Curriculum Steiner Montessori

Curriculum Steiner Montessori Introduction As with most things in education, there is no agreed definition of ‘curriculum’. The way we understand and theorise it has altered over the years. A useful starting point for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work on the subject. Kerr (Kelly 1999, p.10) defines curriculum as ‘All the learning which is planned and guided by school, whether it is carried on in groups or individually, inside or outside school.’ There are many theorists who have studied child development and have designed curriculum’s from their own theories which they think will offer the best learning environment. This report will only examine three of various current curricula but offers an insight of how there is no real right or wrong way of how a child learns. The report will take a look at the ‘Steiner Method’, the ‘Montessori Method’, and finally it will discuss the ‘High Scope Method’, a more recently developed method. It will also provide examples on how some of the ideas of these methods are being incorporated into other childcare settings and curriculums. The Steiner Method There is over eight hundred Steiner schools world wide. The Steiner method is based on the philosophies of Rudolf Steiner and the education emphasises personal responsibility and social awareness. The central aim of the education is to equip young people emotionally, spiritually and intellectually, not only to meet the future but to play an important part in shaping it. According to Steiner’s philosophy, man is a threefold being of spirit, soul, and body whose capacities unfold in three developmental stages on the path to adulthood: early childhood, middle childhood, and adolescence. Steiner education differs from the mainstream in a number of ways. In a Steiner school there is no Hierarchy, teachers and parents work along together. Children do not start formal education until they are six or seven years old and they then stay with the same teacher for seven years. The teacher works with the student’s parents, often visiting the family home to allow parental involvement. Classrooms are filled with natural and organic materials. In a Steiner nursery, children typically play with simple unfinished, wooden toys rather than bright plastic ones, to allow their imaginations to develop. A Steiner classroom would have few books and few computers. The Steiner philosophy dictates that screen images hinder the development of thought and imagination. Colour is important to Steiners educational philosophy for helping childrens imagination to thrive so pupils are instructed carefully as to how to proceed through the colour spectrum (Lewis 2001). The huge difference between the Steiner method and other methods is that learning is directed by the teacher rather than the child. There is a huge emphasis on creativity and teachers will show children how and what materials they use. Teachers stress physical development through a ritualised dance form called eurhythmy. Another primary principle of the Steiner method is children do not start reading until their adult teeth have erupted, usually around age seven, which, according to Steiner, shows the child’s readiness to start formal education. Delayed reading is one of the most controversial issues surrounding Steiner education, and there is concern from some educators that children may miss out on their literacy and reading â€Å"windows† (Mogensen 2004). The Steiner method is one that is hugely different to other methods used in Nurseries and schools; therefore it is sometimes difficult to see similarities in other educational institutions. However you can see similar theories in the Montessori Method. The use of natural materials and the calm setting is one of the main principles that link the two methods. I have seen this in place at a Montessori primary school. The school was very quiet, and lots of toys and learning materials were made of wood and other natural materials. The school also adopted some of the creative ideas that Steiner follow. They let the children make their own story books instead of reading published books with ‘ready-made’ images, which encourages the child to use their imagination more widely. I think this is a great idea, as children are not tainted by a particular image of a person, animal, object or environment. Kettle Nursery, who follow a 3-5 curriculum, hold regular meetings with parents to inform them of their child’s development, and they also give parents opportunities to observe their child in the nursery. This promotes parental involvement, which is another of Steiner’s main principles. The Montessori Method The Montessori Method is an educational method for children, based on theories of child development originated by an Italian educator, Maria Montessori. The method accommodates all ages of children but it is applied primarily in preschool and elementary schools. It is an alternative type of method that harnesses the child’s natural