MATRIX OF MONTESSORI, HIGHSCOPE AND REGGIO EMILIA APPROACH

In Partial Fulfillment

for

CE11a: THEORY AND PRINCIPLES OF EARLY CHILDHOOD EDUCATION (ECE 1)

Submitted to: Mrs. Esther Campilan dela Cruz

Submitted by: Chito Catapat Jarcia

MONTESSORI – HIGHSCOPE – REGGIO EMILIA
MONTESSORI APPROACH
1907: The Founding Year
 Dr. Maria Montessori opened the Casa dei
Bambini (Children’s House) to provide education to
low income children in Rome
1909: Montessori sprang up on six continents
Dr. Montessori described her educational process in
detail in the book “The Montessori Education”, her
book captured the attention of educators all over the
world and Montessori schools sprang up on all six
continents.
1914: In United States, Montessori Education was
criticized and totally stopped.
 William Heard Kilpatrick, published The
Montessori System Examined, which criticized Maria
Montessori for her focus on individualism and using the
senses to help children learn. He campaign against the
Montessori method caused it to fall out of favor with
educators.
1929: Founded “Association Montessori
Internationale
 Provide teacher education and guidance to the
many Montessori schools opening around the world.
1958: Nancy McCormick Rambusch and Whitby
Bring Montessori Back to America.
 Passionate about educating children, New York
educator Dr. Nancy McCormick Rambusch underwent
Montessori teacher training in London. She met Mario
Montessori in a conference and was inspired by him to
find a way to revive his mother’s education method in
the United States.
 On September 29, 1958, the first Whitby School
was opened in a carriage house just outside Greenwich,
Connecticut. As other parents learned about Whitby’s
unique education, the school rapidly attracted more
students and the first official Whitby campus was
established in 1960.
MATRIX
HIGHSCOPE APPROACH REGGIO EMILIA APPROACH
1962: Weikart developed the High Scope approach 1945: First Reggio Emilia Schools Built by
with the Perry Preschool Project in Ypsilanti, Michigan in Working Parents
October of 1962 to serve children in response to  Groundwork was established shortly after
persistent high school failure. World War II, and the end of the Fascist regime in
Italy, when a group of working parents built new
1970: The Founding Year of HighScope Educational schools for their young children.
Research Foundation
 Perry Preschool Study began in Ypsilanto, 1960: Association of Elementary School Teachers
Michigan guided by psychologist David Weikart and Founded
Perry Elementary School principal, Charles Eugene
 In the 1950s and early 1960s, there was an
Beatty. The study continued under Dr. Weikart's
association of elementary school teachers active in
leadership when he established the HighScope
Educational Research Foundation in 1970. Italy that wanted to bring innovation to education.
These teachers were inspired by the works of John
 The Program was designed to anticipate the Dewey, Jean Piaget and Lev Vygotsky. They hoped to
rapidly changing world by preparing children using develop schools that were non-selective and non-
active learning and progressive constructivism. discriminatory.
 The parents sought the help of educator Loris
 Started in the US, HighScope spread to several Malaguzzi to set up schools that reflected their
countries: Indonesia – Ireland – Mexico – The vision. From those early schools grew the
Netherlands – The United Kingdom – Portugal – Canada - framework for a new model in education for young
China – Chile – Peru – South Africa – Korea children named “Reggio Emilia”.
 Mr. Loris Malaguzzi became a leader in the
movement and helped to bring the schools into city
management.
 MONTESSORI APPROACH HIGHSCOPE APPROACH REGGIO EMILIA APPROACH
DR. MARIA MONTESSORI DR. DAVID WEIKART LORIS MALAGUZZI
 Italian physician and educator best known for her  American psychologist, founder and president-  Italian teacher and educator, founder of Reggie
writing on scientific pedagogy. emeritus of High/Scope Educational Research Emilia Educational Model
 Founder of the Montessori method of education Foundation  born February 23, 1920, Correggio, Reggio Emilia
 Born: 31 August 1870, Chiaravalle, Marche, Italy
 Born August 26, 1931, Youngstown, Ohio.  died January 30, 1994 Reggio Emilia
 Died: 6 May 1952, Noordwijk, Netherlands
 Died December 9, 2003 due to Leukemia  Educated at the University of Urbino, where he
 Studied at University of Rome La Sapienza Medical
School  Ph.D. in psychology and education at the University gained a degree in pedagogy, and at the National
 Founder of the Montessori method of education of Michigan in Ann Arbor. Research Centre in Rome, where he was awarded
 Child: Mario Montessori Sr. a degree in psychology.
The Respondents of HighScope Model are the
The Respondents of Montessori Model are the following:
following: 1. Infants & Toddlers ~ children from The Respondents of Reggio Emilia Model are the
1. Infants approximately 6 weeks to approximately 3 following:
2. Toddlers ages 2-3 years old years of age 1. Infants
3. Primary Kids ages 4-5 years old 2. Pre-schoolers ~ children from approximately 2. Toddlers
4. Lower Elementary Kids ages 6-9 years old 2½ years to the beginning of formal schooling 3. Pre-primary
5. Upper Elementary Kids ages 10-12 years old at approximately 6 years of age

