Progressive Education Model
Learning Through Play
We explored several different models of progressive education and found that there was a variety of principles and modules that supported the type of educational experience we want to offer students at the Chloe Day school. We think it is essential to share the different philosophy and approaches that will be instrumental in building a quality preschool program at the Chloe Day School.
Montessori Model
The Montessori Model is based on the work of Maria Montessori; it is an interdisciplinary, multi-age approach to learning. Students work independently and cooperatively in a prepared environment which allows students to work at their own pace. Montessori teaching materials are designed to promote habits of concentration, initiative, persistence, and discovery, while the Montessori philosophy and community emphasizes respect for others, peace, and creativity program and differentiated to meet student’s needs. The Chloe Day School provides pre-k students with and without disabilities opportunities to learn together and grow in all developmental areas.
Reggio Emilia Approach
The Reggio Emilia Approach is an educational philosophy based on the image of the child, and of human beings, as possessing strong potentials for development and as a subject of rights who learns and grows in the relationships with others.
This global educational project, which is carried forth in the Municipal Infant-toddler Centers and Preschools of Reggio Emilia, Italy, and has inspired other schools all over the world. Its pedagogy described as student-centered that uses self-directed, experiential learning in relationship-driven environments. Its distinctive characteristics are the participation of families, the collegial work of all the personnel, the importance of the educational environment, the presence of the atelier and the figure of the atelierista, the in-school kitchen, and the pedagogical coordinating team.
Early Childhood Framework for Quality (EFQ)
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Early Childhood Framework for Quality (EFQ)
Early Childhood Framework for Quality is comprised of 6 Elements, which are high-level, research-based principles of early childhood quality. Each Element identifies several practices or actions that can be taken by program leadership and teaching teams to demonstrate these principles. The Division of Early Childhood Education (DECE) believes that high-quality 0-5 programs:
1. Respect and value differences. Program leadership teams and teaching teams build trust by creating a community in which all children, families, and staff feel welcome and included, embracing diversity in many forms – including, but not limited to: race, ethnicity, socioeconomic status, home language, country of origin, immigration status, ability, special needs, religion, gender, gender expression, sexual orientation, housing status, and cultural background and experience. {trust}
2. Create safe and positive environments. Program leadership teams and teaching teams create healthy, nurturing, and predictable environments for all children, families, and staff. {supportive environment}
3. Advance play-based learning and responsive instruction. Program leadership teams and teaching teams engage children in a variety of play-based and developmentally appropriate learning experiences and ensure that instruction is based on children’s individual strengths, interests, and needs. {rigorous instruction}
4. Promote families’ roles as primary caregivers, teachers, and advocates. Program leadership teams and teaching teams build relationships with families and communities in order to provide meaningful opportunities and resources that support children’s development and the whole family’s well-being. {strong family-community ties}
5. Work collaboratively towards continuous quality improvement. Program leadership teams and teaching teams use data to improve program and classroom quality in partnership with families and communities. {Collaborative teachers}
6. Demonstrate strategic leadership. Program leadership teams and teaching teams build and use organizational culture, structure, and resources to promote and execute a shared vision for quality. {Effective school leadership}