ability to learn and is built upon the idea that children develop and think differently than adults. The Montessori Method supports all aspects of the Childs personal and social development. â€Å"From the moment the child enters the classroom, each step in his education is seen as a progressive building block, ultimately forming the whole person, in the emergence from childhood to adulthood. All focus is on the needs of the child† (Hainstock 1997, p.xiii). One distinguishing feature of the Montessori at the preschool age is that children direct their own learning, choosing among the sections of a well structured and stocked classroom including practical life, sensorial, Language, Math, Geography, Science and Art. The â€Å"Practical Life† area is especially for the very young child and teaches them how to care for themselves and their environment. Here, a child will learn to dress themselves, to pour, to wash a table, and to properly wash their hands, among other things. The â€Å"Sensorial† area allows them to use their senses to learn about the world. Here, a child will learn to judge different heights, lengths, weights, colors, sounds, smells, shapes, and textures. The language, math, geography and science areas provide a child with aids for their intellectual development. Exercises in body movement assist their physical development and their awareness of their body and what it can do. Many Montessori schools add such areas as music, art, dancing, sewing, wood-working and foreign languages to further enrich a child’s total development (Montessori 1912). In a Montessori school, a child teaches himself through their use of the specially designed Montessori materials. These are attractive, generally simple, child-sized materials that are self-correcting, that is, if a child makes an error, they can see it by looking at the material itself in this way; no adult is needed to point out their mistake and perhaps injure their self-esteem. The child learns to work alone and with others in a Montessori school. A child learns to follow the class â€Å"ground rules† and may often remind other children to follow them as well. Because they can choose their own work and do it at their own pace, a child has many opportunities for success; the Montessori classroom is non-competitive. They will also have access to plants and animals and will help care for them. The Montessori classroom is an attractive place in which a child can be free from adult domination and can discover their world and build their mind and body. The Montessori Method is unique. It is based on a sensible balance between freedom and structure specifically designed for the young child. It provides a pleasant environment with carefully devised materials that meet the child’s natural needs. It provides the overall guidance of a thoroughly trained teacher. The role of the teacher is to introduce children to materials and remain a â€Å"silent presence† (Montessori 1912, p.371) in the classroom. Montessori gives a child a strong basis, in their most formative years, for developing into a well-rounded, responsible, happy and fulfilled adult. From my experience in Kettle nursery, I can see how the curriculum incorporates some of the ideas that the Montessori Method follows. For instance, the children are fully encouraged to do things for themselves, and lead their own play and learning. The adult is to only serve as an assistant by supporting and extending their learning through play. They are also encouraged to clean up after themselves; washing up their snack dishes, cleaning the tables and tidying away materials once they have finished using them this is a very similar idea to the Montessori’s practical life idea. Another activity that allows children to experience practical life is when as soon as they enter the nursery they are expected to remove their outside clothing and shoes themselves, and at the end of the day they are expected to put it back on themselves. The High Scope Method The High Scope curriculum was developed in the United States of America in the 1960’s. It is one of the most common methods used there and in some other countries. The idea behind High Scope is that children should be involved actively in their own learning. The adults working with the children should see themselves more as facilitators than supervisors. The High Scope method is an â€Å"active learning† approach. This means students have direct hands on experience with people, objects, events and ideas. Children’s interests and choices are at the heart of High Scope based programs. They construct their own knowledge through interactions with the world and the people around them. Children take the first step in the learning process by making choices and following through on their plans and decisions. Teachers and parents offer physical, emotional and intellectual support. In active learning settings adults expand children’s thinking with diverse materials and nurturing interactions. High Scope has unique features