3 years, 3 months ago
What are the similarities and differences between Montessori and Waldorf methods?
If you have experience with either of these education methods, please describe a typical day in the life of a kindergarten student.
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M$4 Answers
1)
A Preface
The education that your child receives in a classroom is almost completely dependent on the teacher. There are several different methods of teaching and the best teachers know how to adapt the lessons that they teach to each individual. Teaching takes an incredible amount of experience, energy and care. First and foremost, evaluate the teachers who will be teaching your son or daughter in both systems and allow your careful considerations on this single fact play a major roll in choosing a school for your child.
2)
Sticking With The Program
Once you make a decision about the quality of instruction at a particular school, it is important to realize that there are significant and far reaching differences between Montessori and Waldorf schools.
Once a child is exposed to either system for any length of time, it will be very difficult for the child to switch. I have personally experienced children who have been moved from Montessori programs into Waldorf programs. The transition is difficult, frustrating, and significant for parents and children alike.
3)
Montessori vs. Waldorf
The key difference between Montessori and Waldorf methods is that in Montessori, the day is not divided between work, rest and play periods. Children are given the opportunity to choose their own activities in the classroom. On the other hand, Waldorf programs maintain scheduled activities that are adhered to through "periods" and often "days".
Each system has unique benefits. These benefits cater as much to the teaching styles of the instructors as they do the learning styles of the child. The unstructured play of the Montessori system fosters creativity and self awareness while the Waldorf system caters to the natural rhythms of development that children thrive on.
Beyond these core differences, you'll find that the subjective nature of teaching styles and environment play a major role in the comparisons that have been done. For example, Montessori evangelists will say that their system puts math and language first. Waldorf supporters will say that their proven system gives equal time to development in all areas. Understandably, these differences along with other common comparisons are not concise and differ from school to school.
4)
Typical Day
A typical day of a kindergarten student will be based on the structure that is set out by the school and more importantly in kindergarten, the teacher. You could receive anecdotal, generalized descriptions however the only real way to tell what a day in the life will look like is to sit in a classroom. If possible, I recommend that you volunteer your time in the schools you are considering. You will get an in depth view and know exactly what happens.
I hope that this provides some insight and helps you in your decision!
A Preface
The education that your child receives in a classroom is almost completely dependent on the teacher. There are several different methods of teaching and the best teachers know how to adapt the lessons that they teach to each individual. Teaching takes an incredible amount of experience, energy and care. First and foremost, evaluate the teachers who will be teaching your son or daughter in both systems and allow your careful considerations on this single fact play a major roll in choosing a school for your child.
2)
Sticking With The Program
Once you make a decision about the quality of instruction at a particular school, it is important to realize that there are significant and far reaching differences between Montessori and Waldorf schools.
Once a child is exposed to either system for any length of time, it will be very difficult for the child to switch. I have personally experienced children who have been moved from Montessori programs into Waldorf programs. The transition is difficult, frustrating, and significant for parents and children alike.
3)
Montessori vs. Waldorf
The key difference between Montessori and Waldorf methods is that in Montessori, the day is not divided between work, rest and play periods. Children are given the opportunity to choose their own activities in the classroom. On the other hand, Waldorf programs maintain scheduled activities that are adhered to through "periods" and often "days".
Each system has unique benefits. These benefits cater as much to the teaching styles of the instructors as they do the learning styles of the child. The unstructured play of the Montessori system fosters creativity and self awareness while the Waldorf system caters to the natural rhythms of development that children thrive on.
Beyond these core differences, you'll find that the subjective nature of teaching styles and environment play a major role in the comparisons that have been done. For example, Montessori evangelists will say that their system puts math and language first. Waldorf supporters will say that their proven system gives equal time to development in all areas. Understandably, these differences along with other common comparisons are not concise and differ from school to school.
4)
Typical Day
A typical day of a kindergarten student will be based on the structure that is set out by the school and more importantly in kindergarten, the teacher. You could receive anecdotal, generalized descriptions however the only real way to tell what a day in the life will look like is to sit in a classroom. If possible, I recommend that you volunteer your time in the schools you are considering. You will get an in depth view and know exactly what happens.
I hope that this provides some insight and helps you in your decision!
source(s):
I was a classroom teacher before engaging my entrepreneurial spirit.
