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https://www.teachwire.net/news/7-ways-to-implement-a-holistic-approach-to-physical-development-across-the-

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https://www.raiselearning.com.au/blogs/news/5818384-exploring-holistic-approaches-for-early-childhood-educators

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https://www.sussexforestschool.com/what-is-forest-school/holistic-development.html

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Steiner schools are always co-educational, fully comprehensive and take pupils from 3 to ideally eighteen. they welcome children of all abilities from all faiths and backgrounds.

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Steiner schools are always co-educational, fully comprehensive and take pupils from 3 to ideally eighteen. they welcome children of all abilities from all faiths and backgrounds.

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https://www.steinerwaldorf.org>what-is-.....

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http://www.holistic-education.net/index.html
Purpose of Holistic Education

The purpose of holistic education is to prepare students to meet the challenges of living as well as academics. Holistic education believes it is important for young people to learn:

About themselves.

About healthy relationships and pro-social behavior.

Social development.

Emotional development.

Resilience.

To see beauty, have awe, experience transcendence, and appreciate some sense of "truths."

Consider your life's greatest challenges. What did you need to know to overcome the obstacles you faced? Consider your greatest successes. What did you need to know in order to achieve those successes? Then ask yourself, how many of those things that I needed to know did I learn in school?

For thousands of years before schools there were social groups which taught people about the great adventure of being human; its trials and tribulations, its challenges, and its enormous possibilities for human goodness and even greatness. These groups were extended families, communities or tribes or clans, and religions. For the most part, these groups have disappeared or become compartmentalized in people's lives.

Now, it is predominantly popular culture (the media, music) and schools from which young people can learn about what it means to be human. But culture has it own agenda (not the welfare of children), and schools were not designed to replace extended families, communities, and religions. They were designed to prepare people for the world of work; to give them the skill sets that would help them up the ladder of material success.

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In 1919, Steiner established a school for the children of workers at the Waldorf-Astoria cigarette factory in Stuttgart, Germany. Steiner's educational philosophy encouraged teachers to focus on the physical, emotional and spiritual needs of each student. He also emphasized the importance of creativity in learning.

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Montessori is a method of education that is based on self-directed activity, hands-on learning and collaborative play. Children can learn through their own experience and at their own pace in the Montessori education.

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Works for all children irrespective of academic ability, class, ethnicity or religion;

Takes account of the needs of the whole child – academic, physical, emotional and spiritual;

Is based on an understanding of the relevance of the different phases of child development;

Develops a love of learning and an enthusiasm for school;

Sees artistic activity and the development of the imagination as integral to learning;

Is tried and tested and is part of state funded, mainstream provision in most European countries;

Is respected worldwide for its ability to produce very able young people who have a strong sense of self and diverse capacities that enable them to become socially and economically responsible citizens.

https://www.steinerwaldorf.org/steiner-education/what-is-steiner-education/

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Holistic and Arts-Based Education recognizes the interconnectedness of body, mind, emotions, and spirit. Learning is viewed as an experiential, organic process; making connections is seen as central to curriculum processes. An aesthetic perspective and the process of building knowledge through inquiry are see as integral to all forms of education and life itself.

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The Steiner school curriculum was designed by the Austrian Rudolph Steiner (1861-1925). Words such as holistic, spiritual and social are often used to describe how it differs from mainstream education, but in practice it's an extremely structured curriculum, designed to improve children's concentration and get them physically and emotionally ready to learn. Pupils start the day with group exercises, recitals and songs. It's called the "morning birth" and is designed to create a mood that shakes off any distracting thoughts about their journey to school, an argument with a parent or a bad night's sleep. The aim is to get pupils working together and focused on the day ahead. 

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The Steiner school curriculum was designed by the Austrian Rudolph Steiner (1861-1925). Words such as holistic, spiritual and social are often used to describe how it differs from mainstream education, but in practice it's an extremely structured curriculum, designed to improve children's concentration and get them physically and emotionally ready to learn. Pupils start the day with group exercises, recitals and songs. It's called the "morning birth" and is designed to create a mood that shakes off any distracting thoughts about their journey to school, an argument with a parent or a bad night's sleep. The aim is to get pupils working together and focused on the day ahead. 