that differentiate it from other early childhood programs. One is the daily plan-do-review sequence. Research shows that planning and reviewing are the two components of the program day most positively and significantly associated with children’s scores on measurements of developmental progress. This three-part sequence is unique to the High/Scope approach. It includes a short small group discussion during which children plan what they want to do during work time (the area to visit, materials to use and friends to play with). They are then given to time to carry out their plans and then they meet up again for another group discussion for reviewing what they have done and what they have learned. In between â€Å"do† and â€Å"review† children clean up by putting away their materials or storing unfinished projects. Children are very active and purposeful during â€Å"do† time because they are pursuing activities that interest them. They may follow their initial plans but often as they become engaged their plans shift or may even change completely (High Scope Educational Research Foundation 2007). The High Scope method also operates group time. ‘Small’ group time is a chance for the children to meet with an adult to experiment with materials and solve problems. Although adults choose the activity to emphasise a key experience, children are free to use the material in any way they want during this time. ‘Large’ group time is the time where children and adults come together for movement and music activities storytelling and other activities. Children have many choices and play the role of leader. In High Scope programs adults are as active in the learning process as children. A mutual give and take relationship exists in which both groups participate as leaders and followers, speakers and listeners. Adults interact with children by sharing control with them; focusing on their strengths, forming genuine relationships with them, supporting their play ideas, and helping them resolve conflicts. Adults participate as partners in children’s activities rather than supervisors. They respect children and their choices and encourage initiative, independence, and creativity. Because adults are well trained in child development, they provide materials and plan experiences that children need to grow and learn. Children and adults spend at least half an hour outside every day enjoying vigorous and often noisy play. They are free to make large movements running, jumping, climbing swinging rolling jumping yelling-all with energy. They collect and they garden. In extreme weather they do large motor activity indoors. Transition times are the minutes between other blocks of the day including arrival and departure times. The goal is to make transitions pass smoothly since they set the stage for the next segment in the days’ schedule. They also provide meaningful opportunities themselves. Children may decide how to move across the floor on the way to small group time. With a consistent daily routine, children know what is going to take place next. It is not unusual for them to announce the next activity and initiate the transition. Snack time allows children to enjoy eating healthy food in a supportive social setting (High Scope Educational Research Foundation 2007). Some of these daily routines that happen in a high scope nursery are quite similar to other curriculums. The idea of the child leading their own learning is incorporated into the Montessori Method and the 3-5 year Curriculum. I have seen this work well at Kettle Nursery. Another important element that I have seen in working action was the importance of health. Snack time at Kettle allows children to experience a healthy eating experience; including sugar free snacks, fruits and vegetables. It seems to be that in the High Scope Method, the child’s health is a very important aspect of the curriculum, which is very similar to the 3-5 years curriculum. Kettle Nursery provides the opportunity for the children to experience play outside each day. They encourage an active lifestyle which again is very similar to High Scope. At the end of they day at Kettle Nursery, the Nursery Nurse also spends a few minutes to discuss with the children what they did that day, this is a little similar to the High Scopes idea of ‘reviewing’. References Hainstock, E. 1997. The Essential Montessori: An introduction to the woman, the writings, the method, and the movement. New York: Plume Books. High Scope Educational Research Foundation. 2007. Curriculum. [Online] Available at: http://www.highscope.org/Content.asp?ContentId=1 [accessed 24 September 2007] Kelly, A. V. 1999. The Curriculum: Theory and Practice. Thousand Oaks: Sage Publications. Lewis, G. 2001. Rudolf Steiner. [Online] Available at: http://www.freedom-in-education.co.uk/Steiner.htm [accessed 24 September 2007] Mogensen, K. 2004. Eyes Wide Open. [Online] Available at: http://www.aeufederal.org.au/Publications/AE/Atmn04pp26-30.pdf [accessed 24 September 2007] Montessori, M. 1912. The Montessori Method. [e-book] New York: Frederick A. Stokes Company. Available at: http://digital.library.upenn.edu/women/montessori/method/method.html [accessed 14 October 2007] Bibliography Scottish Executive. 2001. Curriculum Framework for children 3 to 5. Dundee: Learning and Teaching Scotland. Tanner, D. 2006. Curriculum Development: Theory into Practice. New Jersey: Prentice Hall. Maria Montessori. n.d. Maria Montessori, MD. [Online] Available at: http://www.montessori.edu/maria.html [accessed 24 September 2007]