I was a classroom teacher before engaging my entrepreneurial spirit.
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DIFFERENCES
Curriculum
WALDORF: Academic subjects are kept from children in Waldorf schools until a much later age than Montessori. They are thought to be, as in traditional schools, something necessary but not especially enjoyable, and best put off as long as possible. The day is filled with make-believe, fairies, art, music and generally the arts, putting off reading, writing and math until age seven or so.
MONTESSORI: Dr. Montessori on the other hand, filled her first school of 3-6-year-olds with dolls and other traditional make-believe toys but found that when children were given the opportunity to do real work such as cooking, cleaning, caring for themselves, each other, and the environment, they completely lost interest in make-believe and preferred real work.
She later, at the request of parents who were so impressed with the new cleanliness, happiness, and good manners of these slum children, invented manipulative language, math, and other academically-oriented materials and studied the children’s response. Academic lessons were, and are now, never required or forced, but offered to and enjoyed by the children.
Method
WALDORF: In the early years the activities are most often taught and carried out in groups with the teacher leading. When academic subjects are studied they are taught in a more traditional way, the teacher talking, the children at desks being taught in a group. Children are kept together with a group of children their own age with the teacher ideally moving up each year with the children and so getting to know and working with the same group of children for six years. Arts are ideally always a part of the academic studies.
MONTESSORI: Social development is more like that of real life because children are not kept in a group of same-age students, but are grouped in 3-6 year age span (3-6; 6-12, 12-15). The teacher gives lessons individually to one child at a time, and often lessons are given to one child by another child. The choice of what to study or work on at any one time is left to the child, with guidance whenever necessary by the teacher.
A high level of creativity is reached because the children's experience is based on rich experience in the real world and the exact use of materials. Children learn exact techniques for many of the materials, just as they would learn the exact use of a piano or a violin, each experience considered a “key” which opens a new door of understanding and experience. This use of materials has been taught to the adults, adapted whenever necessary, through the direct and continued observation of children all over the world over the last 100 years.
Also a high. academic level is the norm because of the depth of concentration the children reach while working and because children learn early to do research and to learn beyond the level of the teacher. The child's choice and concentration is respected and protected from interruption by others,
Fantasy and Imagination
WALDORF: In Waldorf philosophy, play is viewed as the work of the young child and the magic of fantasy, so alive in the young child, is an integral part of how the teacher works with the child. The teacher incorporates storytelling and fantasy into the curriculum. The child can use for the most part any of the materials in any way.
MONTESSORI: In Montessori fantasy and imagination are very much a part of the creative process. However, since the real world is seen as a wonderful creation as it is, children are introduced to the real world in all is variations in the first six years, and then use these experiences to create for the rest of their lives. The word “work” is used to describe the child’s activities instead of “play” because they as respected as adult activities.
Curriculum
WALDORF: Academic subjects are kept from children in Waldorf schools until a much later age than Montessori. They are thought to be, as in traditional schools, something necessary but not especially enjoyable, and best put off as long as possible. The day is filled with make-believe, fairies, art, music and generally the arts, putting off reading, writing and math until age seven or so.
MONTESSORI: Dr. Montessori on the other hand, filled her first school of 3-6-year-olds with dolls and other traditional make-believe toys but found that when children were given the opportunity to do real work such as cooking, cleaning, caring for themselves, each other, and the environment, they completely lost interest in make-believe and preferred real work.
She later, at the request of parents who were so impressed with the new cleanliness, happiness, and good manners of these slum children, invented manipulative language, math, and other academically-oriented materials and studied the children’s response. Academic lessons were, and are now, never required or forced, but offered to and enjoyed by the children.
Method
WALDORF: In the early years the activities are most often taught and carried out in groups with the teacher leading. When academic subjects are studied they are taught in a more traditional way, the teacher talking, the children at desks being taught in a group. Children are kept together with a group of children their own age with the teacher ideally moving up each year with the children and so getting to know and working with the same group of children for six years. Arts are ideally always a part of the academic studies.
MONTESSORI: Social development is more like that of real life because children are not kept in a group of same-age students, but are grouped in 3-6 year age span (3-6; 6-12, 12-15). The teacher gives lessons individually to one child at a time, and often lessons are given to one child by another child. The choice of what to study or work on at any one time is left to the child, with guidance whenever necessary by the teacher.