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How do they work?

The Steiner school curriculum was designed by the Austrian Rudolph Steiner (1861-1925). Words such as holistic, spiritual and social are often used to describe how it differs from mainstream education, but in practice it's an extremely structured curriculum, designed to improve children's concentration and get them physically and emotionally ready to learn.

Pupils start the day with group exercises, recitals and songs. It's called the "morning birth" and is designed to create a mood that shakes off any distracting thoughts about their journey to school, an argument with a parent or a bad night's sleep. The aim is to get pupils working together and focused on the day ahead.

The two-hour lesson that follows is the cornerstone of the Steiner day. Pupils study one subject - the Romans or the physics of light, for example - for a month during these periods. The subjects studied are set out in the curriculum, which has evolved from Mr Steiner's original prescription. Up until the age of 12 or 13 pupils are taught by one teacher, with whom they build up a strong relationship. From 13, specialist teachers are brought in to teach subjects. There are no textbooks; the subject is taught through a narrative from the teacher, who engages all pupils in the learning.

The afternoon consists of other subject lessons with a strong emphasis on maths, English and foreign languages. Towards the end of the day, physical exercise and craft activities are introduced as the pupils' concentration lessens. The days are punctuated by eurhythmy, a Tai Chi-style movement exercise designed to focus their minds and help their concentration. Before the main lesson every day pupils recall the previous day's subject to ensure they haven't forgotten it. Pupils are always taught in mixed ability groups and learn to help one another when some are struggling.

Yes. GCSEs and A-levels. The schools teach the exam curriculum alongside the Steiner curriculum, but often stagger exams, starting them early and doing a few every year rather than the national norm of eight over two years. They tend not to do the national tests at seven, 11 and 14, which state schools are required to do.

In the UK, between £1,000 and £4,000 a term. Schools are run on a not-for-profit basis and fees get more expensive as pupils get older because of the increasing number of specialised teachers required. Elsewhere in Europe, Steiner schools have been integrated into the state system. There are 23 Steiner schools in the UK, which, theoretically, should provide for children from pre-school to 18. In reality only a handful continue to 18 because of the expense involved.

Is the government going to introduce state Steiner schools?
What's a Montessori school?

The signs are good. Today's report from the University of West of England advocates introducing Steiner principles into state schools. Last month, the government announced that it was funding a feasibility study to see whether a Steiner school in Hereford could be state funded. The government is firmly committed to giving parents more choice over how their children are educated and there certainly seems an appetite for Steiner state schools. However, they would have to bend the rules to allow Steiner schools to opt out of the national curriculum, which is mandatory for all state schools. State school teachers are hoping the report's recommendation that some of the principles of Steiner schools should be adopted will include less emphasis on national testing at seven, 11 and 14, which is deeply unpopular. It also emerged today that the government is to fund the introduction of Montessori-style school teaching at a Manchester primary school.

Montessori schools put a child's sense of independence and decision-making over their education at the centre of their lessons. There's very little teaching from the front of the class, pupils are more likely to work in small groups or on their own. They learn practical skills, such as how to darn a sock, from an early age and a lot of the learning is based on movement and interaction with equipment, rather than reading from textbooks. Pupils are taught about culture and the world they live in from early on. Montessori teachers are often called "directresses" because they direct a child towards learning opportunities rather than teach them. It's much less structured than either the national curriculum or the Steiner system.
Topics

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How do they work? The Steiner school curriculum was designed by the Austrian Rudolph Steiner (1861-1925). Words such as holistic, spiritual and social are often used to describe how it differs from mainstream education, but in practice it's an extremely structured curriculum, designed to improve children's concentration and get them physically and emotionally ready to learn.

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Montessori education is the type of education where children feel free to explore on their knowledge and it helps children to explore. Montessori education also encourages children to understand and respect life forms systems.

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Rudolf Joseph Steiner was a philosopher, educationist and a social reformer from Austria.

