Reggio Emilia approach Steiner approach Project approach Montessori approach

Main proponents Critical reflection is at the Steiner education is an Project is a child-centred Montessori’ s approach to
hearth of Reggio Emilia integrated and holistic approach to education (Ulrish, education embraced the
approach, therefore, their education that emphasised the 2016). Project approach is a importance of following
educational practices and balanced of physical, way that children can involve natural developmental
program is not fixed, and intellectual, and spiritual and engage in-depth trajectory of a child to
instead, it is ever changing development. They valued the investigation of a topic that is foster positive
and evolved accordingly to cognitive facilities (head), worthy for their energy, dispositions for life long
provide the best way to artistic capacities (feeling) and attention and the particular learning (Mac Naughton
promote children learning practical life (hand) skills in moment of their time based & Williams, 2009;
(Hall, 2013; Mac Naughton their education (Peterson, on their learning desires and Montessori Australia,
& Williams, 2009). This 2010; SEA, 2011a). interests (Mac Naughton & n.d.b). The learning
approach is child- centred While the approach is strongly Williams, 2009). They environment is specially
and highly valued the lined to spirituality, believed children are learning designed and created in
influences of the Anthroposophy (the spiritual by doing (Clark, 2006). A respond to each child’s
environment and social science) lay as the foundation project can be decoded down developmental progress
context to the child learning of their teaching and learning into three stages, identify the (Montessori Australia,
and embrace the importance approach (Mac Naughton & topic to be explored, conduct n.d.a).
of partnership between Williams, 2009). investigation and culminating
families, teachers, children the events.
and the community (Ceppi &
Zini, 1998).
Date of Lorris Malaguzzi with the Rudolf Steiner (1861-1925), John Dewey and the other Maria Montessori
conception parents of the village of he become involved in researchers developed the (1820-1952), 1907 her
Reggio Emilia in Italy education in 1919 and created project approach from first children’s house is
decided to design and start an his first educational program 19896-1903 (8years) at his opened for a practice
education model in response for the Molt’s Waldorf-Astoria laboratory school that located (Mac Naughton &
to the socio needs after the cigarette workers and their at the University of Chicago Williams, 2009).
World War II in 1945 families (Mac Naughton & (Clark, 2006;Ulrish, 2016). However, her interest in
 (Arthur, Beecher, Death, Williams, 2009; Sea, 2011a). provide education for
Dockett, & Farmer, 2015; children with addition
Ceppi & Zini, 1998). needs grow earlier than
that.
Theoretical links  Socio-cultural theory  Developmental theory  Social Cultural theory  Developmental
Environment is the third As Steiner believed the Project approach valued the theory
teacher to a child (Ceppi & educational content and socio-cultural environment of According to Dr.
Zini, 1998). This refers to the methods should be a learner by supporting the Montessori Stage of
interaction of the child adjusted accordingly in child’ s interests (Ulrish, human development,
within the environment, each developmental stage. 2016). The Four Planes of
which includes the They de-constructed it  Critical theory Development. For
relationship between the into three developmental example, she
physical environment, adults stages: early childhood John Dewey advocate for the categorised children
around and the child (birth to 7 years old), freedom of view, which in in early childhood
children. The educational middle school, and project approach, they (birth to six) in the
programs are based on adolescence (SEA, encourage different way of first plane with
multiple view points in 2011a). thinking and critical reflection ‘absorbent mind’
regards of child’s interests, in practice (Clark, 2006). (Montessori, n.d.b).
abilities, needs and the faith  Progressivism It followed by the:
in families, teachers and ‘reasoning mind’ (in
Project approach emphasised
children to contribute for a  Socio-cultural theory the children’s right to have a six to twelve),
meaningful learning
Steiner believed young voice in their own learning ‘ humanistic mind’in
experiences.
children learn from imitation, (Ulrish, 2016). It is promoting twelve to eighteen
 Progressivism therefore, the role of teacher is social and educational change
important for giving children and reform. Moreover, project and the ‘specialist
Educational enrichment is mind’ (eighteen to
embeded to cater for each good example to learn by approach believed in learning
using their intuition and by doing that can further the twenty-four)
child’s learning progress.
Children are going to learn connection in their deeds investigation of knowledge in  Perennialism
 deeper through their (SEA, 2011b). depth (Clark, 2006). Montenssori
investigation of the topic. education is based on
Even each child has different knowledge, and
learning pace, but they are values that are eternal
also able to contribute to the as it emphasised the
educational program from scientific
different levels and documentation of
perspective (Mac Naughton children learning
& Williams, 2009). progress and the
 Critical theory practical life skills for
children (Mac
Reflective practices lay as Naughton &
the foundation for both Williams, 2009).
adults and children’s
involvement in educational
program. They questioned
about the equity, fairness and
socio justice issues around
their daily life.

