Moss and Pence, 2007).

The Montessori approach to education was founded by Maria Montessori, an Italian doctor who began working with children in 1907. This educational perspective is constructed on observing children from birth to adulthood, focusing on their natural intelligence and the ability for children to absorb information. It is the view of Montessori, that the role of the child is one that is organically motivated in acquiring knowledge and is more than competent of learning within an accommodating and organised learning environment (Edwards, 2009). The perspective’s foundational premise is focused on students directing their own learning; teachers are there to facilitate learning through providing a supportive environment (Nutbrown, 2006). Therefore, learning can be seen as child centred and is carried out on an individual basis. Children are expected to engage spontaneously in activities, whilst responding to their natural tendencies to work. Throughout early childhood, students within Montessori establishments learn through sensory-motor activities whilst utilising their cognitive abilities. Activities are based on ‘work’, which form vital elements of the perspective. Prepared materials are designed to teach children processes such as cleaning and cooking, and are based on direct experiences and their relationship to the senses. Sensorymotor activities can be directly related to outcome four of the Early Years Learning Framework; Children are confident and involved learners (Early Years Learning Framework

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[EYLF], 2014). Children attending Montessori education can be constructed as the adult in training, as the construct places children as working through numerous sensory-motor activities, psychological and social stages in order to reach adulthood (Sorin & Galloway, 2006). Therefore, although the child’s power lies within the capability to learn and contribute in the adult world, it is the teacher’s responsibility to harness the capability of each individual student (Woodrow, 1999). Malaguzzi (2007) strongly believes that, the connection between adults and other children for learners is vital in cognitive development. Montessori education contradicts this, in the way that children are encouraged to work individually. This can often limit the opportunity for group activity and social interaction. This also creates concern for learners transferring from Montessori education to mainstream schooling in their later lives.

The Waldorf-Steiner approach to education originated in Germany and was founded by Rudolf Steiner. Steiner strongly believed that the unity of body, mind and spirit alongside education created an equilibrium between thinking, willing and feeling (Steiner, 1995). His perspective on education was strongly based on the beliefs of Jean Piaget, who believed that whilst progressing through stages of development, children learn best through play. Steiner built on Piaget’s theory and focused heavily on the seven year stages that children progress through as they develop. From new born to age seven, children learn through imitation. Education at this stage focuses largely on exploration, constructive and creative play, and linguistic skills (Schwartz, 1996), in accordance to outcome two of the EYLF; Children are connected with and contribute to their world (EYLF, 2014). From the ages of seven to fourteen children are placed within the same group of teachers and students. This allows students whilst consciously exploring the world through imagination, to be surrounded by familiar and supportive attachments within their sociocultural environment (Finser, 1995). An

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approach as such, allows children to become rich in potential, strong, powerful, competent and most of all, connected to adults and other children, in accordance to the Melaguzzi quote. It is the role of the educator during these years to develop pedagogy that is sequential and structured, without the reliance of textbooks or technology. Steiner education adopts a collaborative multi-sensory system to learning and expression, focusing more on auditory and retention skills rather than written communication. Whilst focusing on aspects of education that enhance communication and interaction with others, Steiner education explores the possibilities for children to contribute in the real world (James & Prout, 1990, cited in Corsaro 1997). Therefore children attending Steiner schools can be seen as the agentic child (Sorin et al, 2006). Steiner students become capable and competent through the guidance of educators that reflect on past experiences to assist development. Consequently, the lack of technology present within Steiner learning environments may be seen as a disadvantage of learning and teaching in the 21st century.

During the late eighteenth century, Friedrich Frobel established a child centred program influenced by principles of early childhood theorist. Frobel believed that the growth of a child can be likened to the blooming of a flower, which grows from seed to a mature plant. During this process, the teacher assumes the role of the gardener (Edwards, 2009). Through his comparison to flowers, Frobel referred to the early education as kindergarten or the child’s garden. This became the basis of many preschool education methods in practices within education today. Frobel believed young children acquire unique desires and capabilities and learn best in supportive and stimulating environments. Frobel considered that learning should be based on play and the notion of play was provided through the provision of gifts and occupations (Edwards, 2009). The Frobel gifts are a range of purposely designed

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materials that present hands on exploration of solids, surfaces, lines, rings and points. The gifts are used to discover the principles of maths, movement and construction through play. The occupations are a series of activities which are intended to expand explorations of drawing, cutting and clay work. These gifts and occupations allow children to work uninterrupted whilst constructing their own knowledge of how things work whilst achieving outcome four of the EYLF; Children are confident and involved learners (EYLF, 2014). Frobel believed parents are the earliest teachers of offspring and therefore there should have close bonds between them and their socio-cultural environment. The main goal of the Frobel philosophy is to teach children in all areas of development: social, cognitive, emotional, physical and spiritual in accordance to the Malaguzzi quote. The philosophy is based on learning being driven by play. Children absorb information they are ready to learn, the teacher is a guide in a organised environment and movement is vital for child learners (Best, 2016). Frobel believed childhood was a time of making meaning of the surrounding environment and active participation within social interactions. Therefore, children attending Frobel schools can be constructed as agentic children. The agentic child is competent and capable, educators are supporters that negotiate and guide through reflection of own experiences, similar to a gardener (Sorin et al, 2006). Implications of Frobel education include the lack of language and literacy skills. In modern times the philosophy of the program has been modified to include a wider variety of gifts and a less structured system to encourage children to expand their knowledge freely.