Chapter 17 Scarlet Letter Analysis

Mira Susa, Jennifer Welsh Mr. Jordan AP Language and Composition 19 November 2009 â€Å"Chapter 17† Chapter 17, â€Å"The Pastor and His Parishioner,† of The Scarlet Letter, starts off with Dimmesdale returning from his journey through the dark forest, upon which Hester waits faithfully for him out of the public eye, and more importantly, Chillingworth. The scene is gloomy; it is noon, however, the sun is shaded by a clouded sky and the thick foliage of the forest, transforming it into a gray twilight. The moment passes when they encounter face to face after seven years of the punishment Hester has been given. They act coldly until Dimmesdale, with fear and reluctant necessity, grabbed Hester’s hand, which broke the dreary part of the encounter. Afterwards, they sit near a brook on a heap of moss and engage in casual conversation, until they start talking about inner peace, or more specifically, whether they have any inner peace. Dimmesdale has not found any from his hypocrisy and sin. He says he cannot console others about their sins when he is sinful. Hester says he does many good works and his sin should be left behind. Dimmesdale on the other hand wishes that he has someone, a friend, he could console in and tell his sins – this would keep his soul alive. Hester claims she could be that partner, but also warns he has an enemy close to him, even under the same roof. Dimmesdale is shocked. Hester realizes what deep injury she has caused to Dimmesdale, a sensitive soul, to a point where the alienation from virtue is causing him to go mad. Roger Chillingworth is finally revealed to be a deception of goodness, and Dimmesdale sinks to the ground and buries his face in his hands in struggle. Because of the betrayal he feels, he says he will never be able to forgive Hester. Hester rebukes this by saying that he needs to forgive her because it is God who will punish. Then, â€Å"in sudden and desperate tenderness,† she took hold of Dimmesdale and placed him against her bosom, on the scarlet letter. She can’t bear to see Dimmesdale frown. After he rests on her bosom, Dimmesdale eventually forgives Hester for the reason that Chillingworth is more sinful than both Hester and him. She says that what they did had a â€Å"consecration,† revealing that it was governed and fulfilled most likely by God. Life is tough for them, but they manage to love each other. Dimmesdale, once again, cannot think for himself, and asks for advice on what to do with his current situation. Hester says for him to leave the town and return to Europe once again. Dimmesdale says he is powerless and cannot go because he can’t quit his post. Hester says he may renew his life, for life is full of trials, and that there is more good works to be done. Switch names, move on. He cries out he must die, for he can’t venture into the world alone. Then, in a deep whisper, Hester says he will not go alone. Analysis Hawthorne uses several rhetorical devices to reach his purpose – to directly relate Puritan settings and romantic beliefs through Hester and Dimmesdale’s love and forgiveness of one another. Hawthorne uses imagery and diction, metaphors and similes, foreshadowing, irony and allusion to get his point of view across. The settings of the forest are dark and gloomy even though it is only noon, which represents Puritanism, but Dimmesdale and Hester see each other in a different light, like former lovers of a different world, which represents romantic beliefs. Hawthorne uses phrases like â€Å"shadow of the woods† to further explain the setting; however, a gleam of romanticism shines when they sit on a heap of moss. He uses powerful images, such as Dimmesdale gasping for breath, clutching at his heart, to express deep emotion. Dimmesdale is described as having a â€Å"magnetic sphere† of sensitivity, and also a â€Å"†¦blacker or a fiercer frown. Hester has firm, sad eyes, and Dimmesdale is a pale, weak, sinful, and sorrow-stricken man. They sit hand in hand on the mossy trunk of a fallen tree, which represents the new growth from a hard past. As for metaphors and similes, Hawthorne uses them to express emotions. He expresses the first meeting of Hester and Dimmesdale as two ghost s, and Dimmesdale puts his hand towards Hester’s â€Å"as chill as death. † Dimmesdale describes the emotion of standing in the pulpit, being watched by many eyes towards his face, â€Å"as if the light of heaven were beaming from it! He clutched his