Running head: LP1: CURRICULUM MODEL & ANALYSIS

LP1: Curriculum Model & Analysis

Katy DeBroux
Curriculum Planning
February 6, 2014
Instructor: Joan Klinkner

LP1: CURRICULUM MODEL & ANALYSIS

LP1: Curriculum Model & Analysis

There are many different preschool curriculum models that have been developed over the
years. This paper demonstrates a summary of the Montessori, High/Scope, Waldorf, Bank
Street, Reggio Emilia, and the Project Approach. In addition, each curriculum model fits into a
specific continuum such as; child or teacher centered, structured or flexible environment and a
defined or emergent curriculum. Although each model has its benefits, I feel the models that best
fit my personal philosophy is the High/Scope model.
The Montessori Model is curriculum based on work tasks instead of play. Children must
use provided materials in a specific way as demonstrated by an adult. Children may not deviate
from the specific process they are shown. Although this model has a structured environment, an
emergent curriculum is utilized based on children's interests. In addition, the environment is
prepared, meaning that professionals have an extensive knowledge of the materials used and the
purpose they fulfill in learning. This is important so that children can be productive during the
time they completing work tasks. Materials are organized into centers and are considered selfcorrecting since children rarely need to ask an adult for help. (Henniger, 2013). Montessori
claimed that children learn unconsciously while taking in everything that surrounds them. While
using their senses they create themselves by absorbing their environment (Shortridge, 20012003). This model is child-centered since teachers allow children to work at their own pace and
only direct children as needed (Henniger, 2013). While this model may be appreciated by some,
I believe children learn best through play and imagination. This model seems to stifle a child by
demanding a certain process of how to "work" with an item versus allowing a child to figure
something out on their own.

LP1: CURRICULUM MODEL & ANALYSIS

The Waldorf model created by Rudolf Steiner is based on the unity of mind, body and
spirit. This belief had a great impact on the Waldorf model which claims that during the time
from birth to seven years children experience huge growth and change. As the child transforms
from the spiritual world their soul and spirit have difficulty adapting to their body. Therefore,
Steiner developed an education program that blended science and spirituality. According to
Steiner, there are three periods that children pass through such as; birth through age 7, age 7
through age 14 and age 14 through age 21. Children are taught differently based on these ages.
For example, children in the very early years are taught through imitation, story-telling and
songs. Children in the middle years are taught in a group that remains together and are provide
teacher-centered curriculum without using textbooks. Once children reached the high-school
years, they were ready for abstract thinking, social responsibility and difficult academics. While
providing an emergent curriculum based on children's interests, this model is a structured
environment in a home like atmosphere (Henniger, 2013). Even though this model has good
intentions for the mind and spirit, I don't believe every child would be happy in this type of
environment. In addition, since children all learn at different paces, it prevents children from
working ahead if they are capable.
Another preschool curriculum model is Reggio Emilia. This child-centered curriculum
uses the project approach as it concentrates on educational experiences involving a
comprehensive investigation of topics based on child/teacher interests. Although this curriculum
is flexible. Children document their experiences through discussions, photos, and artwork. The
environment is designed to create relationships and children are encouraged to learn from others
through social interactions. It is filled with paintings, collages, mobiles, drawings and photos of
the children's own work. In addition, one particular space called the atelier is a special workshop

LP1: CURRICULUM MODEL & ANALYSIS

for visually recording what the students learn as they take on the projects they choose. The
Atelierista is a trained specialist who works to help children summarize their learning.
Furthermore, there is an exhibit touring through the United States titled "The Hundred
Languages of Children", which shows many examples of the Reggio Emilia classroom. The
exhibit has since been renamed, "The Wonder of Learning" (Henniger, 2013). This model has
many benefits to aid children in their learning. I believe it also helps families get a better idea of
what their child has learned. Lastly, I feel it gives the children a sense of accomplishment and
importance of the work they have completed.
The Project Approach is an emergent curriculum, where in-depth investigations are done
on a topics that interest the children, not what the teachers want the children to know. The
purpose is to concentrate on finding answers to the questions presented by the group. This
allows children to learn more about the topic without trying to find answers to questions made by
the teacher.
There are three phases to the Project Approach. Phase 1 is the "Getting Started" phase.
Teachers and children discuss possible topics to be investigated. Once they have determined the
topic, they develop a concept map to help them brain-storm ideas. They develop questions they
want answered. Phase 2 is "Field Work." This is the heart of the project which involves
investigating through field trips, objects, or events. Children explore and document their
findings through construction of models, drawings, discussions and observations. Phase 3 is
"Culminating and Debriefing Events. This involves developing and presenting the information
through artifacts, drama or guided tours (Katz, 1994).