Developed after World War two, the Reggio Emilia approach to education was developed by a group of parents and educators. Under the guidance of Loris Malaguzzi, the residents of Reggio Emilia transformed education to focus on a child’s potential and

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developmental abilities within an environment that recognised the value of community involvement (Edwards, 2009). Whilst Reggio Emilia is not a formal model of education, Malaguzzi drew and expanded on contemporary perspectives such as Piaget, Vygotsky, Montessori and Steiner to further his developmental thinking of education. Drawing on social constructivism, Malaguzzi expanded on the notion that children become rich in potential, strong and powerful, in accordance to the quote. The Reggio Emilia philosophy of education focusses on observing what knowledge children possess, the curiosity they hold and the challenges they face in accordance to outcome two of EYLF; Children are connected with and contribute to their world (EYLF, 2014). It is the role of the educator to record these observations and create a pedagogy that is developmentally appropriate to further their cognitive development. Therefore, it is the role of the educator to identify the balance of engagement and attention between students (Edwards, 1998). Children within Reggio Emilia education are seen as curious and full of knowledge, whilst making connections with their surrounding environment, aligning them with the agentic construct of childhood (Fraser, 2000). The environment in which children are taught is an important factor of the Reggio Emilia experience. Educators within the philosophy intentionally plan and organise various spaces for children to learn. Each schooling day has a specific balance of group and individual activities, which are child centred and directed. This approach to education views the teacher as a co-facilitator of information in conjunction with the child, in contrast to being the supplier of information and the child the beneficiary. In order to limit implications to education, teachers must provide unlimited possibilities for students, whilst allowing for flexibility and scaffolding.

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In order for learners to reach their full potential, to be strong, powerful, competent and connect to adults and other children (Malaguzzi, as cited in Dahlberg, Moss and Pence, 2007), educators must draw on a range of teaching and learning philosophies. Educators and schools must focus on the importance of understanding cognitive and social development within early childhood development. Drawing on contemporary perspectives and philosophies, early childhood education pedagogy must be developed around the role of play and social experiences in order for children to reach their full potential. Whilst philosophies such as Montessori, Steiner, Frobel and Reggio Emilia place importance on these experiences and the role of socio-cultural constructs, it is imperative that education institutions as such deliver pedagogy in accordance to the EYLF outcomes. Therefore, it is imperative that practical applications are established and implications of learning within these philosophies are recognised in order to influence educators how to teach and learners how to learn.

References: Best, R. (2016). Exploring the spiritual in the pedagogy of Friedrich Froebel, International Journal of Children's Spirituality, 21:3-4, 272-282, DOI:10.1080/1364436 X.2016.1231664

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Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. American Psychologist, 34, 844-850 Corsaro, W. (1997). The sociology of childhood, USA: Pine Forge Press. Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care. (2nd ed.). New York: Routledge. Early Years Learning Framework. (2014). Outcome 2: Children are connected with and contribute to their world (p. 25). Retrieved from https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf Early Years Learning Framework. (2014). Outcome 4: Children are Confident and Involved Learners (p. 35). Retrieved from https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf Edwards, A. (2001). Researching pedagogy: A sociocultural agenda. Pedagogy, Culture and Society, 9(2), 161-186. doi: 10.1080/14681360100200111 Edwards, Carolyn. (1998). Partner, nurturer, and guide: The role of the teacher. In Carolyn Edwards, Lella Gandini, & George Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections (2nd ed., pp. 179-198). Greenwich, CT: Ablex. ED 425 855. Edwards, S. (2009). Early childhood education and care: A sociocultural approach. Sydney, Australia: Pademelon Press. Fraser, S. (2000). Authentic childhood: Experiencing Reggio Emilia in the classroom, Scarborough, Canada: Nelson.

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Finser, M. (1995). School as a journey: The eight-year odyssey of a Waldorf teacher and his class. Fair Oaks, CA: Association of Waldorf Schools of North America Publications [Anthroposophic Press]. Nutbrown, C. (2006). Key concepts in early childhood education & care. Thousand Oaks, CA: SAGE Publications. Retrieved from http://knowledge.sagepub.com.ezproxy.lib.swin.edu.au/view/key-concepts-in-earlychildhood-education-and-care/SAGE.xml Rogoff, B., Mosier, C., Mistry, C., & Göncü, A. (1998). Toddlers’ guided participation with their caregivers in cultural activity. In M. Woodhead, D. Faulkner, & K. Littleton (Eds.), Cultural worlds of early childhood (pp. 225–249). London: Routledge. Sorin, R., & Galloway, G. (2006). Constructs of childhood: Constructs of self. Children Australia, 31(2), pp. 12-21. Steiner, Rudolf. (1995). The kingdom of childhood: Introductory talks on Waldorf education. Fair Oaks, CA: Association of Waldorf Schools of North America Publications [Anthroposophic Press]. Schwartz, Eugene. (1996). Playing and thinking: How the kindergarten provides the basis for scientific understanding [Online]. Available: http://www.bobnancy.com/ (link to Waldorf Resources, then to In the Classroom) [2002, February 20] Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Woodrow, C. (1999). Revisiting images of the child in early childhood education: Reflections and considerations. Australian Journal of Early Childhood. Vol. 24(4), 7 - 12.

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