heart â€Å"as if he would have torn it out of his bosom. † Chillingworth is put into a metaphor describing him as a poison. Chillingworth’s revenge is described as â€Å"†¦has been blacker than my sin. † Hester describing â€Å"yellow leaves will show no vestige of the white man’s tread† indicates a metaphor for change, and how he can leave his past behind. Hawthorne uses examples of foreshadowing such as, â€Å"the gloomy sky, the threatening storm, and, next, the health of each† for rhetorically effective writing. An example that includes foreshadowing, along with imagery and metaphor, reads, â€Å"†¦ while one solemn old tree groaned dolefully to another, as if telling the sad story of the pair that sat beneath, or constrained to forebode evil to come. † It describes Hester and Dimmesdale as trees groaning against another, yet describing there might he evil to come. Dimmesdale crying, â€Å"I must die here! † is another example of foreshadowing directly related to death. Irony is shown through examples such as, â€Å"That old man’s revenge has been blacker than my sin. He has violated, in cold blood, the sanctity of a human heart. † He, in cold blood (intentionally and emotionless), has done a wrong to Dimmesdale, but also literally, in the physical sense, has in blood done wrong to Dimmesdale. It is also ironic when Hester is giving advice to Dimmesdale that he should leave and move onward towards a different world, when she herself has not done so and does not know the extent of what is to happen. Lastly, Hawthorne uses a Biblical illusion, related to the Puritans, for a romantic subject, leaving the native land. When Hester says, â€Å"Then there is the broad pathway of the sea! † it is alluding to Moses’ parting of the Red Sea. Graphic The symbol of Hester and Dimmesdale close together, up at the top of the page, is outlined in light blue to express idealistic desires because they are spirits in white in Heaven. The forest trees are black from the judgmental settings of the Puritans, but the tree leaves are red to express Hester and Dimmesdale’s passion, blood and love. The road is paved smooth but spotted and messy because of Dimmesdale’s and Hester’s past road, but is depicted orange for their future ambitions. The two hands is an allusion to Michelangelo’s Creation of Adam, and is surrounded by black for the evaluation and law of sin that Adam has created in the beginning of time. The orb is a representation of the world, in which Hawthorne does not call a world but a â€Å"sphere,† which suggests that Dimmesdale and Hester have left there earth-bound world to something spiritual. They have a magical connection, depicted in purple; however, it is rung around in white to represent the holiness, peace, spirituality, and hope of their love. The fallen brown log, stated in the chapter, is represented as tradition. The moss is a representation of their fallen or seemed to be fallen, past and wrecked future, but the green moss suggests a new beginning. Quotes â€Å"It was no wonder that they thus questioned one another’s actual and bodily existence, and even doubted of their own. So strangely did they meet, in the dim wood, that it was like the first encounter, in the world beyond the grave, of two spirits who had been intimately connected in their former life, but now stood coldly shuddering, in mutual dread; as not yet familiar with their state, nor wonted to the companionship of disembodied beings. Each a ghost, and awe-stricken at the other ghost! † This quote initially explains the Puritan settings, â€Å"dim wood, coldly shuddering† to a romantic belief, â€Å"intimately connected, companionship. † This quote binds the chapter to the theme of the book – Hawthorne’s speculation of Puritanism and Romanticism developed within the story. â€Å"They sat down again, side by side, and hand clasped in hand, on the mossy trunk of the fallen tree. Life had never brought them a gloomier hour; it was the point whither their pathway had so long been tending, and darkening ever, as it stole along; and yet it enclosed a charm that made them linger upon it, and claim another, and another, and, after all, another moment. † This quote explains the entire chapter of romantic belief by describing the love between Hester and Dimmesdale’s love. It explains how they are in the worst time of their relationship, with a long and horrific past, but their mutual desire for each other keeps them with one another, asking for more. Leave this wreck and ruin here where it hath happened. Meddle no more with it! Begin all anew! Hast thou exhausted possibility in the failure of this one trial? Not so! The future is yet full of trial and success. † This quote, spoken by Hester, explains the hope of beginning anew, a romantic belief. However, it is spiritual in the religious sense by saying that as one’s life moves on, it can b ecome less sinless – there are many trials, leading to successes. Also, it explains how God wants people to love life, to do more good, and to enjoy happiness.

