Content Review: Directions Respond To Each Item 381436

Content Reviewdirectionsrespond To Each Item Each Response Should Be

Content Review Directions: Respond to each item. Each response should be concise and between 2 – 3 paragraphs in length. Use MS Word to write your responses, and submit your answers to all three questions in one Word document. Copy and paste each question within the document, so that your Instructor can see which question you are responding to. Friedrich Froebel not only coined the term kindergarten but also recognized the integral role of play and active learning in children's development and education.

He believed in providing children with specific objects and materials called "gifts" and "occupations." Compare and contrast "gifts" and "occupations" and, based on Froebel's viewpoint, summarize the teacher's role while children play and interact with each of these. Consider what you have learned about John Dewey and his philosophy of education and then respond to the following: What is progressive education? What are its goals? What is the role of the teacher in a progressive education setting? Summarize Maria Montessori's philosophy of education including her beliefs about educational environments, materials, and the role of the teacher.

Paper For Above instruction

Friedrich Froebel, regarded as the father of kindergarten, emphasized the importance of play and hands-on learning in early childhood education. His concept of "gifts" and "occupations" serve as foundational tools designed to foster children's development through active engagement. "Gifts" are specific objects such as geometric shapes and natural materials that promote sensory exploration, spatial awareness, and fine motor skills. These are carefully graded, simple to complex, facilitating developmental progression. In contrast, "occupations" refer to activities that involve the manipulation and creation of objects, such as sewing, clay modeling, or woodworking, which nurture creative expression and practical skills. Froebel viewed both as essential means for children to learn about their environment, fostering independence, critical thinking, and understanding through concrete experiences.

From Froebel's perspective, the teacher's role is that of a guide and observer rather than a direct instructor. Teachers should carefully select and introduce "gifts" and "occupations" that match the child's developmental stage, encouraging exploration and self-discovery. It is vital for teachers to create a nurturing environment where children feel safe to experiment and learn at their own pace. Observing children’s interactions with these materials informs teachers about their interests and developmental needs, allowing for individualized guidance that supports holistic growth. This approach aligns with Froebel’s belief in respecting children as active learners who construct knowledge through play and interaction.

John Dewey’s philosophy of education, known as progressive education, emphasizes experiential learning, critical thinking, and the development of democratic values. Its primary goal is to foster learners' intellectual, social, and emotional growth by engaging them actively in the learning process, rather than passively receiving information. Dewey advocated for curricula that connect to real-life experiences and encouraged teachers to act as facilitators rather than mere transmitters of knowledge. The teacher’s role in progressive education involves creating a student-centered environment where learners are encouraged to explore, question, and collaborate, thereby nurturing independence, creativity, and a lifelong love of learning.

Maria Montessori’s philosophy of education centers on the belief that children learn best when provided with a prepared environment tailored to their developmental needs. Montessori advocated for serene, orderly classrooms filled with carefully designed materials that promote self-directed activity. Her materials are sensorial and manipulative, enabling children to learn concepts through hands-on exploration that fosters independence, concentration, and intrinsic motivation. The role of the teacher in Montessori education shifts from direct instructor to observer and guide, facilitating children’s access to materials and encouraging autonomous learning. This approach emphasizes respect for the child's natural psychological development and the importance of fostering a sense of responsibility and self-discipline in learners.

References

• Brosterman, L. (1997). Inventing Kindergarten. Harry N. Abrams.
• Dewey, J. (1938). Experience and Education. Macmillan.
• Montessori, M. (1912). The Montessori Method. Frederick A. Stokes Company.
• Katz, L. G. (1993). Engaging Children’s Minds: The project-based approach. ASCD.
• Wells, G. (1999). Anthropology of Education. Harvard University Press.
• Shultz, C. (2011). Educating Young Children: Research knowledge and the curriculum. Pearson.
• Lolli, S. (2012). The Foundations of Montessori Education. Montessori Life.
• Neuman, S. B., & Wright, T. S. (2013). The Brain-Targeted Teaching Model for 21st Century Schools. Pearson.
• Colker, L. J. (2008). The Whole Child: Developmental Education for the Early Years. Celia Peterson Press.
• Lillard, A. (2011). Montessori: The Science Behind the Genius. Oxford University Press.