Early child education is one of the most vital stages of learning because children are intrigued by what they see in their environments and enthusiastic about learning. Additionally, the kindergarten stage sets the pace for children’s future intellectual abilities and adaptability. Hence, it is necessary to maximize the potential outcomes of teaching and learning during the early stages of child development to ensure proper growth and advancement. The following paragraphs evaluate the teaching methods adopted by educators at Eduardo Mata Montessori Primary School in Dallas when handling K-3 students. Their methods of delivering instruction are effective because they adhere to the most current teaching standards and pay attention to major learning theories and developmental domains.
A Description of the Scenario
The Montessori Primary School’s K-3 education approach is unique compared to most teachers’ methods because learners do not focus on a single concept and are not directed toward a particular way of learning. Compared to traditional classrooms, learners are spaced out and are situated in various stations. The teaching techniques include collaborative play, self-directed activities, and hands-on learning where the children cooperate under the guide of their instructor to complete various tasks (Boucher, 2019). The students are differentiated into groups that allow the teacher to walk them through various concepts. The educator also adopts a personalized approach to teaching, which allows him to take advantage of strengths and address the needs of all students.
One of the most intriguing observations is the adoption of diverse techniques of instruction delivery using simple learning materials and close teacher-student relationships. The educator maintains an individualized relationship with all students, is composed, and carefully corrects the children in case of errors (Boucher, 2019). In addition, the instructor uses unique learning materials such as music and tuning instruments, charts, art and craft, and practical activities to enhance his learners’ understanding of concepts. Moreover, he provides examples, works with them through hard tasks, and allows them to complete puzzles to test their comprehension. The educator incorporates art, music, and techniques that enable students to take in information in multiple ways.
Reflections and Learning Theories
Children learn by actively engaging and gradually familiarizing themselves with their surroundings. Therefore, the teaching techniques in the video are effective in realizing positive results when educating students at the K-3 levels. The behaviourism learning theory suggests that children’s behaviors are learned from their environment through continuous interactions (Oommen, 2020). Thus, the teacher in the video allows his students to self-educate through a hands-on approach. In addition, the teacher applies the concepts of the cognitivism learning theory to ensure that students grasp what they learn. The theory suggests that learning is an internal process that takes reflections and an exploration of ones experiences (Oommen, 2020). Therefore, the self-directed learning allows students to internalize and store information in their long-term memories.
The constructivist approach is observable in how the teacher runs his classrooms and delivers instruction to the students. The constructivism models suggest that students construct knowledge from abstract factors rather than directly take in information (Oommen, 2020). Thus, the teacher adheres to these principles since he allows his students to develop a personal understanding of what is taught in the class by slowly coming up with solutions to the tasks beforehand. The multiple intelligence theory is also a revolutionary teaching practice that integrates individualized teaching, incorporates art in education, and provides students with various solutions to take in information (Wang & Liu, 2018). These principles can guide teachers in making better decisions regarding their pedagogical designs and teaching methods.
Identified Developmental Domains
Children achieve milestones of growth and development at specific ages. Developmental domains refer to children’s aspects of change that enhance their mental and physical abilities. One developmental area identifiable in the video is the aesthetic domain. This aspect describes children’s ability to perceive beauty in their environment through art music and dance. Language and literacy are showcased in the techniques the students use to communicate and interact. Moreover, their cognitive development is reflected in how they perceive their environment and react to the things around them. Cognitive advancements include developing skills in math, science, and creative arts.
The video also exhibits affective, physical, and social developmental domains in the students learning initiatives. Affective domains describe behaviors that stem from emotions, beliefs, attitudes, and values, which are depicted in the students’ enthusiasm toward their class work. Physical domains include the senses of smell, touch, fine motor skills, and bodily awareness. These aspects are visible as the learners engage with learning materials and practical activities. Finally, the social developmental area highlights the strategies children adopt to build relationships. In the video, the students work together to complete certain tasks, play, and communicate with each other.
Early childhood educators rely on different teaching methods and solutions to delivering learning instructions, some of which might not produce the best results. However, learning and developmental theories can guide teachers in designing a curriculum that resonates with their students’ strengths, needs, and abilities. The educator guiding the Montessori K-3 classroom adopts some of the most recent learning approaches and applies concepts from various theories to educate his students. Thus, his methods are effective as they pay attention to general principles and the students’ abilities.
Boucher, J. (2019). Public montessori morning: Primary [pre-K 3 and 4, kindergarten], Dallas, Texas; Johnny Boucher. YouTube.
Oommen, P. G. (2020). Learning theories–taking a critical look at current learning theories and the ideas proposed by their authors. Asian Journal of Research in Education and Social Sciences, 2(1), 27-32. Web.
Wang, X., & Liu, Y. (2018). Cooperative learning method in physical education teaching based on multiple intelligence theory. Educational Sciences: Theory & Practice, 18(5). Web.