Macbeth Character - 1548 Words

Shakespeare never fails to stun an audience with a complex yet entertaining character. His play of Macbeth is no exception. One might judge Macbeth to be the valiant hero of the play, to the audiences surprise and bewilderment, he is also the villain. To create such a character requires an unparalleled plot and great writing skill. Macbeth’s character is expressed in a way that relates to the audience. His moral transformation from valiant to vile, his moral hesitation and his torturing conscience are all elements that condemn Macbeth but at the same time evoke the audience’s sympathy. Macbeth is merely mentioned by the witches at the start of the play. We first meet â€Å"Brave Macbeth† while at work as a thane protecting his king from†¦show more content†¦Lady Macbeth uses reverse psychology by insulting her husband’s manliness: When you durst do it, then you were a man†. This flawless tactic works well on Macbeth and he is won over by her â€Å"undaunted mettle†. â€Å"I am settled and bend up each corporal agent to this terrible feat†. The verb â€Å"bend† shows the struggle in him to carry out the act, it goes against his nature. The decision for the murder is nevertheless Macbeth’s. Although Lady Macbeth is the catalyst he must ultimately take full responsibility for his own actions. The murder of Duncan may be depicted as the point of no return for the character of Macbeth. He is now frail and quite paranoid just after the murder, this contrasts with him being confident and brave on the battlefield; killing then seemed normal to him, but murder, he feels that he has condemned his soul. â€Å"Will all great Neptune’s ocean wash this blood clean from my hand?†. The amount of guilt that Macbeth feels is unbearable to any man, which shows that he has not completed the course of his moral deterioration. 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Racial Profiling A Cause And Effect - 926 Words

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Children, especially in America, absorb these stereotypes from what they see and hear from the adults in their lives. In Mukherjee’s essay, American Dreamer, she discusses the negative stereotypes of Indians saying, â€Å"Indians idealize the cultural continuum, the inherent value system of India, and are properly incensed when foreigners see nothing but poverty, intolerance, strife, and injustice† (358). 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I will be talking about the relationship between police officers and the community that they are sworn to protect. This isn t a new issue because you can go back many years and find many cases of supposedly police officers racially profiling people in its community. Many people have different ideas of how we should solve this issue because this issueRead MoreThroughout history, racial profiling has become a prevalent issue within humanity. From slavery,1400 Words   |  6 PagesThroughout history, racial profiling has become a prevalent issue withi n humanity. From slavery, segregation, and to world wars, furthermore ongoing issues of terrorism, these examples have led to the profound effects of racial profiling. Racial Profiling can be defined as the action of law enforcers and society, which specifically targets people based on race, ethnicity, religion or national origin and not by actual behavior. Although, many people may believe that racial profiling is non-existent,Read MoreRacial Profiling : A Survey Of African American Police Officers1536 Words   |  7 PagesRead the article: Racial Profiling: A Survey of African American Police Officers(Barlow Barlow, 2002). Using concepts from chapters 1-6 as the basis for your analysis, in a narrative format of 750 or more words, summarize: †¨(a) the research problem, †¨(b) the literature review, †¨(c) data-gathering strategy, †¨(d) any hypotheses, †¨(e) the dependent and independent variable in one of the cause-effect relationships tested by the researc hers, †¨(f) how the dependent and independent variable were operationalizedRead MoreNegative Effects Of Racial Profiling1573 Words   |  7 PagesAbstract This paper will give a highly detailed view of the effects that racial profiling has on juvenile offenders while focusing on minorities. It will also illustrate researched statistics on diverse ethnic groups, environmental backgrounds, and how they correlate with the fear that stems from racial profiling. Details will be provided on how each ethnic group is directly affected by racial profiling, how stop and frisk laws are unequivocally bias towards certain minority groups, and how policeRead MoreThe Killing Of Two Young Men905 Words   |  4 Pagesleast be tried. Our young people are feeling and seeing the effects of all this racial profiling and this is going to cause them to have psychological problems in the future. How does racial profiling and discrimination affect our youth psychologically? â€Å"The American Psychological Association notes that research psychologists have studied the psychological effects of racial profiling and found that victim effects of racial profiling include post-traumatic stress disorder and other formsRead MoreRacial Profiling Is Unfair, Ineffective, And Dangerous1467 Words   |  6 PagesIn today’s society we face racial profiling every day. People judge people based on the color of their skin. A store owner assumes it’s a Hispanic that stole. A police officer pulls over mainly African Americans for traffic violations. These are all examples of racial profiling. According to oxforddictionaries.com the definition of racial profiling is: The use of race or ethnicity as grounds for suspecting someone of having committed an offense. Racial profiling is wrong because it is unfair, ineffectiveRead MoreRacial Profiling1430 Words   |  6 Pagestwenty years the issue of racial profiling has become extremely combative with regards to law enforcement practices. A common misconception begins as some people are unaware of what racial profiling actually is. Racial profiling typically deals with incarceration, miss education, and to certain extent slavery. The topic of slavery is relevant in the conversation of racial profiling because like slavery, African Americans have suffered just due their own identity. Profiling is essentially the selection