Curriculum Approaches Essay

Montessori & High Scope In order for students understand the contemporary curriculum, it is important that they be able to connect it to themselves in a meaningful way. This is particularly true in the modern classroom that is more diverse than ever before. Connection involves drawing on prior knowledge and experience in order to relate to the text. In this way, the students become participants in the story and are apt to be engaged in the reading process. There are a number of approaches to early-childhood education that range in nature and focus. The HighScope program was developed using the work of both John Dewey and Jean Piaget, as well as the constructivist approach to classroom learning from educational philosopher Lev. Vygotsky. The basic presumption is taking the child's development at present and helping them build upon it continually, pushing the "zone of development" up through a series of steps provided by a social situation in which the student controls some of the learning impetus (Hohmann, M., et al., 2008). The Montessori approach was developed by Italian physician and educator Maria Montessori about a century ago. This is also constructivist in approach, and focuses on independence, freedom, and respect for the child's natural development. There are larger blocs for learning, freedom of movement within limits, and a discovery model that allows the student to pursue interests inside and outside the classroom. Montessori-based much of her philosophy about learning and...


In this, Montessori expanded Rousseau's view about natural rights and education to help ensure that learning becomes a lifelong adventure of discovery. Her basic philosophy may be summed up as learning is increased with relevance, hands on approaches and interesting lessons. For learning to be meaningful, in other words, it must be purposeful and engaging, which became the basic philosophy of constructivism in education (Hainstock, 1997).
Montessori believed that every human has a capacity for learning, but that experiential learning is far more important than reading or listening to lecture. She believed that relevance and the senses (touch, smell, etc.) contributed to a greater learning paradigm that becomes relevant to the learner and is remembered. For example, children understand a lesson about the hydrological cycle better when they experience watching rain, seeing the water evaporate, and touching the stream in which the rain feeds than hearing about the water cycle. The teacher, then, guides, but does not preach the lesson, but allows actions with the environment enrich the learning objectives (Montessori, 1982, pp. 3-41).

The Montessori Method is about development of the mind, body and emotional personality. Learners first learn basic issues about society -- carrying, lifting, sharing and pulling to establish their coordination and sense of balance. Working with other children…

Sources Used in Documents:

Works Cited

What is HighScope? (2004, June). Retrieved from

Hainstock, E., 1997. The Essential Montessori. New York: Plume Publishers.

Hohmann, M., et al. (2008). Educating Young Children. Ypsilanti, MI: HighScope Press.

Kim, S. (2005). The Effects of A Constructivist Teaching Approach. Asia Pacific Educational Review, 6(1), 7-19.
Sparks, P. (2004, November 18). High Schope Learning. Retrieved from

Cite this Document:

"Curriculum Approaches" (2013, November 16) Retrieved April 23, 2024, from

"Curriculum Approaches" 16 November 2013. Web.23 April. 2024. <>

"Curriculum Approaches", 16 November 2013, Accessed.23 April. 2024,

Related Documents

Instead, the curriculum development responsibility is placed on the individual teachers, the majority who have less than two years of teaching experience. The result is that the teachers spent most of their time focused on such things as classroom management, that curriculum development is overlooked and no succinct curriculum is used in the school. This will cause problems as the students advance through the grades. The Curriculum: No As previously noted,

Curriculum and Instructional Leadership: A commitment to life-long and self-directed learning is essential for effective learning-centered curriculum and instructional leaders. These leaders need to have a deeper understanding of the way students learn and their level of learning. In most cases, effective instructional leaders are extremely committed and involved in both curricular and instructional issues that have a direct impact on student accomplishment ("What is Instructional Leadership?" 2005). Currently, efficient school

7. What policies should be taken into account for the curriculum design? Institutional policies concerning the disciplines being offered should be taken into account (Keating). Case Study #2: Philmore College 1. What parameters must the curriculum committee consider when designing the courses? The design parameters that should be considered by the curriculum committee should include "all components (title, purpose, and description; outcomes, teaching-learning strategies, content, classes; opportunities for students to demonstrate learning and faculty evaluation of One negative impact of ELL laws on curriculum development is presented in Education Week (Zehr, 2009). In schools with a small number of ELLs, "…first generation immigrant students do better academically if they aren't placed in an ESL class" (Zehr, p. 1). This may be true because ELLs aren't invited to access to mainstream "…core academic curriculum"; also, their counterparts that are in mainstream classes with no ESL available "do

Curriculum Change Plan Chart Subject Area Targeted: We are targeting Social Studies as a curriculum change. This change is designed to follow through the elementary levels through high school, to be integrated not just in a factual approach, but to reflect newer ideas surrounding critical thinking, vetting of sources, use of electronic data, and events that have occurred in the era of globalization. Specific to this is the issue surrounding globalization. We must,

Curriculum Specialist Especially with the emphasis by the federal government on student performance with "No Child Left Behind," there exists an essential need for a well-educated and skilled curriculum specialist for school systems. Specific Skills: Excellent classroom presentation, facilitation, and management abilities. Strong organizational and time management skills. Ability to complete responsibilities in a professional environment with cross-functional teams, as well as an individual contributor. Excellent verbal, written and interpersonal communication skills. Most important, providing full