The Montessori philosophy ~ “A child’s work is The HighScope Philosophy ~ “Children construct The Reggio Emilia Philosophy ~ “the potential of
to create the person she/he will become.” their own learning by doing and being involved in children is stunted when the endpoint of their
working with materials, people and ideas.” learning is formulated in advance” (Carlina
In order to maximize their physical and Rinaldi), teachers develop an “emergent curriculum”
intellectual potential, students must develop a It is built on the idea that children need to participate in collaboration with the learners.
meaningful degree of independence and self- in direct hands-on experiences with objects ideas and
discipline in an ordered environment. Dr. events.  Children must have some control over the
Montessori developed the “scientifically prepared direction of their learning;
environment” which encourages children to learn In order to develop children’s critical thinking, self-  Children must be able to learn through
according to their own capacity and learning confidence, and problem-solving abilities, we foster experiences of touching, moving, listening,
styles and allows children at various stages of strong teacher-child interactions and a robust Plan- seeing, and hearing;
learning to flourish in the same classroom. Do-Review process.  Children have a relationship with other children
and with material items in the world that
The Montessori motto therefore is: “Help me to do children must be allowed to explore and
it myself.”  Children must have endless ways and
opportunities to express themselves.
 MONTESSORI APPROACH HIGHSCOPE APPROACH REGGIO EMILIA APPROACH
The specific goals for the children who attend a There are four specific goals all children are working The Primary goal/objective of Reggio Emilia is to
Montessori school are presented below. toward: create learning conditions that help children develop
these abilities through exposure to all matter of
1. Developing a positive attitude toward school 1. To learn through active involvement with people, expressive, communicative, and cognitive
2. Helping each child develop self confidence materials, events, and ideas. experiences.
3. Assisting each child in building a habit of 2. To become responsible and confident—ready for
concentration school and ready for life. Four guiding principles work together to meet this
4. Fostering an abiding curiosity 3. To learn to plan many of their own activities, carry objective:
5. Developing habits of initiative and persistence them out, and talk with others about what they 1. Emergent Curriculum
6. Fostering inner security and sense of order in have done and what they have learned. 2. Projects
the child. 4. To gain knowledge and skills in important 3. Representational Development
academic, social, and physical areas. 4. Collaboration.
The Core Components of Montessori Method: The Core Components of HighScope Method are: The Reggio Emilia Approach is purely used for early
1. Properly Trained Montessori Teachers ~ 1. Comprehensive curriculum content ~ childhood education. It is experienced-based, play-
understand the importance of allowing the Content areas are organized in eight main categories: based, and child-led learning.
child to develop naturally. Approaches to learning, social and emotional 1. Experience-based refers to a focus on creating
2. Multi-Age Classrooms ~ Multi-age groupings development, physical development and health, experiences for students to learn through doing
enable younger children to learn from older language, literacy, and communication, mathematics, something active rather than learning through
children and experience new challenges creative arts, science and technology and social listening or watching.
through observation. studies. 2. Play-based education means that the
3. Use of Montessori Materials ~ A hallmark of 2. Active participatory learning ~ Active educational environment is staged to ensure
Montessori education is its hands-on approach learning means students have direct, hands-on children are exposed to a multitude of learning
to learning. experiences with people, objects, events, and ideas. opportunities as they choose their own play
4. Child-Directed Work ~ Montessori education 3. Scaffolding ~ supporting children at their activities. There is little structure or forced
supports children in choosing meaningful and current developmental level and helping them build learning; just an encouragement to explore and
challenging work of their own interest, leading upon it — in a social setting where children have play with all the available materials.
to engagement, intrinsic motivation, sustained opportunities to choose materials, ideas, and people to 3. Child-led learning is an important aspect of the
attention, and the development of interact within the projects they initiate. Reggio Emilia Approach because in this
responsibility to oneself and others. 4. Plan-do-review time ~ This includes a 10–15- approach, the child decides what to learn about,
5. Uninterrupted Work Periods ~ The minute small-group time during which children plan when to learn about it and for how long they'll
uninterrupted work period recognizes and what they want to do during work time (the area to focus on it. The approach believes that children
respects individual variations in the learning visit, materials to use, and friends to play with); a 45– choosing their own educational paths will remain
process. During the work period, students are 60-minute work time for carrying out their plans; and actively engaged in the learning process longer
given time to work through various tasks and another 10–15-minute small-group time for reviewing than when they are forcibly guided to learn
responsibilities at their own pace without and recalling with an adult and other children what topics.
interruption. they’ve done and learned.
 MONTESSORI APPROACH
Teachers’ role involves major components, they
are:
 Mentor, Model, Guide ~ Called a “directress”
and sometimes known as a “guide,” the
Montessori teacher plays many roles as she
directs, or guides, her students.
 Skilled Observer ~ Through careful
observation, the Montessori teacher comes to
know each student’s interests, learning style,
and temperament.
 Creative Facilitator: The teacher serves as a
resource as students go about their work. She
offers encouragement, shares their triumphs,
and steers them to greater understanding.
 Character Builder ~ the teacher models
values such as empathy, compassion, and
acceptance of individual differences. He
encourages the students to be courteous and
kind. And he brings students together in
collaborative activities to foster teamwork,
responsibility, self-discipline, and respect.
HIGHSCOPE APPROACH REGGIO EMILIA APPROACH
Teachers that are part of the program help children The image of the child shapes the role of the teacher
strengthen their development. There are four and involves four major components. Teachers are:
components that teachers should follow to help them.
 Co-constructors ~ partners, guides, nurtures,
 Teachers are active learners ~ they work with solves problems, learns, hypothesizes
the children themselves by encouraging them to
learn.  Researchers ~ learns, observes, revisits
 Careful Observers ~ Teachers need to make close  Documenters ~ listens, records, displays,
observation of children to understand their revisits
developmental skills to plan activities.
 Advocates for children ~ involved in the
 Environmental planner and organizer ~ community, politics relating to children, speaks
Teachers need to plan activities for children to for children and presents work to other
work on inside the classroom. educators and community members.
 Should have a positive interaction with the
children ~ Teachers work to communicate with
children to teach them things such as being a good
listener and to encourage them to ask questions.