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Sutha Montessori is a method of education that is based on self-directed activity, hands-on learning and collaborative play

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Sutha Montessori is a method of education that is based on self-directed activity, hands-on learning and collaborative play

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ozlem

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Recently, especially in light of new targets and expectations, schools have been accused of having narrow curriculums, choosing to focus on core subject development ( the subjects the school is judged on). Forest School offers an ideal opportunity to take a holistic view of the development of children and adults. Essentially, by holistic we mean the whole of an individual, focusing on how we develop every aspect not just one. e.g. just literacy.

Before we start looking at the whole child/adult we need to have a basic understanding of the different aspects that create the whole. The diagram below shows a summary of these different potentials that make up the whole. Click on the diagram for a printable version with more detail about each area of development.
Holistic Development in a Forest School Setting
A forest or woodland is ideal for holistic teaching as there are a huge variety of different activities that can be organised to develop all areas of an individual. As with learning theories, open ended activities will often allow learners to pick and choose which area they are developing and they may develop several areas at the same time. However, if a client is often doing the same time of learning you may wish to plan activities that expose learners to different areas of development. Below are a few examples:

Moving activities - moving through the woods, climbing trees, balancing on logs, moving items between locations.

Fine Motor Skills - building shelters, woodland craft, learning knots, building fires, using hand tools, cooking

Just experiencing the woodland environment can help develop physical senses.

Setting tasks that require perseverance and resilience through having another go. A prime example for this is lighting fires.

Enhance calmness through not pressuring time restraints.

Setting actives that give a sense of achievement when finished: fire lighting, building a shelter, woodland craft.

Working as part of a group.

Many woodland activities incorporate working as a group: shelter building, collecting fire wood, building woodland crafts.

Setting groups projects/challenges.

Intellectual:

Again working in groups: shelter building, collecting fire wood, building woodland crafts. Introduce an element of discussion to allow clients to talk about the task and the best way to complete it.

Creative activities: making art using the natural materials around them. Give them a specific objective for the art.

Encouraging reflection following an activity, discussing what we achieved and learnt.

Moral/Spiritual:

Playing different games and then allowing children to develop their own. Children will have to develop rules that are fair and just.

Respect and love for the woodland. Teach how to care and protect the woodland, considering the long term impact for future generations.

A chance for quiet meditation.

Below you will find a number of examples, where I have planned and delivered sessions that involve a number of the elements highlighted above:

Mini villages: I enjoy this activity and find it an excellent way to start a series of sessions. It provides an opportunity to address a number of elements related to holistic development. You can adapt the related the story to suite the group, leaning towards emotional, moral and spiritual elements. The building of the village helps develop physical, social and intellectual elements. The reflection element provides another opportunity for emotional, moral and spiritual elements.

Woodland Arrival: I have also found that allowing a group to set up camp on arrival can access a variety of this elements to holistic development. Independently the group can work as a team, divide activities, complete physical activities and review their performance at the end, allowing you to see holistic development at its best. You have to be careful with this activity if an alpha child becomes to over powering, you may wish to intervene and discuss leadership skills with this child.

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Recently, especially in light of new targets and expectations, schools have been accused of having narrow curriculums, choosing to focus on core subject development ( the subjects the school is judged on). Forest School offers an ideal opportunity to take a holistic view of the development of children and adults.

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Montessoi  is a child centered education  approach  based on scientifice observation  of children  from birth to adulthood.

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 Arnold Gessell was a paediatrician and founder of the Child Development Centre at Yale University. He is known for his work on children's physical development. Through his observations of babies and young children he developed the theory of physical development

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 Arnold Gessell was a paediatrician and founder of the Child Development Centre at Yale University. He is known for his work on children's physical development. Through his observations of babies and young children he developed the theory of physical development

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A brief introduction to holistic education. What is holistic education? What are the primary philosophies that distinguish it from traditional education? Who were the pioneers in holistic education? Ron Miller provides an introduction.

