How We Teach: Methods and Philosophies


"Children learn best through their everyday experiences with the people they love and   trust, and when the learning is fun". Zero to Three  

That's it.  That's the "big secret" about how children, or anyone for that matter, learns anything.  Don't YOU learn things better, and more deeply, if you are comfortable, among people you know, and if the stuff you're looking at studying is interesting and FUN?  Any sign of anxiety, or ​demands, or "tests", or doing paperwork while the sun is shining outside - any chance of learning anything flies right out  that window.  Yes, I am going to list some of the very important approaches that are in vogue at the present time, or have actually stood the test of time, but please remember, when analyzing and considering them, those 2 big concepts - TRUST and FUN. (Oh, by the way!!  Your child already trusts you.  All you have to do is make the subject matter fun, and all the learning that will occur is made in the shade!!!)
  • Creative Curriculum  - this is the approach that is used at most preschools today, with the room divided into areas and centers. Housekeeping, blocks, table toys, art, sensory box etc.  Works well for a mixed age group with varying developmental levels.  The teacher must prepare activities for each area every day, to present learning challenges.  If the teacher is not dedicated and experienced, the exploratory play becomes repetitive.  A parent can use this approach at home, by setting up a variety of activities, and guiding the child from one to the next, at the child's pace.
  • High/Scope - an organized approach best used in group situations, for older preschoolers. Children discuss and plan what they will be doing during the class session, then do it, then reflect on what they did.  The sequence is called Plan -Do - Review.
  • Montessori - Maria Montessori's approach has stood the test of time (100 years!).  Children direct their own learning in an environment of prepared experiences.  Uses ordered, fitted blocks and other materials that guide children to segue from the simple to the complex and from the concrete to the abstract. Creative art was not part of the curriculum at first, but is now incorporated in many Montessori learning centers.  The Montessori blocks and other self correcting materials can be purchased for at home use.
  • Waldorf/Steiner - a deeply philosophical and controversial approach introduced in Europe in the early years of the 20th century. It emphasizes classicism, natural surroundings and objects, and spirituality.
  • The Project Approach  - usually used as a part of other learning approaches, and by pre-K age or older.  A topic that a child or group of children seem very interested in is chosen for a study in depth.  Can last from 1 day to many weeks, and several projects can continue at the same time.  This approach is very suitable for children and parents at home.
  • Reggio Emilia  - begun in some Northern Italian preschools about 20 years ago, using the concept of emergent curriculum.  This similar to the project approach, in that topics are studied as they emerge as an interest from the children.  Teachers are not really able to plan ahead, but offer different learning experiences every day as new subjects arise.  Emphasis on beauty, art, discussing what is being done, and groups cooperating together on tasks and learning.
  • Theme-Based Model - very popular approach in preschools and family child care homes.  Teachers plan curriculum ahead, based on what they want the children to study and learn.  Based on the concept that children/people learn things based on what they already know, linking new learnings to old.  Art, songs, stories etc are all based on the theme being taught, linking the subject matter together, and giving children with different learning styles an opportunity to use their particular talents.
  • Multiple Intelligences - a relatively recent (1970s) approach put forward by Howard Gardner. Rather than concentrating on the older idea of intellectual aptitude (i.e. IQ) being the only measure of personal intelligence, Gardner says that there are at least 8 different aptitudes.  In every person, one or more of these "intelligences" outshine the others. He says that teachers must address all these aptitudes (and ways of learning) in their curriculum programming, so that all students have their particular learning needs met.  Gardener's multiple intellingences are:Linguistic intelligence, Logical-mathematical intelligence,   Musical intelligence, Bodily-kinesthetic intelligence,  Spatial intelligence, Interpersonal intelligence,  Intrapersonal intelligence, and Naturalistic Intelligence. 
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