Montessori Classrooms, or Prepared
Environments, are designed to meet the physical
and psychological needs of the child at each stage
of development. The beauty, order and
accessibility in the classroom serve to entice the
child into activity. The Montessori classroom is a
vibrant community of children, where the child
learns to interact socially in a variety of ways.
Key Principles of the Prepared Environment
1. Independence ~ the environment must be
prepared to enable the child to become
physically independent of the adult. Because
he is able to do things for himself he starts to
be able to choose and decide things for himself.
The space, and materials in a High/Scope setting are
carefully selected and arranged to promote active
learning. The learning environment in HighScope
programs has the following characteristics:
 The classroom has encouraging environment for
exploration.
 The quantity of the materials should cover the
children's number to avoid conflicts.
 Introduce children to all kinds of play.
 The classroom's items and projects should be
organized in way that children could see.
 The physical space should be accessible for
children with disabilities.
 High scope classroom should embrace the
diversity.
The Reggio Emilia mainly draws upon the way kids
use physical space and facilities to perceive the
world. In the Reggio Emilia classroom, focus is made
not only on how the surrounding space looks like,
but also how it feels from a kid’s perspective. They
need a space to unleash their ambitions and unlock
the potential. With this in view, the Reggio Emilia
classroom is equipped with varied facilities and
materials to foster spontaneous learning, individual
study and multi-age groupage project work.
Apart from being an inspiring place to play and
develop, the Reggio inspired preschool environment
helps parents and teachers grasp how children learn
and creates a groundwork for documentation and
2. Indirect preparation ~ Sometimes this
preparation is for something that will occur in
the same plane but it also refers to something
that may occur much later in the child’s life.
3. Order ~ order is something that pervades a
Montessori environment. For the small child in
the Children’s House the physical order of the
prepared environment is obvious but order
also underlies all of the less tangible aspects of
the environment
4. Choice ~ the environment must give the child
the opportunity to choose what he does from a
range of activities that are suitable to his
developmental needs.
5. Freedom ~ essential to the prepared
environment is the child’s freedom – to choose,
to work for as long as he wants to, to not work,
to work without being interrupted by other
children or by the constraints of a timetable.
6. Mixed Age Range ~ another non-negotiable
part of the environment is the formation of a
community with at least a three-year age
range,
7. Movement ~ the environment must allow the
child’s free movement so that he can exercise
his freedom to bring himself into contact with
the things and people in his environment that
he needs for his development.
8. Control of Error ~ the environment and in
particular the materials should be prepared in
a way that allows the child to become aware of
his mistakes and to correct them for himself.
9. Materials ~ the materials that we choose for
the environment must act as keys to the child’s
development and we need to prepare the
environment with this in mind
research. In this context, Reggio Emilia educators’
Storage and Labeling: Teacher store the materials on roles are closely tied. Parents and teachers learn
reachable place that allow the children to serve them from children who engage with a supportive
self and return the item when they finish. Labeling the environment specifically created for them.
boxes with words or picture hint is also required in
order for the children to reach what they are looking There are the following key aspects of the Reggio
for in time manner. Emilia environment:
• Aesthetics ~ Reggio Emilia classrooms are
The center is divided into interest areas organized equipped in such a way that they encourage self-
around specific kinds of play. Interest areas typically expression, develop imagination and cultivate a taste