A high level of creativity is reached because the children's experience is based on rich experience in the real world and the exact use of materials. Children learn exact techniques for many of the materials, just as they would learn the exact use of a piano or a violin, each experience considered a “key” which opens a new door of understanding and experience. This use of materials has been taught to the adults, adapted whenever necessary, through the direct and continued observation of children all over the world over the last 100 years.
Also a high. academic level is the norm because of the depth of concentration the children reach while working and because children learn early to do research and to learn beyond the level of the teacher. The child's choice and concentration is respected and protected from interruption by others,
Fantasy and Imagination
WALDORF: In Waldorf philosophy, play is viewed as the work of the young child and the magic of fantasy, so alive in the young child, is an integral part of how the teacher works with the child. The teacher incorporates storytelling and fantasy into the curriculum. The child can use for the most part any of the materials in any way.
MONTESSORI: In Montessori fantasy and imagination are very much a part of the creative process. However, since the real world is seen as a wonderful creation as it is, children are introduced to the real world in all is variations in the first six years, and then use these experiences to create for the rest of their lives. The word “work” is used to describe the child’s activities instead of “play” because they as respected as adult activities.
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M$
SIMILARITIES
Montessori and Waldorf are the fastest growing educational systems in the world today.
Both are based on many years of experience, with all kinds of children, the world over.
Both have great respect for the child as an individual, spiritual, creative being.
Both believe in protecting the child from the stresses of modern life, overuse or misuse of technology such as television and computers.
Both emphasize the education of the whole child, spiritual, mental, physical, psychological, over any particular academic curriculum.
Both stress the importance of the natural environment, absence of plastic, keeping in touch with nature and natural materials.
Both systems base their education on the needs of the child, believing that this will lead to meeting the needs of society as a whole. Incidentally, both Montessori and Waldorf schools were shut down by the Nazi regime during W.W.II because they refused to teach the ideology of the state.
Both schools provide a rich variety of art, music, dance, and theater at all ages.
DIFFERENCES
Curriculum
WALDORF: Academic subjects are kept from children in Waldorf schools until a much later age than Montessori. They are thought to be, as in traditional schools, something necessary but not especially enjoyable, and best put off as long as possible. The day is filled with make-believe, fairies, art, music and generally the arts, putting off reading, writing and math until age seven or so.
MONTESSORI: Dr. Montessori on the other hand, filled her first school of 3-6-year-olds with dolls and other traditional make-believe toys but found that when children were given the opportunity to do real work such as cooking, cleaning, caring for themselves, each other, and the environment, they completely lost interest in make-believe and preferred real work.
She later, at the request of parents who were so impressed with the new cleanliness, happiness, and good manners of these slum children, invented manipulative language, math, and other academically-oriented materials and studied the children’s response. Academic lessons were, and are now, never required or forced, but offered to and enjoyed by the children.
Method
WALDORF: In the early years the activities are most often taught and carried out in groups with the teacher leading. When academic subjects are studied they are taught in a more traditional way, the teacher talking, the children at desks being taught in a group. Children are kept together with a group of children their own age with the teacher ideally moving up each year with the children and so getting to know and working with the same group of children for six years. Arts are ideally always a part of the academic studies.
MONTESSORI: Social development is more like that of real life because children are not kept in a group of same-age students, but are grouped in 3-6 year age span (3-6; 6-12, 12-15). The teacher gives lessons individually to one child at a time, and often lessons are given to one child by another child. The choice of what to study or work on at any one time is left to the child, with guidance whenever necessary by the teacher.
A high level of creativity is reached because the children's experience is based on rich experience in the real world and the exact use of materials. Children learn exact techniques for many of the materials, just as they would learn the exact use of a piano or a violin, each experience considered a “key” which opens a new door of understanding and experience. This use of materials has been taught to the adults, adapted whenever necessary, through the direct and continued observation of children all over the world over the last 100 years.
Also a high. academic level is the norm because of the depth of concentration the children reach while working and because children learn early to do research and to learn beyond the level of the teacher. The child's choice and concentration is respected and protected from interruption by others,
Fantasy and Imagination
WALDORF: In Waldorf philosophy, play is viewed as the work of the young child and the magic of fantasy, so alive in the young child, is an integral part of how the teacher works with the child. The teacher incorporates storytelling and fantasy into the curriculum. The child can use for the most part any of the materials in any way.