LP1: CURRICULUM MODEL & ANALYSIS

The Project approach gives children a lot of ownership to their learning. They are given
many opportunities to learn about the world around. Although the process is structured, the
topics are flexible.
The Bank Street approach focuses on all aspects of child development including and
presenting the information through artifacts, drama or guided tours.
competence, individuality development, positive socialization and how the world and
people interrelate. Teachers use an interactionalist model, meaning consideration is given for a
child's engagement and interest in the world. Since children develop at different rates, the Bank
Street approach meets the needs of the child on their terms. In addition, this model emphasizes
an integrated curriculum which combines math, science, and literacy together as a whole
(Henniger, 2013). While this model requires highly qualified early childhood professionals, I
feel this approach puts the child first and prepares them for the world around them.
Similar to the Bank Street Model, the High/Scope Model is built on providing direct
experiences with people and objects within the world. High/Scope is known as a constructivist
approach which combines several programs. In addition to developing the whole child,
High/Scope focuses on cognitive skills provided by hands-on experiences (Henniger, 2013).
The curriculum is based on the belief that children must first have the ability to put
themselves within space with the capability of ordering objects and events prior to understanding
themselves. To do this, High/Scope has developed a procedure called the plan-do-review
sequence. The teacher thereby encourages the children to plan their task and them helps them
develop a clear plan to accomplish it. Children are then given the opportunity to summarize
what they have learned.

LP1: CURRICULUM MODEL & ANALYSIS

My philosophy for early learning is a combination of providing child-centered hands-on

activities/opportunities, diversity and structure that allows family and community involvement.
The High/Scope model in my opinion, best meets the Wisconsin Model Early Learning
Standards by providing the nine guiding principles. For example, social and emotional
development, language development and cognitional can be easily attained through the
experiences with people and the world. The High/Scope model provides opportunities for
children to learn through play and exploration of their environment. Families are included in this
model. Children are allowed to develop individually at their own rate (Wisconsin Model Early
Learning Standards, 2011).
Given that the High/Scope model combines several programs, hands-on experiences and
it values providing worldly experiences, I feel this model is one of the best for children.

LP1: CURRICULUM MODEL & ANALYSIS

References

Henniger, M. L. (2013). Curriculum Planning. Boston: Pearson Learning Solutions.

Katz, L. G. (1994, April). The Project Approach. Retrieved Febraury 1, 2014, from
ECAP Collaborative: http://ecap.crc.illinois.edu/eecearchive/digests/1994/lk-pro94.html
Shortridge, D. P. (2001-2003). The Absorbent Mind and the Sensitive Periods. Retrieved
January 30, 2014, from P Donohue Shortbridge:
http://www.pdonohueshortridge.com/children/absorbent.html
Wisconsin Model Early Learning Standards. (2011). Madison: Wisconsin Department of
Public Instruction.

Criteria
Curriculum Program Model Review and Analysis is
completed and well organized
Each program model is reviewed and described accurately
Review of each program model is in your own words (not
based mostly on quotes from sources)
Review of each program model appropriately defines each
term or concept
Review of program models includes appropriate citation
of your source for the information
A summary comparison of preferred model with personal
philosophy is included, and of sufficient length and depth
to identify your approach and compare and contrast with
the program model.
Analysis of how the program model is aligned with
guiding principles from the WMELS is included and
appropriate
Analysis of how the program model meets NAEYCs
indicators of effective curriculum is included and
appropriate
Work is written clearly, with no spelling, grammar or
punctuation errors
Self assessment is completed and included with the
assignment

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LP1: CURRICULUM MODEL & ANALYSIS

Assignment is submitted on time

More points may be deducted for very late work
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