seen in HighScope classrooms: of aesthetics in children. In a lovely, pleasant and
 block area neutrally colored preschool environment, kids are
 house area offered a plethora of opportunities to develop
 art area creativity and evoke a sense of beauty.
 toy area • Provocation ~ The only way to keep children
 reading and writing area interested is to create an engaging and enticing space
 sand and water area that kids cannot resist. That is why, in Reggio
 woodworking area inspired classrooms, various materials and items are
 movement & music area placed by a theme, so that to foster kids’
 math and science area understanding and peak their interest to the topic
they appeal.
 computer area
• Organization ~ Learning in an organized
 outdoor area.
environment is a key to nurturing a careful and
attentive kid. Organization does not revolve around
purity and perfection, but rather purpose and
functionality. Classroom arrangement guides
children. Boxes, shelves and partitions are used to
denote an area, where a kid can enter and work
comfortably. A groundwork with a table and no
chairs means that children are supposed to stand
while working here.
• Collaboration ~ One of the core messages that the
Reggio inspired environment communicates is
learning through collaboration. Through materials
and activities, kids are encouraged to work in small
groups, which develops their involvement, creativity
and shared thinking.
 MONTESSORI APPROACH
THE STRENGTHS OF MONTESSORI are the
following:
• Each child is valued as a unique individual.
Montessori education recognizes that children
learn in different ways, and accommodates all
learning styles.
 Beginning at an early age, Montessori
students develop order, coordination, 
concentration, and independence.
Classroom design, materials, and daily
routines support the individual’s emerging 
“self-regulation”, toddlers through
adolescents.
 Active Learning
 Students are part of a close, caring 
community. The multi-age classroom—
typically spanning 3 years—re-creates a 
family structure.  Easily adjusted to accommodate ELL and children
 Montessori students enjoy freedom within
limits. Working within parameters set by their 
teachers, students are active participants in
deciding what their focus of learning will be. 
 Students are supported in becoming active
seekers of knowledge. Teachers provide
environments where students have the
freedom and the tools to pursue answers to
their own questions.
 Self-correction and self-assessment are an
integral part of the Montessori classroom
approach. As they mature, students learn to
look critically at their work, and become adept
at recognizing, correcting, and learning from
their errors.
HIGHSCOPE APPROACH
The STRENGTHS OF HIGHSCOPE are the following:
 Research Based
 Extensively tested
 Lots of support and training available through the
High Scope Foundation
Has a daily routine—helps children know what to
expect
Child centered—activities are determined by
children’s interests
Utilizes the ‘plan-do-review’ sequence
Effective small group/large group approach
with special needs
Emphasizes the development of the whole child
Encourages conflict resolution
REGGIO EMILIA APPROACH
The STRENGTHS OF REGGIO EMILIA are the
following:
 The ability to use the environment as a teacher.
 The mix of long- and short term projects which
provide students with deep understanding of the
subject matter.
 The documentation that Reggio teachers collect
about their students. This is where the idea of a
portfolio of student work was originated.
 It teaches collaboration and getting children to
learn how to work together on a project.
 Co-creating their learning with a teacher honors
Children so much.
 "Children learn through creating deep and lasting
relationships with the world around them.
 They develop essential social skills such as an
understanding of inclusivity and conflict
resolution as they relate to one another.
 The children's learning grows from their
engagement with the rich and varied materials
offered in their classrooms.
 In the Early Schools, students, teachers, and
families collaborate to set the stage for children
to become seekers of knowledge all their lives."
 MONTESSORI APPROACH HIGHSCOPE APPROACH REGGIO EMILIA APPROACH

