Some crèches in Dublin and all around Ireland emphasise a
particular childcare philosophy over others, and this can be a bit
confusing for parents seeking childcare for their children. Probably the
best well known is Montessori - founded by Maria Montessori at the turn
of the last century - and indeed Montessori facilities are extremely
abundant in Dublin - probably more than any other single childcare
philosophy.
However, another approach also originated in Montessori's home country of Italy, and is named after a city of that country, Reggio Emilia, and founded by educator Loris Malaguzzi after World War II.
Each of these shares in common a post-war idealism and desire to raise children with values that are more humane, kind and peaceful than the dominant values of the preceding generations, emphasising things like creativity, respect for one's self and others, direct participation of children in their own learning processes, and a faith in the natural ability of all children to self-correct and learn progressively. Both are 'constructivist' approaches, in which children learn by working directly with various materials instead of having information provided directly through a teacher's instructions.
Creating an appropriate, pleasing and stimulating environment is key in both Montessori and Reggio, as is close cooperation with parents. These are both thoughtful and highly respected efforts to help children realise their full potential and to grow into intelligent, caring and creative contributors to the greater society. And both approaches are growing in popularity in Dublin.
One difference between Montessori and Reggio is the role of teachers. Because Montessori values peer learning and cooperation, the ratio of teachers to students tends to be lower in purely Montessori preschools (see note below), whereas Reggio crèches would usually have only about 5-6 children per teacher at the younger ages, and no more than 8 for the older children. Montessori teachers offer activities based upon a pre-determined lesson plan with specific goals, whereas in the Reggio approach children and teachers work 'as a team,' with the children giving a great deal of input into how projects evolve.
Another significant difference is their approach to materials. In Montessori materials tend to have a specific educational meaning, with the teacher using it for deliberate, staged learning. In Reggio children themselves give the materials meaning - meanings which may be a mystery to the adults.
A parent responding to a forum on the Berkeley Parents Network in California, whose child has spent time with both approaches, reported that, on the one hand the Montessori approach seemed more focused on early, directed learning, saying, 'Montessori seems to work well for kids who are comforted by structure and rules... it was cool that my son could identify Africa on a map at 3 1/2.'
On the other hand, the parent appreciated the Reggio approach that 'let the kids' curiosity guide the agenda. Now my son comes home covered in paint, dirt, or whatever the material of the day might be, but, man is he a happy kid!'
There is so much overlap between Montessori and Reggio in Dublin and elsewhere in Ireland, and so much variation between how these philosophies are applied, that an approach which combines these - perhaps even with other philosophies such as High/Scope - may be most effective. The most important point in preschool seems to be ensuring that yours is indeed a 'happy kid!'
However, another approach also originated in Montessori's home country of Italy, and is named after a city of that country, Reggio Emilia, and founded by educator Loris Malaguzzi after World War II.
Each of these shares in common a post-war idealism and desire to raise children with values that are more humane, kind and peaceful than the dominant values of the preceding generations, emphasising things like creativity, respect for one's self and others, direct participation of children in their own learning processes, and a faith in the natural ability of all children to self-correct and learn progressively. Both are 'constructivist' approaches, in which children learn by working directly with various materials instead of having information provided directly through a teacher's instructions.
Creating an appropriate, pleasing and stimulating environment is key in both Montessori and Reggio, as is close cooperation with parents. These are both thoughtful and highly respected efforts to help children realise their full potential and to grow into intelligent, caring and creative contributors to the greater society. And both approaches are growing in popularity in Dublin.
One difference between Montessori and Reggio is the role of teachers. Because Montessori values peer learning and cooperation, the ratio of teachers to students tends to be lower in purely Montessori preschools (see note below), whereas Reggio crèches would usually have only about 5-6 children per teacher at the younger ages, and no more than 8 for the older children. Montessori teachers offer activities based upon a pre-determined lesson plan with specific goals, whereas in the Reggio approach children and teachers work 'as a team,' with the children giving a great deal of input into how projects evolve.
Another significant difference is their approach to materials. In Montessori materials tend to have a specific educational meaning, with the teacher using it for deliberate, staged learning. In Reggio children themselves give the materials meaning - meanings which may be a mystery to the adults.
A parent responding to a forum on the Berkeley Parents Network in California, whose child has spent time with both approaches, reported that, on the one hand the Montessori approach seemed more focused on early, directed learning, saying, 'Montessori seems to work well for kids who are comforted by structure and rules... it was cool that my son could identify Africa on a map at 3 1/2.'
On the other hand, the parent appreciated the Reggio approach that 'let the kids' curiosity guide the agenda. Now my son comes home covered in paint, dirt, or whatever the material of the day might be, but, man is he a happy kid!'
There is so much overlap between Montessori and Reggio in Dublin and elsewhere in Ireland, and so much variation between how these philosophies are applied, that an approach which combines these - perhaps even with other philosophies such as High/Scope - may be most effective. The most important point in preschool seems to be ensuring that yours is indeed a 'happy kid!'
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