In America, the overwhelming majority of preschool programs are considered “traditional.” Children are placed in a classroom with typically developing peers and are academically prepared for kindergarten. Most traditional programs argue that they are play-based. However, in my experience, traditional preschools are moving away from play and are becoming increasingly academics-focused. Preschool is basically kindergarten now and kindergarten is first grade. I, personally, believe this push for academics is detrimental as it is not developmentally appropriate for young children. Young children learn best through play. Play has the biggest impact on them, it’s the most engaging form of instruction, and it has the potential to teach children problem solving, creativity, math concepts, science, and social skills. Play does need to be facilitated and the space/materials need to be mindfully arranged so children can learn; without engaged adults, play is still fun for children, but loses its educational potential.
Fortunately, though, there are “alternative” preschool models available. They may not be as easy to find, but they do still see play as a necessity and honor it. Perhaps the most well-known alternative model is Head Start. Head Start is an organization that supports low-income, high-risk students and families from birth through age five.
Head Start and Early Head Start programs focus on students’ health in addition to learning and development. Students receive ongoing screenings (such as medical, dental, vision, hearing, and behavior) and assessments throughout their time in Head Start. Head Start also offers classes for caregivers and provides mental health resources for both parents and children (Early, 2022). One of the core beliefs of Head Start is that strong relationships are the foundation of a good education. Studies have shown that positive relationships and caregiver involvement have even led to increased emergent literacy and early literacy skills for Head Start students in elementary grades (Hooper et al., 2020). Other program models have found similar results, but an element that sets Head Start apart from other models is that lesson plans and the classroom environment must include students’ cultural and linguistic heritages.
For more information about Head Start, click this link: https://eclkc.ohs.acf.hhs.gov/
Another alternative preschool model that more people have heard of is the Montessori model. The Montessori model was developed in 1907 in Rome, Italy by Dr. Maria Montessori.
This preschool program encourages students to learn through self-directed, hands-on exploration and collaboration. It believes that children "best learn by absorbing and interacting with different aspects of their environment, as opposed to being directly taught specific knowledge and skills (Courtier et al., 2021)." Montessori schools generally support children from birth to age twelve. Students choose their own learning pace and activities they are interested in. Teachers act as directors and must go through explicit instructions about how to teach the Montessori method as well as utilize Montessori materials (Montessori, 2022). All materials in a Montessori classroom align with Montessori’s ideology and instructional methods.
For more information about the Montessori method, click this link: https://montessori-nw.org/
The Reggio Emilia approach is often confused with the Montessori method. Montessori is very structured, while Reggio is more open-ended; Montessori focuses more on independent learning while Reggio encourages collaboration. Both programs do originate in Italy, the Reggio Emilia model originated in Reggio Emilia, Italy in 1972 by Loris Malaguzzi.
The key tenet with Reggio is that the program believes there are “100 Languages” inside each child and they should be encouraged to explore those languages in any medium possible, such as art, dance, music, literature, and science. There is a high emphasis on open-ended materials (“loose parts”), natural elements, and classroom organization. Materials are presented in arrangements called “provocations” and teachers guide students to maximize learning; the classroom itself is considered the “third teacher,” the first two being caregivers and teachers. Play constitutes most of the day. One of the reasons that play is so important is because of the "possible interrelationship of it with various learning and development areas and the well-being of children (Inan, 2021)." As such, play is the main way Reggio models teach and assess student learning. It is applicable to all areas of child development and learning.
Reggio is a constructivist model of education and can be applied to any other program. I am very biased towards this model of preschool instruction. I love the idea that children are capable and inherently creative and expressive. I love Malaguzzi’s theory that traditional education teaches children that thinking without the use of hands is the only way to learn academics. In his words, traditional education “separates the head from the body (Scuole, 2022).” There is a beautiful poem he penned entitled “100 Languages,” which outlines his program ideology. There is, however, a lack of outcome research on this program, largely because Reggio Emilia is opposed to traditional assessment and instead relies on documentation to monitor student progress.