The WEAKNESSES OF MONTESSORI are the
following:
 It’s Expensive ~ For Montessori schools, it is
very hard to keep their prices low. The
acquisition of many long-lasting and first-class  No predictable sequence of academic skill
learning materials along with lengthy and
thorough training in the use of such items for
young children is an expensive undertaking.
 Independence is not always helpful ~
Montessori education is very strong in
developing a sense of freedom and self-guided
work. It can also make it tough to cooperate in
groups and work under a severe authority.
 There isn’t enough opportunity ~ he
interaction it provides is far more meaningful.
The learning environment used in the
classroom allows kids to interact more freely
in comparison to traditional classrooms. But in
contrast, interaction is far less structured and
spontaneous.
The WEAKNESSES OF REGGIO EMILIA are the
The WEAKNESSES of HIGHSCOPE are the following:
following:
 No curriculum or suggested activities
 From a teacher’s perspective, there is a
 No direct instruction by teacher
certain loss of control with the unknown. In
traditional preschool classrooms you will plan
out your lessons for the year. With Reggio, there
development is a not a set curriculum because you follow the
 Training can be expensive for staff child’s interests and make plans around their
interests.
 It is not a formal model, with defined
methods, and teacher certification. Without
teacher certification it is sometimes difficult for
teachers to truly know how to implement this
model, and classrooms can sometimes be chaotic.