Key strategies Reggio Emilia appraoch Art is a central teaching Teacher’s role is to foster Teacher role in
for teaching and valued relationship. method in Stenier Education, children’s dispositions for Montessori education
learning In order for teacher to teach they deliver holistic program learning(Ulrish, focuses on providing a
and children to learn, a with the integration of art for 2016).Therefore, the teacher ‘Prepared Environments’
positive, respectful and every aspect of their day work carefully along side the for children to learn.
reciprocal relationship (Nobel, 1996). Anthroposophy children and actively listen to The curriculum is highly
needed to be build between lay as the foundation to teach children’s voice. relies on specially
the adults and the children and access children learning, designed skill-acquistion
(Mac Naughton & Williams, therefore, teachers
2009; REAIE, 2011 ). understanding and knowledge Teachers provide experience.
Teacher’s role is to promote of Anthroposophy is crucial in opportunities for children to
positive dispositions of the curriculum(Nobel, 1996). explore concepts
learning in children, independently and facilitate Teacher have the role to
particularly the intrinsic investigations by sparking the model the skills that the
motivation for learning. Scheduling is one of the core wonder and curiosity in children need to learn in
teaching strategy that the children (Ulrish, 2016). particular, however, the
Dialogue between teachers Stainer trained teacher will use staff involvement in
and children seated at the for the learning experiences children’s learning should
central of the educational that required concentration Scheduling of educational be keep at minimal as
experience (Mac Naughton (Mac Naughton & Williams, program in project approach they believed children are
& Williams, 2009). Teachers 2009). The scheduling of is child-centred (Clark, 2006). capable of self-educate.
have the role to scaffold educational program have a It provides the flexibility for
children thinking through strong rhythm of the week and the children to stay engage in
questioning, all year around (SEA, 2011a). their own learning and a Scheduling of the
problem-solving, project can often go up for program is depending on
demonstrating, recalling and weeks, months or even years. the child’s self-paced.
providing feedback for Physical environment set up Therefore, the large
children while participate in plays an important role in blocks of uninterrupted
children’s learning. stimulating children’s sensory free play time for children
Scheduling of the program is exploration and artistic sense is crucial for them to
aim to create a flexible and of being (Mac Naughton & explore the learning
relationship driven learning Williams, 2009). This experiences and to repeat
environment for the children particularly reflect on their their own learning.
(REAIE, 2011). It depends selection of materials and the
on the children’s learning way they position their
equipment in the space. Positioning equipment
inquiry and the environment
and materials are the main
should allow them to have
keys of Montessori
the freedom to co-construct
approach. By setting up
knowledge together (Mac
 Naughton & Williams, the environment with
2009). Tools, resources and purposeful designed
materials should be provided Montessori materials
for children to engage in the accordingly with the the
project of their own sequence of the
choosing. manipulative learning
materials to meet each
child’ s developmental
progress (Issacs, 2010).
Even the adult make the
decisions for the set up,
but children have the
freedom to make their
own decision around the
timing, materials, and the
location.
Assessment, Qualitative evaluation Both quantitative and Qualitative evaluation Quantitative evaluation
planning and method: qualitative evaluation method method: method:
reflection Teacher as learner and are being used. Teacher works as the Montessori teacher
researcher in Reggio Emilia Observation are used to assess facilitator of children learning assesses children’s
approach, as they believe children learning on daily by carefully observing learning progress by using
teacher should joint their basic. children’s intent learning scientific observation and
attention to children attention Teachers recognise the desire and combined with the plan according to the
by sensitively observe, individuality of each child’s teacher’s own knowledge of teacher’s professional
analyse and reflect on their learning through observation, the child (Berk, 2013; Clark, knowledge of the child’s
best knowledge of the child and plan their teaching method 2006). development(McAlister-Y
(Mac Naughton & Williams, and content accordingly based oung, 2010; Montessori
2009; REAIE, 2011). The on their knowledge of Australia, n.d. a).
process includes the In term of planning in project
Anthroposophy (Gidley,
 information of the whole 2011). They believed teachers approach, it requires teacher They stressed the
child are able to build deep spiritual to be reflective in their importance of the teachers
knowledge of the child observation with the children to be acute observer by
through the process. learning and meet the child’s evaluate children’s
Documentation is a great part inquiry by providing the behaviour to ensure the
of the teaching techniques in which require a community of
teachers and parents potential materials or children have the freedom
Reggio Emilia approach as resources that needed to to learn (Issac, 2010).
children are encouraged to partnership to get a holistic
view of the children (Eugene, extend the children learning
express their thoughts and in the environment (Clark,
ideas in many forms (Hall, 2009; SEA, 2011a)
2006).
2013). Teachers assist
children to record down their
learning and make the
learning visible (Mac
Naughton & Williams,
2009). Therefore, they are
able to provide opportunities
for all the skateholders of the
child to revisit, reflect and
reform their own
understanding of the topics.