More information about the Reggio Emilia approach (including the “100 Languages” poem) can be found here: https://www.reggiochildren.it/en/reggio-emilia-approach/
The final alternative model I’m going to address (though there are many more) is the Waldorf model. This model not only serves young children, but offers programming through twelfth grade in some areas. Founded by scientist Rudolf Steiner in 1919, the ultimate goal of the Waldorf model is to create free thinking human beings and to spark one’s inner motivation to learn: the program takes much of its inspiration from anthroposophy, the study of human nature and development (Waldorf, 2023). Steiner believed that music, dance, theater, literature, myths, and legends should be actively experienced.
He also believed that competitive testing, academic placement, and using rewards as motivators for education was detrimental; as such, Waldorf programs do not utilize any of these tactics. They pride themselves on being developmentally appropriate and, as they do not rely on common testing practices, are free to truly honor students’ developmental level. For example, Waldorf schools begin teaching reading during first grade, beginning with letter names and sounds (Waldorf, 2023). At this point, students are emotionally and socially regulated and mature enough to interact with reading in a real way. Conversely, traditional preschools begin letter instruction when a child is three years old. I argue that this is too early since children are just beginning to explore life as an independent person away from parents. There are many social skills and developmental milestones kids need to achieve before they are truly ready to start learning academics. All alternative preschool models honor these steps (such as controlling strong emotions, demonstrating secure attachments to adults in the classroom, and forming friendships) better than traditional preschool. Like Reggio models, Waldorf early childhood programs develop a great deal of time to play. The International Journal of Technology and Design Education published an article that stated Waldorf schools spend "86%" of the day in socio-dramatic play, compared to just 35% of the day devoted to social play in traditional schools (Kodsi, 2022).
To find out more about Waldorf schools, follow this link: https://www.waldorfeducation.org/
For reference, here is a current photo of my classroom. I do teach in a traditional preschool program, but I try my best to incorporate Reggio Emilia elements. This is an ongoing process, and one I think I will be working on most of my career.
References
Alta Head Start (2022). Alta Head Start Education Program [Image]. Alta Head Start. https://www.altaheadstart.org/en/2017/05/05/alta-head-start-education-program/
Association of Waldorf Schools of North America (2023). Waldorf Education. Association of Waldorf Schools of North America. https://www.waldorfeducation.org/
Beaver Valley Montessori School (n.d.) Beaver Valley Montessori School: Creating a Passion for Lifelong Learning [Image]. Beaver Valley Montessori. https://beavervalleymontessori.com/
Early Childhood Learning and Knowledge Center (2022). Head Start. Early Childhood Learning and Knowledge Center. https://eclkc.ohs.acf.hhs.gov/
Hooper, S.R., Costa, L.C., Green, M., Catlett, S. R., Barker, A., Fernandez, E. et al. (2020). The Relationship of Teacher Ratings of Executive Functions to Emergent Literacy in Head Start. Reading and Writing: An Interdisciplinary Journal, 33(4). 963-989. https://files.eric.ed.gov/fulltext/ED603454.pdf
Inan, H. (2021). Understanding the Reggio Emilia-Inspired Literacy Education: A Meta-Ethnographic Study. International Journal of Curriculum and Instruction, 13(1). 68-92. https://eric.ed.gov/?q=reggio+emilia+literacy&id=EJ1285821
Kodsi, S. H. (2022). Constructive Play in Waldorf and Normative Preschools In Israel: Technological Thinking and Design Process during Free Play. International Journal of Technology and Design Education, 32(2). 735-748. https://link.springer.com/article/10.1007/s10798-020-09623-9
Kook, J.F. & Greenfield, D.B. (2021). Examining variation in the quality of instructional interaction across teacher-directed activities in head start classrooms. Journal of Early Childhood Research, 19(2). 128-144. https://files.eric.ed.gov/fulltext/EJ1297458.pdf
Sussna Klein, S. (2019). The power of purposeful pre-school environments [Image]. Community Playthings. https://www.communityplaythings.co.uk/learning-library/articles/ the-power-of-purposeful-preschool-environments
Scuole E Nidi D’Infanzia (2022). Reggio Emilia Approach. Instituzione del Comune di Reggio Emilia. https://www.reggiochildren.it/en/reggio-emilia-approach/
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