Theme-based Learning
This educational method is based on certain topics that may arise from different sources, such as seasonal/weather changes, upcoming events, interests of the educator, and religious events. Theme-based learning can also have direct instruction roots. Learning is not based on the qualitative interests of the child, but rather the quantitative delivery of content by the teacher. That means program planning can be done weeks and months ahead of time. The advantage of this is that the educator knows exactly what they’re teaching. A disadvantage is that what they’re teaching may not be of interest to the child at the moment, causing them to be disengaged. Classroom learning is very structured and contingent on the current theme. That means that all the material in the classroom would have some relevance/connection to the theme at hand.
Montessori
Montessori-based childcare centers are available globally. Since Montessori is a very specific style, there is also a governing body for Montessori schools and educators through which they should have their certification. This is important to note since centers may declare themselves as “Montessori” while not really adhering to the true delivery of the Montessori Method. When considering putting your child in a Montessori classroom, be aware that the classroom is structured towards the individual child and their interests. This means that the children in the classroom are given the autonomy to learn and use the material in the classroom independently. This may not be effective for all children, who may require more of a structured learning environment. There may also be transitional challenges later on when moving onto traditional or “mainstream” schools.
HighScope
This method is also very unique where learning opportunities are broken down into three major components—the “plan-do-review” process to learning. Children will take a certain amount of time to plan out what they will do before acting upon it. This involves describing the materials they will use to other children they will be interacting with. When the children “do”, they execute their plan in a very purposeful way. Following the activity, they “review” or discuss with an adult and/or other children what they did and what they learned.
HighScope looks to assess the child based on anecdotal notes broken down by the following categories:
- approaches to learning
- social and emotional development
- physical development and health
- language/literacy/communication
- mathematics
- creative arts
- science and technology
- social studies
At parent conferences, these anecdotes are shared with the parents to demonstrate learning is happening within these different categories. HighScope centers should be accredited through the HighScope governing body much the same as Montessori schools, where they can label themselves as HighScope yet not truly adhere to or be recognized as accredited.
Reggio Emilia / Emergent
This approach focuses heavily on documenting the children’s learning as well as allowing the children to really take on their interests. The parents and educators as a community are there to support the learning process of the child over time that they are there at a Reggio-inspired centre. The learning is broken up into projects that are open-ended. Children are given certain concepts that they need to solve through research, questioning and experimentation. There is a strong focus on the arts, which is a vehicle to allow the child to express their thoughts and emotions through multiple mediums. Reggio also looks to expose the children to nature, which means there is a lot of outdoor play in environments that promote using natural items from the environment to be incorporated into their play. There are no standardized tests and learning is demonstrated through the projects that they explored, which is documented by the educators.
Waldorf
In this educational method, children are exposed to a humanitarian, socially responsible and compassionate mode of approaching the world. Typically the educator that works with one group of children will be with that same group as they get older and go from one grade to the next. The arts and academics are fused together within the lessons. These schools are also zero technology in the classroom and exposure for the children. This methodology does, however, only focus on reading when the child reaches the age of seven, with emphasis on storytelling and learning through play. Part of the Waldorf teacher training is learning about anthroposophy, developed by Rudolf Steiner.