Goals and To produce creative, active Steiner approach embraced the Project approach is used to To support children in
outcomes and competent individuals importance of education for promote human will for life develop practical living
that commit to life long life (Peterson, 2010). Which long learning. The aim of skills (Montessori
learning and sustainable aims for producing free education is to assist children Australia, n.d.b).
human future (Mac individuals that are truly to form thinking, which refers To maximise each child’s
Naughton & Williams, educated as whole with a to the ability of the individual intellectual potential to
2009). balance of head, heart and to question (Glassman, 2001).
 For children to become hand. the full.
critical thinker and
responsible person for their
own decision making
(REAIE, 2011).
To promote a community of
learners.
Position on play Play allow children to Free play is used to encourage Play is a way of learning that Play in Montessori is
explore the environment child’s exploration of enables children to make uninterrupted and
through all their senses, expression within the connections between the child-directed (Mac
express themselves in environment (SEA,2011 a). previous experience and adapt Naughton & Williams,
different forms, and engage it into a new context (Ulrish, 2009). They believed
in ongoing project that can 2016). children learn best when
further their inquiries (Mac they have the freedom to
Naughton & Williams, explore and learn by
2009). Children are learning through themselves through hands
play as they expand their own on experiences (Issac,
thinking and test out ideas in 2010).
a project （Clark, 2006;
DEEWR, 2009).

Play promotes intrinsic

motivation of children toward
their own learning as it is
interest drive (Glassman,
2001).
Image of the Children are competent, Children as active learner, Children are curious and have Children are competent
creative and confidence. the right to achieve goals beings in their own
child They are full with observer and imitator. based on their own interest. In learning with absorbent
possibilities and potential. project approach, children are mind (Montessori
Children are capable for their free agents (Glassman, 2001). Australia, n.d.a).
own learning and have a Children learn better when
voice (Rinaldi, 1993). They they are developmentally
are active citizen with rights ready.
for the families, community
and the nation.
Steiner believed children are
learning from imitation,
therefore, they see children
are natural observant and
having the conciousness and
the connectedness with the
people and environment
around them (Peterson,
2010).
Personal I like the idea how the I like the idea how the art I used project approach in my I like the concept of
evaluation of critical reflection sit at the education is integrated in all practice in workforce as it not ‘prepared environment’
each model in hearth of the curriculum for aspect of the curriculum and only promote children’s allows children to have
relation to my both adults and children. teacher has the role to educate interest of learning, but so do the freedom for
personal Teachers and children as children from a spiritual for us as teachers. I often find self-educate.
pedagogical partner in learning can perspective while involve their myself learning together with
approach and enable a community of learning in physical and the children and I am as
beliefs learners that influence each intellectual at the same time. exited as the children for new However, I would like to
others. discoveries. Since project question about the
approach is child-centred relationship between
However, I also would like to based, it can empower adults and the children.
I also like how this model question about the children to build up the sense When adult’s
view each child as a ‘Anthroposophy’ , specifiably of agency and develop the involvements is kept at
connected individual to the in it’s conception of a confidence to believe in the minimal, how they
world, instead of isolation. ‘ well-meaning humanist’.I themselves that they can children can learn deeper
Which matched with my think there is no universal achieve things. or wider in the topic they
beliefs in Urie truth as everything has two are interested with.
Bronfenbrener’s ecological sides. I also believed young
system theory of the children are full with potential, However, teachers also need
importance of the influences therefore, limiting the children to take into consideration of
of the environment. It is accessibility to certain the development of the whole
important for every child is experiences such as child. It is important not to
interconnected, activated and technology and reading and turn the child’s inquiry as a
supported within the writing in early years ‘pure’ emergent curriculum,
relationships with the education just does not meet but also being intentional in
environment around them. my pedagogical approach and planning that allow the topic
beliefs at this stage. to go deeper or wider.
My own approach to early childhood education and care