MONTESSORI: In Montessori fantasy and imagination are very much a part of the creative process. However, since the real world is seen as a wonderful creation as it is, children are introduced to the real world in all is variations in the first six years, and then use these experiences to create for the rest of their lives. The word “work” is used to describe the child’s activities instead of “play” because they as respected as adult activities.
Montessori and Waldorf are the fastest growing educational systems in the world today.
Both are based on many years of experience, with all kinds of children, the world over.
Both have great respect for the child as an individual, spiritual, creative being.
Both believe in protecting the child from the stresses of modern life, overuse or misuse of technology such as television and computers.
Both emphasize the education of the whole child, spiritual, mental, physical, psychological, over any particular academic curriculum.
Both stress the importance of the natural environment, absence of plastic, keeping in touch with nature and natural materials.
Both systems base their education on the needs of the child, believing that this will lead to meeting the needs of society as a whole. Incidentally, both Montessori and Waldorf schools were shut down by the Nazi regime during W.W.II because they refused to teach the ideology of the state.
Both schools provide a rich variety of art, music, dance, and theater at all ages.
DIFFERENCES
Curriculum
WALDORF: Academic subjects are kept from children in Waldorf schools until a much later age than Montessori. They are thought to be, as in traditional schools, something necessary but not especially enjoyable, and best put off as long as possible. The day is filled with make-believe, fairies, art, music and generally the arts, putting off reading, writing and math until age seven or so.
MONTESSORI: Dr. Montessori on the other hand, filled her first school of 3-6-year-olds with dolls and other traditional make-believe toys but found that when children were given the opportunity to do real work such as cooking, cleaning, caring for themselves, each other, and the environment, they completely lost interest in make-believe and preferred real work.
She later, at the request of parents who were so impressed with the new cleanliness, happiness, and good manners of these slum children, invented manipulative language, math, and other academically-oriented materials and studied the children’s response. Academic lessons were, and are now, never required or forced, but offered to and enjoyed by the children.
Method
WALDORF: In the early years the activities are most often taught and carried out in groups with the teacher leading. When academic subjects are studied they are taught in a more traditional way, the teacher talking, the children at desks being taught in a group. Children are kept together with a group of children their own age with the teacher ideally moving up each year with the children and so getting to know and working with the same group of children for six years. Arts are ideally always a part of the academic studies.
MONTESSORI: Social development is more like that of real life because children are not kept in a group of same-age students, but are grouped in 3-6 year age span (3-6; 6-12, 12-15). The teacher gives lessons individually to one child at a time, and often lessons are given to one child by another child. The choice of what to study or work on at any one time is left to the child, with guidance whenever necessary by the teacher.
A high level of creativity is reached because the children's experience is based on rich experience in the real world and the exact use of materials. Children learn exact techniques for many of the materials, just as they would learn the exact use of a piano or a violin, each experience considered a “key” which opens a new door of understanding and experience. This use of materials has been taught to the adults, adapted whenever necessary, through the direct and continued observation of children all over the world over the last 100 years.
Also a high. academic level is the norm because of the depth of concentration the children reach while working and because children learn early to do research and to learn beyond the level of the teacher. The child's choice and concentration is respected and protected from interruption by others,
Fantasy and Imagination
WALDORF: In Waldorf philosophy, play is viewed as the work of the young child and the magic of fantasy, so alive in the young child, is an integral part of how the teacher works with the child. The teacher incorporates storytelling and fantasy into the curriculum. The child can use for the most part any of the materials in any way.
MONTESSORI: In Montessori fantasy and imagination are very much a part of the creative process. However, since the real world is seen as a wonderful creation as it is, children are introduced to the real world in all is variations in the first six years, and then use these experiences to create for the rest of their lives. The word “work” is used to describe the child’s activities instead of “play” because they as respected as adult activities.
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M$
My understanding is that waldorf is based on imaginitve play with a big emphasis on group play while motessori is based on object modivated play with an emphasis on indivigiual work. I do know the Maria Montessori believed that young children did not have the ability to know the difference between "pretend" and "real" so she thought pretending should not be encoraged untill later in the life of the child.
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