Contents: · holistic education · holistic education resources · links to holistic organizations and schools · how to cite this article

Throughout the 200-year history of public schooling, a widely scattered group of critics have pointed out that the education of young human beings should involve much more than simply molding them into future workers or citizens. The Swiss humanitarian Johann Pestalozzi, the American Transcendentalists, Thoreau, and Alcott, the founders of "progressive" education - Francis Parker and - and pioneers such as Maria Montessori and Rudolf Steiner, among others, all insisted that education should be understood as the art of cultivating the moral, emotional, physical, psychological and spiritual dimensions of the developing child. During the 1970s, an emerging body of literature in science, philosophy and cultural history provided an overarching concept to describe this way of understanding education - a perspective known as holism. A holistic way of thinking seeks to encompass and integrate multiple layers of meaning and experience rather than defining human possibilities narrowly. Every child is more than a future employee; every person's intelligence and abilities are far more complex than his or her scores on standardized tests.

Holistic education is based on the premise that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to spiritual values such as compassion and peace. Holistic education aims to call forth from people an intrinsic reverence for life and a passionate love of learning. This is done, not through an academic "curriculum" that condenses the world into instructional packages, but through direct engagement with the environment. Holistic education nurtures a sense of wonder. 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. There is no one best way to accomplish this goal, there are many paths of learning and the holistic educator values them all; what is appropriate for some children and adults, in some situations, in some historical and social contexts, may not be best for others. The art of holistic education lies in its responsiveness to the diverse learning styles and needs of evolving human beings.

This attitude toward teaching and learning inspires many home-schooling families as well as educators in public and alternative schools. While few public schools are entirely committed to holistic principles, many teachers try hard to put many of these ideas into practice. By fostering collaboration rather than competition in classrooms, teachers help young people feel connected. By using real-life experiences, current events, the dramatic arts and other lively sources of knowledge in place of textbook information, teachers can kindle the love of learning. By encouraging reflection and questioning rather than passive memorization of "facts," teachers keep alive the "flame of intelligence" that is so much more than abstract problem-solving skill. By accommodating differences and refusing to label children, for example, as "learning disabled" or "hyperactive," teachers bring out the unique gifts contained within each child's spirit.

A parent or educator interested in learning more about holistic education can read the books and journals in this emerging field that have appeared since the 1980s, as well as classic writings by , and Krishnamurti. It is also useful to become somewhat familiar with the more general holistic literature (for example work by Theodore Roszak, Fritjof Capra, Charlene Spretnak, Ken Wilber). The primary publication on holistic education is the journal Encounter: Education for Meaning and Social Justice, published by Holistic Education Press (P.O. Box 328, Brandon, VT 05733; ph. (800) 639-4122) which also lists several books on the subject. The Ontario Institute for Studies in Education Press, in Toronto, has published work by John P. Miller that provides a good introduction to holistic education; also hosts courses and conferences. There are separate bodies of literature on spirituality in education, eco-literacy, multiple intelligences, whole language, and cooperative learning that address more specific aspects of holistic education.

Holistic education resources

Here is a partial listing from 30 Great Books In Education ( http://www.great-ideas.org/30.htm) recommended for developing a clearer understanding of the scope and depth of holistic education.

Bowers, C. A. (1993). Education, Cultural Myths, and the Ecological Crisis Toward Deep Changes. Albany, NY: State University of New York Press. Two main concerns underlie the essays of C.A. Bowers: One, that we are, as a species, in real danger of destroying our life-sustaining ecosystems, and two, that the scope of this problem challenges the adequacy of the belief systems and ways of thinking of the "developed" world. Bowers takes on the most cherished assumptions of liberal humanism, modernism, and progressivism, with his critique of such taken-for-granted core beliefs as individualism, abstract rational thought, emancipation, progress, and the elaboration and extension of technology.

Cajete, Gregory (1994). Look to the Mountain: An Ecology of Indigenous Education. Kivaki Press. The purpose of education in tribal cultures is to connect people to their heritage and to their distinct place on earth. Cajete describes how this is achieved through "mythopoetic" rather than reductionistic teaching methods, including storytelling, sacred art, ritual, immersion in nature and simply through the daily involvement of young people in the life of the adult community. Education is not seen as a technical process to be managed by specialists but as a heroic journey, a challenging quest that each individual undertakes with the support and guidance of the community.

