Foundations of Curriculum Models: Waldorf and Montessori, Research Paper Example

Both the Waldorf and the Montessori models of education apply progressive approaches and methods to early childhood education. They are both built on “coherent visions of how to improve human society by helping children realize their full potential as intelligent, creative, whole persons” (Edwards, 2002, p. 3). Because both schools focus on the whole development of children, there are certain aspects of both curricula and models that are similar, such as conducting school in a natural environments, providing a rich variety in the creative arts and focusing on the creative and individual pursuits of the children. However, there are a few areas in which the two models differ, those areas include how the children are grouped together in classes, the use of abstract as opposed to hands-on approaches to learning and the use of play as a teaching tool. In the following, both the Waldorf and the Montessori models will be summarized and discussed as well as analyzed based on the similarities and differences.

The Waldorf method of teaching takes place in a block schedule, usually lasting anywhere from 3-5 weeks at a time. The blocks are usually centered around creative arts, such as arts, crafts and music, as well as foreign language arts (Schmitt-Stegmann 1997). The environment is also natural and limits the use technology in lessons. One of the defining characteristics of the Waldorf school is its approach to main lessons that are taught throughout a class and thus tied to several secondary lessons (Schmitt-Stegmann 1997). All of the lessons focus on experiential learning as opposed to learning from a book or a lesson plan. Another defining characteristic of Waldorf schools is the focus on foreign language arts , literature and history at an early age. These lessons often focus on cultural diversity. These are of course still taught alongside natural sciences and mathematics, which usually begin around ages 6 or 7 (Schmitt-Stegmann 1997).  Another unique aspect of the Waldorf curriculum is the study of Eurythmy. It is a required body arts class that includes body movement and dancing along with poetry and music (Schmitt-Stegmann 1997). It is meant to expand and center the mind, body and spirit of the children.

The Montessori model of education focuses on the individual, modeled around independence and freedom within limits (Edwards 2002). The American Montessori Society (AMS) lays out the following elements of curriculum that all US-based schools must adhere to: Mixed age classrooms with children aging from 2½ or 3 to 6 years. Student choice of activity from within a prescribed range of options, uninterrupted, three hour blocks of work time, and focus on discovery rather than by direct instruction (Edwards 2002). Discovery refers to the hands-on approach and learning by doing and encourages an open, freedom of movement classroom (Edwards 2002). Along with these aspects, the AMS also requires the teacher to be trained in the Montessori methods. Montessori education is meant to engage the child’s psychological and emotional development and educate the child based on overall human development. Its models are based on abstraction, communication, activity, exploration, manipulation of environment, order, repetition and self-perfection (Edwards 2002).

Both Waldorf and Montessori educational curricula are similar in that they focus on environment and nature in learning. They both limit the use of computers and televisions as instructional tools as this is meant to reduce stress of the modern life (Schmitt-Stegmann 1997). Along with this, both schools focus on the mind and spirit of the individual in an effort to stimulate creativity. Both also offer a rich variety of creative arts classes and allow children to experience a variety of activities in which they can practice and perfect.

Unlike Montessori curriculum, the Waldorf education has less of universal method or curriculum that teachers must adhere to. Waldorf teachers are open to teach as they choose and can structure their classes how they see is best for their students. Montessori teachers still must follow guidelines and train in the Montessori method. Montessori also teachers at an individual level and goals and lessons will differ from child to child. This is also evident in the fact that Montessori classes consist of children of varying ages. At the Waldorf school, children are taught in groups. The Waldorf school also has a heavy focus on “play-based” learning, whereas there would be less in the Montessori classroom (Schmitt-Stegmann 1997).

The Waldorf and Montessori curricula of teaching are both unique and progressive educational models that focus on the child’s overall development. By combining open, natural classroom settings and creative approaches to learning, children are given a diverse and culturally sensitive education. Although they have their differences in curriculum, both are meant to prepare students to be citizens of the world.

References

Edwards, C. P. (2002). Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research & Practice, 4(1), n1.

Schmitt-Stegmann, A. (1997). Child Development and Curriculum in Waldorf Education. Montessori Waldorf Students receive Group and play-based individual lessons                                    approach to learning Varying ages in class Natural Environment Classes are same age  together Creative Arts Intensive children “Citizens of the World” Teachers must have The Individual Being Teachers have control over Montessori training Protection from Technology how they want to teach Progressive their classes Specific methods Focus on Diversity and Culture outlined by AMS Hands on Learning Focus on mind and body- spirituality Focus on abstraction