![]() ![]() Montessori, for example, spoke of "cosmic" education: Help the person feel part of the wholeness of the universe, and learning will naturally be enchanted and inviting. Holistic education nurtures a sense of wonder. This is done, not through an academic "curriculum" that condenses the world into instructional packages, but through direct engagement with the environment. In another interesting article by Ron Miller he describes the aspirations of the holistic educator: Holistic education aims to call forth from people an intrinsic reverence for life and a passionate love of learning. There are strong connections to nature, with the care and connection to the environment incorporated throughout the curriculum. There is a great respect for children’s interior life, with methods ranging from environmental spaces that facilitate time out of competitive nosier environments, to time to ask deeper questions about the meaning of life and spirituality.Ĥ. There is a strong sense of community and engagement between children, parents and educators where those members feel strongly to care for one anotherģ. Pre-planned teaching is facilitated only so far as to initiate open ended questioning and inquiry Ģ. Learning is organic, emergent, experimental and based on cooperation. While there is clearly no one method, Miller (2006) after review of a number of different holistic teaching methodologies, describes four key aspects of holistic approach based teaching:ġ. Methods for Implementing Holistic Approaches Krishnamurti, on the other hand, advised against methods as such and suggested that a caring, open, non-authoritarian relationship between people leads to genuine learning (Forbes, 2002)(Miller,n.d). Other holistic approaches (the Reggio Emilia system of early childhood education comes to mind) place great emphasis on artistic self-expression and engaged creativity. Sarkar) have adopted meditation, periods of silent reflection or journaling, yoga and other centering practices (Kesson, 2002). Some holistic approaches (for example, Quaker schools, or “neo-humanist” education based on the teachings of Tantric guru P.R. ![]() Rudolf Steiner‘s ‘Waldorf’ approach is based on intuitive (his followers claim clairvoyant) understanding of the needs of the evolving soul at each level of development: children in Waldorf schools are divided into grades according to age and spend most of their time learning through group activities carefully planned and led by the teacher (who is also supposed to have intuitive insight into children’s personalities and immediate needs) (Miller, n.d). Montessori prescribed a “prepared environment” containing specific materials that children use, independently for the most part, to learn at their own pace, responding to particular readiness for specific sensory and intellectual stimuli. Over the last few decades many varied holistic education philosophies have emerged. Teaching Philosophies that Embrace Holistic Approaches Educators foster children’s capacity to understand and respect the natural environment and the interdependence between people, plants, animals and the land (DEEWR, 2009). An integrated, holistic approach to teaching and learning also focuses on connections to the natural world. They see learning as a social activity and value collaborative learning and community participation. They recognize the connections between children, families and communities and the importance of reciprocal relationships and partnerships for learning. While educators may plan or assess with a focus on a particular outcome or component of learning, they see children’s learning as integrated and interconnected. When early childhood educators take a holistic approach they pay attention to children’s physical, personal, social, emotional and spiritual wellbeing as well as cognitive aspects of learning. ![]() So what does this mean for an early childhood educator? The Australian Department of Education, Employment and Workplace Relations (DEEWR) as part of the Early Years Learning Framework (EYLF) describes: Holistic approaches to teaching and learning recognize the connectedness of mind, body and spirit. The research is compelling and studies show that over time, even persons with average IQ (Intellectual Intelligence) but with high EI (Emotional Intelligence) are significantly more successful than those with much higher IQs but low EI (Goleman, 1995). With a growing body of world research emphasizing the importance of holistic approaches to education, early childhood educators are being challenged to incorporate a teaching practice that focuses less on the traditional milestones of academic development, and more on the complete physical, emotional and psychological wellbeing of a child (UNESCO, 2002).
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |