The comparison between the two models of school education

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Compare Between Two School Models

Winter 2014

Montessori school model was created only thankful to Maria Montessori, her studies and efforts. In 1896 Maria Montessori graduated from the university and became the first Italian woman with the degree in medical studies. She could choose a different path, much more easy and well-paid, but she decided to dedicate herself to the ungrateful cause: she created a special school and then medical and educational institution for mentally retarded children from poor families and orphans, which developed and used a variety of teaching material later recognized in history as the "gold Montessori material". Thanks to those institutions, disadvantaged children could learn just as well as normal students. After 1900 M. Montessori switches her attention to ordinary children who has troubles in ordinary schools and develops her methodic according to their needs. She wanted to build her technique on children observations in vivo and understanding them as they are, not who they should be according to the adults' expectations. This way, gradually, Montessori formed her first credo: the humane pedagogy is possible only when the child is given freedom of action, and constrained from it only on special

occasions (Kramer, 1988). Reggio-Emilio school got its name from little Italian town where it had been started. In the early sixties the question of the education for a new generation that suffered from the loss of family and the horrors of war had become very important. Italians, once outgrown the fascism, began to wonder how they could avoid totalitarianism in the future? The task was to bring up free individuals who are not afraid to think independent and deep, explore and create. They have figured out the way which was later used as basement for the whole education model: to make children rightful members of the society. Loris Malaguzzi had been in a head of the new approach and became the director of the first Reggio-Emilio school. In his ideas, he relied on the great thinkers of preschool pedagogy, including Maria Montessori. (“The 10 best schools in the world, 1991). Montessori approach is focused on the “Whole Child”, but it does not force the development of each sense and side if the child does not show interest. Interest itself plays the central role in the Montessori model. (Montessori, 1978, p. 33 - 42). Reggio-Emilio school focuses on the needs of the “Whole Child” because it gives and supports opportunities for children to try themselves in different roles and activities. Children study school disciplines, take part in theatre plays, cook, draw and dance. All senses and possible abilities of every child according to Reggio-Emilio model should be equally used and developed. (“The 10 best schools in the world”, 1991). For Maria Montessori every child is special, has its special traits, needs and interests which should be developed and observed. Individualization plays big role but is opened through rather standard procedures. The key-point is that those procedures have its own speed and order for every child (Montessori, 1978, p.45-57)

Struggle for individualization was one of the major reasons for creating Reggio-Emilio model. Individual differences of children are supported and developed, but no school is mostly concentrated on cooperation between students, parent and teachers. (“A School Must Rest On The Idea That All Children Are Different”, 1991). Maria Montessori model was first of all created for children with special needs, and despite it had some changes later its environment and procedures are very effective for such children. Montessori centers practice inclusive education. montessori medical educational school

Reggio-Emilio is not concentrated on children with special needs and mostly do not provide special programs, but mostly uses as inclusive education as an option. Montessori model provides creative environment where different activities are alternating all day long. It makes different parts of child's brain develop gradually and efficiently. Sensual activities play key role in this model. Reggio-Emilio might be the best model ever for concrete experimentation and creativity exploration. Every school using such model has a great variety of numerous studios and classes for different activities and experimentations. Children use not meaningless childish toys but real materials for creating whatever they want - clay, plasticine, wires, fabrics, bricks, paints and finger-paints, pencils, different costumes, a lot of mirrors. Children are encouraged to create their own projects, participate in school activities which are not only learning ones. For example every child can take part in cooking for the whole school. (“A room of their own”, 2014). Montessori model is not involving parents into the learning process much. Parents' role is to show example rarely, to assist only if strongly needed and first of all to create proper environment for the child's self-learning and interest. Maria Montessori created the unique system which is used beyond curriculums but can be merged with almost any of them. It does not have gender or social differences and it helps greatly in order to make a child ready for the intense learning process. As it was said earlier it is based on the idea of the “Whole Child” not only on curriculum successes, this approach is culturally closer to UAE then “brain only” classic western approaches. (“The Montessori, 10 years success in Abu Dhabi”). Reggio-Emilio pays serious attention to the relationships between children and parents. Parents are involved in school activities and are encouraged to continue such activities at home. Loris Malaguzzi was sure that such approach creates strong ties inside the family, which are needed for children to feel safe, loved and understood. Teachers and other people (family friends, relatives, so on) are also perceived as the participants of big learning process. Their roles are equally important and necessary. Reggio-Emilio model is more concentrated on creativity and experimenting than on school curriculum itself. In fact it is not curriculum, it is environment which helps children to learn and grow naturally. It is widely used especially in the nursing institutions of the UAE. (“Bringing out the best in the child”, 2012). Maria Montessori also presented very interesting idea of the “cosmic learning”. It says that every child has his own way and the idea of leaving. Every child is a little seed that should grow in a proper soil and be treated as an adult from the very beginning. Maria Montessori's approach is based on the simple rule - “let me help you to do it by yourself” (Montessori, 1978, p. 69-76). It shows respect to a child which is natural for UAE nurseries and concentrates on its growing process first of all. Montessori schools are working successfully in UAE for more the ten years and prepare children for studying in UAE and abroad, its model does not contradict much with classic UAE school approach (“The Montessori, 10 years success in Abu Dhabi”). It holds balance between responsibilities and creativity (Montessori, 45). Its main weakness is rigidness of some processes which were invented 100 years ago and still are used almost without changes. It lacks implementing of some media and hi-tech technologies into the studying process. Reggio-Emilio model has special trait that distinguishes it from other pre-schools. Most of children activities are documented with written records, photos and video materials. Later they are thoroughly studied on the teachers' meeting and the results are discussed with parents. The results of these observations are used to change or adjust the processes into which children are involved. Watching photos, videos, studying written materials teachers and supervising masters make conclusions whether this form activity is interesting or not, how do children perceive it, how does it really influence their abilities and creativity? It helps to make Reggio-Emilio model not rigid but alive and working in almost every environment. It should be mentioned that this model despite all its good traits lacks structure and does not develop responsibility in children much. These weaknesses make Reggio-Emilio model questionable for some schools in UAE, but preserve it successful and useful for nurseries and pre-schools.

Abstract

Maria Montessori and Reggio Emilia school models are recognised to be one of the best ones in the world to be used in kindergartens and primary schools. Each of them has its own specific traits, strengths and weaknesses. Comparing these models might be useful in order to understand common patterns of successful learning models.

Key words: Montessori, Reggio Emilia, learning model

References

1. A School Must Rest On The Idea That All Children Are Different (1991).

2. Kantrowitz, B., Wingert,. P. (1991). The 10 Best Schools in the World.

3. Kramer, R. (1988). Maria Montessori: the Biography. Chicago: Westview Press.

4. Montessori, M. (1978). The Secret of Childhood. India: Orient Blackswan.

5. The Montessori Method. (n.d.) Redmond Montessori Nursery.

6. The Montessori 10 years of success in Abu Dhabi. (n.d.) Butterfly

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