Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia.

Publication: Early Childhood Research & Practice

Publication Date: 22-MAR-02

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COPYRIGHT 2002 ERIC Clearinghouse on Elementary and Early Childhood Education

Abstract

Waldorf, Montessori, and Reggio Emilia are three progressive approaches to early childhood education that appear to be growing in influence in North America and to have many points in common. This article provides a brief comparative introduction and highlights several key areas of similarity and contrast. All three approaches represent an explicit idealism and turn away from war and violence toward peace and reconstruction. They are built on coherent visions of how to improve human society by helping children realize their full potential as intelligent, creative, whole persons. In each approach, children are viewed as active authors of their own development, strongly influenced by natural, dynamic, self-righting forces within themselves, opening the way toward growth and learning. Teachers depend for their work with children on carefully prepared, aesthetically pleasing environments that serve as a pedagogical tool and provide strong messages about the curriculum and about respect for children. Partnering with parents is highly valued in all three approaches, and children are evaluated by means other than traditional tests and grades. However, there are also many areas of difference, some at the level of principle and others at the level of strategy. Underlying the three approaches are variant views of the nature of young children's needs, interests, and modes of learning that lead to contrasts in the ways that teachers interact with children in the classroom, frame and structure learning experiences for children, and follow the children through observation/documentation. The article ends with discussion of the methods that researchers apply to analyze the strengths and weaknesses of each approach.

Introduction

Europe has been a rich source of many influential educational ideas. In elementary and early childhood education, three of the best-known approaches with European origins are Waldorf, Montessori, and Reggio Emilia. All three are seen as strong educational alternatives to traditional education and as sources of inspiration for progressive educational reform. Contemporary interest in these approaches leads the public and the professional community to ask many questions about their parallels and contrasts. Many observers have noticed common themes and elements in their views of children and their development. What exactly are their respective historical origins and foundational philosophical premises and concepts about child development and learning? How do they compare with respect to organizational structures for decision making and school environments, curriculum, instructional methods, observation/assessment, and teacher preparation--the elements of curriculum models (Goffin, 2000)?

This article provides an overview and comparison of the three approaches, to introduce them to readers and highlight key points of similarity and difference. Of course, in actuality, great variation can be expected to exist in how any educational model or approach plays out in application. Schools and classrooms do not necessarily look alike just because they derive from the same philosophy, and this article can at most describe only the general tendencies that may not correctly describe particular schools or programs. To understand a specific institution, one must observe its environments and teacher-child interactions, read its documents, interview staff, and talk to past and present parents and children. Because this article addresses the general level, it speaks primarily to underlying goals and principles--"best practice" from three points of view--and provides resources pointing the reader toward additional information.

History

All three approaches represent an explicit idealism and turn away from violence, toward peace and reconstruction. They are built on coherent visions of how to improve human society by helping children realize their full potential as intelligent, creative, whole persons. School communities struggle continually to keep their guiding principles alive in current, meaningful ways and not to let them degrade into slogans.

Waldorf education was founded by Rudolf Steiner (1861-1925), a maverick Austrian scientist and philosophical thinker. His interests intersected spiritual and scientific planes: he wanted to integrate these two forms of understanding and experience, and he founded "Anthroposophy" ("knowledge of the true nature of the human being" [Kotzsch, 1990]). In 1919, in the wake of the devastation of World War I, Steiner was invited by Emil Mott to found a school for the employees of the Waldorf-Astoria cigarette factory in Stuttgart, Germany. The vision was that this new kind of school would educate human beings able to create a just and peaceful society. It defied the conventions of the time in being coeducational (bringing boys and girls together in the classroom), open to children of any background (without entrance examination), comprehensive (from preschool level through high school), and independent of external control (a self-governing administrative unit). [Author's Note--6/27/05: The original Waldorf school in Stuttgart began with first grade, not preschool. The first Waldorf early childhood program (kindergarten) was started later in another city.] The Waldorf Early Childhood Association of North America (WECAN) provides information and resources for interested early childhood educators and parents ( http://www.waldorfearlychildhood.org ). Today, Waldorf education continues to be a well-defined model with every school administratively independent (Barnes, 1991; Oppenheimer, 1999). There are now more than 800 Waldorf schools in over 40 countries, with 140 schools affiliated with the Association of Waldorf Schools of North America (AWSNA). Bob Lathe and Nancy Parsons (http://www.bobnancy.com/) maintain a list of Waldorf schools affiliated with AWSNA, and about 40 charter schools, parent-initiative schools, and other schools not affiliated but philosophically close to AWSNA. The Web sites http://www.awsna.org and http://www.waldorflibrary.org contain information about philosophy, publication resources, and alumni. There are 10 Steiner teacher-training institutes in the United States and 2 in Canada (see http://www.bobnancy.com/).

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