Pre-School Program Designing An Engaging Term Paper

Teacher Assistance Required and Classroom Administration.

The teacher assistance to be provided would follow the guidance provided by Maria Montessori. According to Elliott, Gettinger and Kratochwill (1992), "Like Froebel, Montessori implemented an early education curriculum that was founded on a developmental theory, employed play as the instructional method, and sequentially introduced developmentally appropriate materials designed to facilitate sensory and cognitive skills" (p. 8). This technique is clearly appropriate for a preschool environment where there will likely be a highly diverse group of children at various developmental stages. In the Montessori-guided classroom, though, a careful balance must be made between helping young children too little and helping them too much. For instance, according to Wentworth (1999), "Helping children too much, or providing them with ready answers to problems, is a negative factor because it prevents the child from using its own resources for knowledge acquisition, and deprives the child of the pleasure of discovery" (p. 16).

There is also a need for teachers to "keep an eye out" for children who may not be receiving the level of attention they need, for whatever reason. Some children, of course, do not want to do anything from time to time and this is an acceptable activity in the Montessori classroom, but teachers must be ready to assist them when and where they need assistance depending on the circumstances. If a child is acting out and needs some time to recover his or her composure, the teacher should direct this. Likewise, the teacher should ensure that children are provided with a wide range of activities that will promote their interaction. Indeed, interactions between children are considered essential for the development of cognitive, language, social, and play skills; however, while preschool programs provide a number of opportunities for social interactions, a child's presence in these environments does not ensure that interactions and learning will take place (Crocker & Orr, 1996).

Summary and Conclusion

This paper provided an overview of a proposed preschool program for children ages 3 to 5 years using the principles developed by Maria Montessori specifically for such programs. The preschool...


Although the classroom design and materials used in this program are fairly straightforward, the level of teacher commitment required to ensure it success is high but the potential rewards are truly enormous. Properly administered, a preschool program designed along the lines described above might well make the difference between young learners rushing to their parents enthusing, "Guess what I learned today!" And them complaining that, "I'm never going back there again!" Even more importantly for children's long-term outcomes, this preschool program could contribute to their transition to school, improve their ability to interact with their multicultural peers, and provide them with learning opportunities that will assist them across the board in later life. These are tall orders, of course, but children are not products are there is no room for experimentation or false starts. The preschool program envisioned herein has been shown to be effective in thousands of preschool settings, and it can be successful in thousands of others as well.

Sources Used in Documents:


Crocker, a.D., & Orr, R.R. (1996). Social behaviors of children with visual impairments enrolled in preschool programs. Exceptional Children, 62(5), 451.

Elliott, S.N., Gettinger, M., & Kratochwill, T.R. (1992). Preschool and early childhood treatment directions. Hillsdale, NJ: Lawrence Erlbaum Associates.

Finn, K.V., Lopata, C., & Wallace, N.V. (2005). Comparison of academic achievement between Montessori and traditional education programs. Journal of Research in Childhood Education, 20(1), 5.

Lunenburg, F.C. (2000). Early childhood education programs can make a difference in academic, economic and social arenas. Education, 120(3), 519.

Cite this Document:

"Pre-School Program Designing An Engaging" (2007, July 21) Retrieved April 23, 2024, from

"Pre-School Program Designing An Engaging" 21 July 2007. Web.23 April. 2024. <>

"Pre-School Program Designing An Engaging", 21 July 2007, Accessed.23 April. 2024,

Related Documents
Music on Fine Motor Skills

Regardless of the type of music students listened to while being evaluated, their fine motor skills performance did not significantly vary. There are a number of possible explanations for these results. The most likely explanation for the lack of significant findings in this study is the small sample size. With only 12 students in the sample, it is quite likely that the sample size simply was not large enough to

Several assessment tools are available, often using data collection sheets that include items such as direct observation and interviews with adults who closely interact with the student. In Justin's case, this group could include Carrie, the paraprofessional who works directly with Justin, in addition to the special education teacher, the speech and language specialist, other teachers who regularly interact with Justin (e.g., art, physical education, music and media), and

Figure 1 portrays three of the scenes 20/20 presented March 15, 2010. Figure 1: Heather, Rachel, and Unnamed Girl in 20/20 Program (adapted from Stossel, 2010). Statement of the Problem For any individual, the death of a family member, friend, parent or sibling may often be overwhelming. For adolescents, the death of person close to them may prove much more traumatic as it can disrupt adolescent development. Diana Mahoney (2008), with the

Green provides some clear guidelines to assist health education and promotion specialists in the identification and design of health promotion techniques for implementation in health promotion and disease prevention programs. Discuss how five of the guidelines presented by Dr. Green could assist you in the selection of an appropriate health promotion technique. Support your answer with appropriate examples. The module gives really simple guidelines as to the how the process of

Components of a Quality Curriculum An Annotated Bibliography Quality Curriculum The research indicates that a quality school curriculum is reflected by the curricula of its mathematics and science components, driven by its textbooks and teachers, and may improve if a variety of domains are included (e.g., music and the arts). But math and science curricula appear useful predictors of the overall quality of a school curriculum. In addition, students exposed to better learning

These number from Halifax and Brunswick counties are alarming not only because of the high correlation between teen pregnancy and dropping out of school, but also because the interrelationship between educational proficiency and teenage pregnancy. For example, only "forty-one percent of teenagers who begin families before age 18 ever complete high school." (the National Campaign to Prevent Teen Pregnancy, 2006). Furthermore, "parenthood is a leading cause of high school drop