Montessori believes that children's early education should focus on sensory training, because such a young child feels the world around him with his sensory organs, and obtains various abilities and skills through feeling, walking and touching. Sensory training can make children's sensory organs more acute, cultivate children's observation ability, judgment ability, concentration and willpower, and play a very important role in coordinating and improving children's physical functions.
Montessori believes that through homework, children naturally "learn to be cautious, learn to be conscious, and learn to direct body movements"; Through homework, a freely chosen individual activity, we learn to rely on ourselves and respect others, so that "there is no jealousy and quarrel between children", thus cultivating a "calm" atmosphere, from which a good order comes; Through homework, let children learn self-discipline, prepare for the formation of willpower, and promote children's obedience. Montessori advocates from free homework to conscious order and obedience, thus realizing the goal of children's self-education. Montessori's teaching content is divided into five areas according to the types of teaching AIDS: daily life education, sensory education, language education, mathematics education and natural humanities education.
Multiple Intelligences Multiple Intelligences-howard gardner;
The theory of children's multiple intelligences education was put forward by Gardner, a famous educator at Harvard University. This educational theory divides human intelligence into eight aspects, namely, language intelligence, music intelligence, mathematical logic intelligence, spatial intelligence, body movement intelligence, introspection intelligence, interpersonal intelligence and natural observation intelligence. His theory pays more attention to the overall development of children's intelligence.
The theory points out that 0-7 years old is a critical period for children's intellectual development, and whether children's intellectual development at this stage is comprehensive and balanced is directly related to their life. Everyone's intelligence combination is different. Through education, children's superior intelligence can be found, so that each child can be cultivated into a person with personality and suitable for future social development.
The significance of this theory lies in: firstly, education should be based on students' cognitive development and design educational programs that are in line with physical and mental development; Secondly, according to the characteristics of different stages of development, provide opportunities and environments for developing intelligence and creativity, and respect students' personality development; Finally, teach students in accordance with their aptitude, improve the education mode, discover the differences between students' potential and intelligence, and build an "individual-centered" school. The purpose of "taking the individual as the center" here is to give every student a chance to fully display their potential, and also to stimulate everyone's self-confidence to a great extent. In other words, everyone has different potentials or characteristics, and early discovery is helpful for future study; The intellectual development of preschool children has great plasticity, which provides a theoretical basis for flexible curriculum and free choice of courses.
Reggio Emilia method Reggio program teaching;
Reggio is a city in the northeast of Italy. Since the 1960s, Lolis? LorisMalaguzzi, together with local preschool teachers, established and developed preschool education in this area. After decades of efforts, Italy has formed a set of "unique and innovative ideas and curriculum ideas, school organization methods and environmental design principles" after the world-famous Montessori. People call this complex "Reggio? Amelia education system ".
Its main features are as follows: 1. Social support and parents' participation in the whole society's attention to early childhood education has always been a fine tradition in Italy, which is a manifestation of collectivism in Italian culture.
2. Democratic management and cooperation in schools. Reggio's preschool education system is child-centered. In preschool, both teachers and children can feel at home.
3. Flexible curriculum and research-oriented teaching Pre-school curriculum mainly solves children's real-life problems, and teachers form groups to conduct long-term and in-depth special research. They don't have a fixed course plan, and their teaching activities emphasize lively and effective learning, never rush into it, and require natural fluency.
4. Various teaching methods and languages are just one of the means for teachers and children to communicate with each other. Reggio asked teachers to teach by means of movements, gestures, gestures, expressions, paintings and sculptures.
5. Cooperative learning and reflective practice Like children, teachers are not "trained". On the contrary, teachers learn in an environment of communication with children, parents and other teachers. This cooperative relationship is helpful for teachers to enhance their awareness of "role" and improve their teaching level.
6. Open teaching environment Reggio's education system pays special attention to the design and layout of the school environment, which they call "silent teachers". Therefore, they carefully designed every corner of the school so that children can study, cooperate and communicate happily in an open environment.
Waldorf Waldorf:
At the beginning of the 20th century, Rudolf, an Austrian scientist, philosopher and educator? Steiner thinks that we can study the spiritual field of human beings by scientific methods, and he founded a special spiritual science called anthropology.
19 19 was invited to set up a school named "Free Waldorf School" for workers' children in a cigarette factory in Stuttgart, Germany. The school has 12 teachers and 256 students. Later, any school that practiced this educational concept was called Waldorf School, or Rudolph? Steiner school
According to the statistics of Germany Waldorf Education Friendship Association in 2000, there are 876 Waldorf schools, more than 2,000 Waldorf kindergartens and more than 300 Waldorf correctional education and social therapy institutions in the world. Waldorf education strives to change students' experience from a single intellectual development to a "holistic" education, and its syllabus is based on the understanding and understanding of three important stages of early life.
In the seventh year (0~7 years old), children learn by imitation. Waldorf education believes that premature single intelligence development will overdraw children's vitality for physical fitness and imitation, which is not conducive to the all-round development of children's body and mind, and even affects the health status of adults. Therefore, children can learn valuable social and life skills by playing at home, cooking, doing housework, playing various roles, watching puppet shows, modeling with beeswax, painting, singing, doing rhythmic dances, listening to stories and playing games, celebrating birthdays and festivals, outdoor activities and gardening.
In the second seven years (7~ 14 years old), children learn through imagination and feeling. In Waldorf School, the head teacher teaches the main courses from grade one to grade eight. At the same time, there are different teachers who teach handicrafts, music, rhythmic dance, foreign languages and physical education.
In the third seven years (14~2 1 year), teenagers begin to explore the truth and experience the power of thinking. When students begin to explore "who am I" and "how do I face and enter the world", they should pay attention to seeking the meaning of things in teaching. For example, while learning the laws of mathematics, we should learn related poems and music; Appreciate da Finch should do optical experiments when painting; Through the study of history, students can explore the relationship between science, music, art, philosophy, religion and human development.
EYFS- British early education system;
At present, the main learning method of early education in Britain: games. Mainly based on the following ideas:
(1) Froebel's philosophy: Children must be regarded as a living, lively and lovely individual with cognitive ability. Children's lives and their different environments and relationships must be considered together: children's past, present and future must be viewed from the perspective of development.
(2) Susan Isaac's empirical theory: The fact of social development shows that the organization of teaching should be based on activities rather than static factors. It is wise to observe children's behavior not only in spontaneous games but also in organized activities. In daily life and throughout childhood, children always regard play and laughter, quarrel and friendliness, thinking and asking questions as an organic whole.
(3) Levi Vygotsky's theory about games and the zone of proximal development: "In games, children begin to acquire the necessary motivation, skills and attitudes to participate in social life." "In the game, the child's performance is always beyond his actual age and beyond his daily behavior. In the game, the child seems to be a person who is one head taller than himself. " "The actual development level of children is reflected in the process of solving problems independently, and the potential development level of children is reflected in the guidance of adults or cooperation with capable peers."