Main I believed the education is the strongest weapon to change the world, therefore, education have a role to create transformation
proponents of society into an sustainable and inclusive future (UNICEF, n.d.). It is important to see a child’s learning as a whole, which not
only includes physical and intellectual capacities, as well as instilling love, courage, social values, positive attitudes towards
differences in the young soul. Education is civil right and young children have the rights to have their voice to be heard, valued
and respected (ACECQA, 2013; ECA, n.d.).
Theoretical  Socio-cultural
links I believed the environments around the children influence their learning. In another words, children observe what the others do
and practice in daily life, and it can lay a life-long impact for the children’s development (Berk, 2013).
 Critical
I believed everything has two side, there is no absolute truth. Therefore, it is crucial to teach children the ability to analyse,
evaluate and critically reflect on the information that they access to. We should challenge the inequality in current world and
raise the conciousness to make changes together for a better future for ourselves and for the next generation.
 Progressivism
I also believe education is a every changing world, and it need to grow and evolve accordingly for the sustainability of
environment, social and economic. I strongly believe in project as teaching and learning method, so that children learning can
gradually growth as the investigation went in deeper.

Key In terms of teaching and learning, I believe the role of teacher as learner and researcher that work alongside with children
strategies for (REAIE, 2011). In order to do that, teachers need to get down at children level and build strong relationship with them.
teaching, Therefore, I can co-construct the knowledge with children and understand the children better with the trustful relationship.
learning,
assessment, Moreover, it is crucial to value a child’s soial-cultural context( ECA, 2016), so that the teacher can understand the fund of
planning and knowledge of the child. Partnership with the families to maximise the children learning is crucial so the teacher can incorporate,
reflection support and understand the children’s behaviour clearer particularly keep ourselves up to date and prepare for those significant
changes in a child’s life.

Reflective practice is required particularly in recognise every child is individual and unique. It is crucial to constantly reflect on
my image of the child as full and competence, as it will impacts my decision making toward the child(Arthur, Beecher, Death,
Dockett & Farmer, 2015; ACECQA, 2013). In addition, for children to have the freedom to be an intent learners, my role is to
be culturally responsive to their inquiries and empower them to be indecent learner(Leggett & Ford, 2013).

A planning cycle will be in access and plan for children learning, which involves my professional knowledge of early childhood
education and the suitable teaching strategies (Barnes, 2012; DEEWR, 2009). Make children learning visible by documenting
their learning and promote different ways of expressions in children.
Goals and To produce active individuals that have the ethical responsibilities of their live and contribute to the sustainable human future
outcomes
Position on Play promotes:
play  Inner will for learning as the children actively engage in experimentation, investigation, discussion, evaluation and
hypothesising (Berk, 2013).
 Children exposure to STEAM concepts from day to day experience (Choi, Van Merrienboer, & Pass, 2014).
 Creativity, competence and confidence as they apply what they learn from the previous experience into new context.
 Critical thinking to social justice and inclusion as they explore respectful relationship and interact with the people and the
environment.
 Resilience as they fail and move on from play
Image of the Children are curious, confidence, creative and capable learner. They are observant and connected to the world. They are
child important part of the society and have a voice for themselves.
Reflection My own approach to early childhood education is inspired by a wide and disparate sources, which includes:
John Dewey’s theory of child-centred education and learning through doing (Clark, 2006).
Erikson’s theory of the importance of supportive and caring relationship to build a sense of trust and confidence in children,
then the children are able to develop autonomy and initiative for the later stage (Berk, 2013).
Vygotsky socio-cultural theory of how the More Knowledgeable One scaffold the children learning within the zone of proximal
(Berk, 2013).
Stenier’ s belief in spiritual education and the integration of art in all aspect of education for the holistic development of a child
(SEA, 2011a).
Malaguzzi inspired of children have hundred of languages and the importance of making learning visible (Hall, 2013).
Documentation of learning from children and use it for the children learning to revisit ideas and reflect.
Last but not least, I believe in quality education should be child’s initiated and adult oriented (Rinaldi, 1993). When the
educational program is build on the child’s intent leaning, it promote intrinsic motivation for them to take on the responsibility
to further their own leanring. Adult’s role is to stimulate the children thinking and provide a wide range of resources and
materials for children to explore. It is importance to teach children what to look for instead of what to look at. By advocate for
children’s voice, children are able to feel they are worth well and be empowered for their life-long learning journey.
 13

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