S High/ : A C cope onstructivist Approach
Piage and Vygotsky t Thre basic Principle e s 1. 2. 3. Activele arning Re gular daily planning De lopm ntally se nce goal and m rial ve e que d ate
Basic principle and Goals of theHigh/S s copeApproach
FiveEle e of theHigh/S m nts copeApproach 1. 2. 3. 4. 5. ActiveLe arning C lassroomArrange e m nt Daily sche dule Asse e ssm nt C urriculum
A Daily RoutineThat S upports ActiveLe arning
Planning Tim e Ke Expe nce y rie s Work Tim e C anup Tim le e Re Tim call e
High/S copeProviding for Dive rsity and Disability
TheRe Em Approach ggio ilia
Founde by Loris Malaguzzi, popularize by thepe of thecity Re d d ople ggio Em in Northe Italy ilia rn
Base on thephilosophy and practicethat childre areactivecons d n tructors of the own knowle . ir dge
Focuse on e child and is conducte according to thechild's s ach d re lationships- with the fam othe childre te rs, school ir ily, r n, ache e nvironm nt, com unity, and wide socie e m r ty.
TheRe Em Approach ggio ilia
Each school is a syste in which all the areinte m se rconne d- re cte ciprocal, activate and supporte d d.
Vgotsky be ve childre le through social inte lie d n arn ractions- and childre n le in theRe Em approach through inte arn ggio ilia ractions in sm groups. all I t provide opportunitie for paying atte s s ntion, lis ning, de loping te ve cre ativity and inte st, asking and re re sponding to que tions. s
Te rs stay with the pupils for thre ye ache ir e ars!
TheRe Em Approach ggio ilia
Malaguzzi wrotea poe about them language of childre m any s n:
Thechild is m of onehundre ade d. Thechild has a hundre language a hundre hands, a hundre thoughts. d s, d d A hundre ways of thinking, of playing, of spe d aking.
Heis re rring to drawing, discove fe ring, building... all thethings that childre do to le Te rs aree n arn. ache ncourage to build an e d nvironm nt in e which the arefre to do so. y e
Te rs also follow thebe f that childre follow the own clocks- the ache lie n ir ir se of tim is ve im nse ing ry portant in thele arning proce ss.
TheRoleof Adults in Re Em ggio ilia
Theteacher is an obse r and liste r of childre the ne d to know rve ne n- y e
how to plan or proce d with the work. The ask que tions and discove the e ir y s r child's ne ds, and discuss thosewith thechild, and re e visit pas e rie s. t xpe nce
I t is a partne rship, a continual proce of re arch and le ss se arning. Theatelierista is a te r traine in thevisual arts who works close ache d ly Parents arealso e ntial and areinclude in an advisory com itte that sse d me
with theothe te rs and thechildre r ache n.
runs e school. ach
TheEnvironm nt in Re Em e ggio ilia
ThePhysical S - Thelayout e pace ncourage e s ncounte com unication, and rs, m
re lationships. Thearrange e of obje and activity ce rs m possible m nt cts nte ake choice proble solving and discove s. s, m rie
The is gre atte re at ntion to de the want to m theschool be tail: y ake autiful TheAtelier m s this possible it is a spe workshop se asidefor ake cial t
and s ss theple tre asurein le arning.
artwork, the and re past proje and e rie s the . y cord cts xpe nce re
Re Em ggio ilia's ProgramPractice s
Cooperation am ongst te rs is ve im ache ry portant- the work in pairs and y
se the se s as re arche gathe inform e m lve se rs ring ation about the s nts' ir tude ne ds. e
Documentation is also functional- theate ris providing transcripts lie ta
of e rie s, re arks, photographs, e m s pare awareof thechild's xpe nce m tc. ake nts le arning proce It also shows te rs what thechild ne ds to le and ss. ache e arn shows thechild the work is value ir d.
Curriculum and Practices- t hecurriculumisn't e tablishe in s d
advance I nste thete r hypothe s about what dire . ad, ache size ction the proje ir cts should go in, and the pre fromthat point to be t suit the s nts. y pare s ir tude
Re Em ggio ilia's Providing for Dive rsity and Disability
Respect for Each Child- Eve ryonehas rights. Thechild, te r, ache Eve child with disabilitie is include in e program ry s d ach . Re Em stre s and e ggio ilia sse ncourage collaborativere s lationships, e ctive ffe
pare and e nt, nvironm nt. e
e nvironm nts, proje e ct-base curriculum and thedocum ntation of le d s, e arning in m ultipleways.
TheWaldorf Program
TheWaldorf curriculumwas founde in Ne York C by Rudolf S ine d w ity te r,
who wante to e phasizethespiritual dim nsion of thee dm e ducation proce He ss. s sse e tre d ducation of thewholechild- he he and hands. ad, art,
S ine hate theide of classifying childre Hewante no class lis no te r d a n. d ts,
e s, no holding back or m xam oving up grade no honors lis or hom work as s, ts e punishm nt. e
I ns ad, hewante te rs and childre to m e in this school to shareand te d ache n et
e rie knowle . xpe nce dge
Basic Principle of TheWaldorf Program s
Anthroposophy- S ine de lope this philosophy to focus on the te r ve d
spiritual natureof hum anity and theunive . Hewante s nts to s rse d tude tudy t he spirituality- so te rs stre truth and knowle to provide ir ache ss dge opportunity for m m aningful le ore e arning.
Respect for Development- Waldorf e ducation re cts thenatural spe Eurythymy- S ine art of m m nt which m s spe ch and m te r's ove e ake e usic Nurturing Imagination- Folk and fairy tale e s nablechildre to n
de lopm nt of e individual. ve e ach
visiblethrough actions and ge s. sture
e xplores toryte lling and m diffe nt culture and e any re s, nrich the cre ir ativity.
Othe Fe r ature of TheWaldorf Program s
Curriculum Features- Te aching according to de lopm ntal s s ve e tage Tim and m thod of introducing basic skills, consis nt with the ing e te Useof Eurythym in le y arning I nclusion of othe arts and handwork r Linking subje corre cts sponding to thestude m nt's aturity e ye ach ar.
de lopm ntal stage ve e s.
Providing for Diversity and Disability- All s nts le two tude arn The also havesucce with dysle stude y ss xic nts
fore language and study world re ign s ligions and culture s.
S m for Chapte 6 um ary r
De and for Quality Early C m hildhood Program s Monte ssori High/S cope Re Em ggio ilia Waldorf