 Small Student Community ~ In Montessori

classroom environment students are in a small
community and spend their time with the
same peers. This can translate to kids to
develop amazing friendships or it can be an
obstacle to the development of the social skills.
Students have a limited reach to the social
activities in the Montessori education system.
 MONTESSORI APPROACH HIGHSCOPE APPROACH REGGIO EMILIA APPROACH

These are unique features of Montessori Documentation of the growth of both children
“Key experiences,” “plan-do-review,” and the
1. The "whole child" approach. The primary and teachers is one of the unique features of Reggio
goal of a Montessori program is to help each child High/Scope Child Observation Record are all unique Emilia approach. Photos of children at work and play,
reach full potential in all areas of life. along with dictations of their experiences, help
components of the High/Scope framework.
2. The "Prepared Environment." In order for teachers and parents learn more about what does
self-directed learning to take place, the whole and does not work for a child.
learning environment- room, materials and social
climate-must be supportive of the learner. The Classroom as Teacher. The classroom is
3. The Montessori materials. A number of referred to as the “third teacher” in Reggio schools.
multisensory, sequential and self-correction Great care is taken to construct an environment that
materials which facilitate the learning of skills and allows for the easy exploration of various interests.
lead to learning of abstract ideas. Items from home, such as real dishware, tablecloths,
plants, and animals, contribute to a comforting,
“homey” classroom environment. Classroom acts as
living organism, a place of shared relationship
among children, the teachers, the parents and a
feeling of belonging in a world that is alive,
welcoming, and authentic.

REFERENCES:

 The History of Montessori Education from: https://www.whitbyschool.org/passionforlearning/the-history-of-the-montessori-education

 Different Approaches to Teaching Comparing Three Preschool Program from:
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=367
 HighScope from: http://jessicamustin.wixsite.com/highscope/about
 History of Reggio Emilia Approach from: https://www.timetoast.com/timelines/history-of-reggio-emilia-approach
 Who was Maria Montessori? From: https://www.yonkerspublicschools.org/Page/18703
 David P. Weikart from: https://en.wikipedia.org/wiki/David_P._Weikart
 Facts about Loris Malaguzzi from: http://fixquotes.com/authors/loris-malaguzzi.htm
 What is Reggio Emilia Approach? from: https://childdiscoverycenter.org/non-traditional-classroom/what-is-the-reggio-emilia-approach/
 Benefits of Montessori Education from: https://amshq.org/Montessori-Education/Introduction-to-Montessori/Benefits-of-Montessori)
 HighScope Approach by Janesca Laurito from: https://prezi.com/hqr-oaepgowe/high-scope-approach/
 Montessori Educational Philosophy from: https://www.goldenoakmontessori.org/apps/pages/index.jsp?uREC_ID=556987&type=d&pREC_ID=1058735
 The Reggio Emila Curriculum from: https://www.thecompassschool.com/blog/reggio-emilia-philosophy/
 Our Educational Approach Preparing Children for Academic Success from://www.childrenscourtyard.com/education/approach/
 Goals of a Montessori School from: https://montessoriconnections.com/about-montessori-education/goals-of-a-montessori-school/
 What Is The High Scope Method from: https://thenewageparents.com/what-is-the-high-scope-method/
 Reggio Emilia Approach: Theory, Method & Examples from: https://study.com/academy/lesson/reggio-emilia-approach-theory-method-examples.html
 Montessori Classrooms from: https://montessori.org.au/montessori-classrooms
 The Physical Environment of High-Scope Classroom from: https://littlegeniuscenter.weebly.com/classroom-environment.html
 Reggio Emilia: Environment as a Third Teacher from: http://kids-collective.com/blog/reggio-emilia-environment-as-a-third-teacher/
 High/Scope Approach by Jessica Harness from: https://prezi.com/4napngtnurwe/highscope-approach/
 Comparison among Froebel, Montessori, Reggio Emilia and Waldorf-Steiner Methods – Part 1from: https://spielgaben.com/comparison-froebel-montessori-
reggio-waldorf-part-1/