Dear Mbak Vira...
Aku juga pernah posting nanyain montessori method vs TK biasa, tp gada yang
respon:(
Akhirnya cari2 info sendiri, googling2, samma nih..aku juga lagi berencana
nyari2 preschool atau playgroup (nursery) untuk Ara (2thn++):p Ini aku kopikan
dari suatu web, moga bermanfaat yaa...
Best Pre-School Education Practices (What Young Parents Need to
Know)
---------------------------------
1. Montessori
based on the child's developmental needs for freedom within limits
a carefully prepared environment which guarantees exposure to materials and
experiences
through this, the child develops intelligence as well as physical and
psychological abilities
designed to take full advantage of the child's desire to learn and their
unique ability to develop their own capabilities
the child needs adults to expose him to the possibilities of his life, but
the child must determine his response to those possibilities
there are many Montessori schools in Singapore catering for the nursery and
kindergarten levels
Website: http://www.montessoriconnections.com
2. High/Scope
based on the concept of "Active learning"
it is the belief that children learn best through active experiences with
people, materials, events and ideas, rather than through direct teaching or
sequenced exercises
58 key experiences in child development for the preschool years and a wide
range of practical strategies for promoting these key experiences
the key experiences are grouped into 10 categories: creative representation,
language and literacy, initiative and social relations, movement, music,
classification, seriation, number, space, and time
Website: http://www.highscope.org/
3. Creative Curriculum
takes a unique look at multiple levels of a child's development
focuses on interest areas. This is done for two specific reasons. First,
young children work best in small groups. It is easier for them to relate
positively to only one or two other children than to a large group.
secondly, it offers children clear choices. Sometimes children want to work
quietly alone or with one other child. An area set aside for books, art
activities, or table toys allows several choices for quiet activities. Areas
set aside for dramatic play, block building, woodworking, or large muscle
activities offers children more active choices.
Website: http://www.teachingstrategies.com/
4. Project Approach
a set of teaching strategies which enable teachers to guide children through
in-depth studies of real world topics
students are required to do an in-depth investigation of a real world topic
worthy of their attention and effort
the project may be carried out by a class or by small groups of children.
Projects can be undertaken with children of any age. They do not usually
constitute the whole educational program.
5. Reggio Emilia
teachers in Reggio Emilia assert the importance of being confused as a
contributor to learning; thus a major teaching strategy is to purposely allow
for mistakes to happen, or to begin a project with no clear sense of where it
might end
emphasis on the child's ability to negotiate in the peer group, which
renders teacher intervention in children's conflicts minimal
teachers trust themselves to respond appropriately to children's ideas and
interests, they trust children to be interested in things worth knowing about
and they trust parents to be informed and productive members of a cooperative
educational team
6. HIPPY
HIPPY is an acronym for Home Instructional Programme for Pre-school
Youngsters
a community program that teach parents to be active participants in their
children's lives and schools
it is a reading and training program for the parents of children ages 3-5
parents are empowered as primary educators of their children in the home and
foster parent involvement in school and community life to maximize the chances
of successful early school experiences
7. Multi-Age Classrooms
students are placed in non-graded, mixed-age or multi-age classrooms let
students develop at their own pace
the flexible grouping of children of a two, three or four year age span
allows children at differing ability levels to push and pull each other along
instruction in the multi-age classroom must be developmentally as well as
individually appropriate. The curriculum is most often structured around themes
and involves students in making work plans and in tutoring opportunities with
the younger children.
the children are allowed to freely explore the room and to choose their
activities individually or in groups
the children and teacher remain together throughout the age group. So a
child has the same teacher for two to three years and some of the same
classmates.
8. Developmentally Appropriate Practices
refers to providing an environment and offering content, materials,
activities, and methodologies that are coordinated with a child's level of
development and for which the individual child is ready
3 dimensions of appropriateness must be considered: age appropriateness,
individual appropriateness, and appropriateness for the cultural and social
context of the child
9. Constructive Perspective
principle of constructivism is that children create a coherent system of
knowledge based on their interactions with the world
they structure this knowledge within a logico-mathematical framework that
includes ideas about objects and their relations with one another
young children have many ideas they could not have been taught directly.
Thus, children are viewed as constructing their own system of knowledge,
intelligence, morality, and personality.
the emphasis is on learning through action. While "action" refers to mental
action, young children are most active mentally when they are physically
engaged in figuring out how to do something.
10. Thematic
in developing a theme, teachers select topics they believe to be relevant
and of interest to children, then build an array of lessons around that central
idea
activities usually cut across the curriculum and take place either
simultaneously or within a relatively condensed period of time
11. Waldorf Education
education should focus on creating free, creative, independent, and happy
human beings
a basic principle of the approach is the belief that every child should have
access to an education regardless of race, religion, ethnicity, economic class,
and developmental levels
Waldorf education balances artistic, academic and practical work educating
the whole child, hand and heart as well as mind
In Singapore, there are only two persons who are trained in this method
Website: http://www.steinercollege.org/waldorf.html
12. Direct Instruction
a set of instructional materials published in the areas of reading, remedial
reading, spelling, math, writing and language
the goal of DI is to accelerate learning by maximising efficiency in the
design and delivery of instruction
---------------------------------
Questions Parents Should Ask When Choosing a Preschool (What Young Parents
Need to Know)
---------------------------------
1. What is the student/teacher ratio?
2. What are the backgrounds of the teachers?
3. What is teacher turnover rate?
4. Do the teachers take part in continuing education programs?
5. What is the daily schedule? Remember, this age group learns best by play.
6. How does the program handle a child who is having a tough time
separating from mom or dad?
7. What is the discipline policy? The goal of discipline is self control -
not punishment, avoid a program that uses corporal punishment.
8. Are parents encouraged to get involved?
9. May I talk with other parents at the school about their experience?
10. Are parents welcome to observe a class in session?
11. How is information about the child's day shared with parents?
---------------------------------
vira <[EMAIL PROTECTED]> wrote:
Hello moms,
Ada gak yang sekolahin anaknya di sekolah montessori..? atau mungkin ada moms
yg juga guru di sekolah montessori..?
Sharing dong, please.... plus minusnya sekolah montessori juga pengalaman2
apa aja sih yg anak2 (dan juga ortu) dapatkan di sana....
Pokoknya segala sesuatu tentang sekolah montessori deh..
Trims berat yah, sebelumnya.. :)
Kind regards,
Vira
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