Clark, Edward, Jr. (1997). Designing and Implementing an Integrated Curriculum: A Student-Centered Approach. Brandon, VT: Psychology Press/Holistic Education Press. "Integrated curriculum" is more than the mere combination of subject areas, and more than another passing educational fad: By examining hidden assumptions about human potential, learning and intelligence, the nature of the universe, and the effectiveness of organizations, Clark demonstrates that the established educational structure is not equipped to cope with the major changes taking place in the world today. He calls for systemic restructuring.

Doll, William, Jr. (1993). A Post-Modern Perspective on Curriculum. New York, NY: Teachers College Press. Traces the origins of a conceptual revolution that is still very much in progress, a revolution that is moving curriculum theory from its "modernist" perspective (grounded in the mechanistic scientific worldview of the 17th, 18th, and 19th centuries) toward a "postmodern" paradigm characterized by ideas and metaphors from the new sciences of complexity, uncertainty, ambiguity, open systems, process, and transformations. Through his examination of the assumptions of contemporary educational policies and practices, Doll makes it clear that our educational ideas have not kept pace with other intellectual currents of the 20th century.

Edwards, Carolyn; Gandini, Lella and Forman, George (eds, 1993). The Hundred Languages of Children The Reggio Emilia Approach to Early Childhood Education. Norwood, NJ: Ablex Publishing Corporation. This collection of 18 essays and interviews is the first comprehensive study (in English) of the internationally acclaimed infant and early childhood programs of Reggio Emilia, Italy. In this book, twenty-six American and Italian educators - including Howard Gardner, Lillian Katz, and the visionary founder of the Reggio Emilia schools, Loris Malaguzzi - reflect in depth on the origins, philosophy, teaching methods, and policy implications of these delightful learning centers.

Krishnamurti, J. (1953). Education and the Significance of Life. New York, NY: Harper & Brothers Publisher. Krishnamurti (1895-1986) was a remarkable teacher, one of the few genuine sages of the twentieth century, and in Education and the Significance of Life he offers a perspective that is not only radical, but truly transformational. This is a penetrating critique of modern schooling based upon Krishnamurti's profound insight into the human mind and its conditioning by fear, prejudice, and ideology. Here, as in his numerous other lectures and writings, Krishnamurti explains that our reliance on dogmas, institutions, and authority figures prevents individuals from achieving the deep self-knowledge that leads to genuine wisdom. He argues that conventional forms of education "suffocate" the mind and heart by forcing young people to conform to adults' stale and incomplete understanding of the true meaning of life.

Marshak, David (1997). The Common Vision: Parenting and Educating for Wholeness. New York, NY: Peter Lang Publishing. This highly original study compares three philosopher/mystics of the early twentieth century, from different cultures and religious traditions, who described remarkably similar visions of child development. Marshak looks closely at the work of Rudolf Steiner (founder of Waldorf education), Sufi teacher Inayat Khan, and Sri Aurobindo, "one of the greatest thinkers of modern India," showing how each emphasized the emergence of spiritual energies during successive stages of growth. In contrast to the dominant empiricist thinking of the modern age, each of these sages insisted that human development is essentially "an unfoldment of inherent potentials"; the individual is seen as "an organismic whole who contains within herself her own innate wisdom and motive force," though this spiritual voice requires careful guidance and cultivation by loving, alert adults.

Martin, Jane Roland (1992). The Schoolhome Rethinking Schools for Changing Families. Cambridge, MA: Harvard University Press. As Martin surveys the decline of traditional family patterns, the exodus of both men and women from home to the world of work, the abandonment of children to the influence of television and the streets, and the epidemic of violence that touches the lives of millions of young people today, she reflects that it is time to recreate within schools the caring, nurturing, socializing functions historically performed at home. Martin emphasizes the crucial importance of domestic life in the social and moral development of human personality; she argues that what is learned at home in early life is far more "basic" than any academic learning, and charges that American culture has consistently repressed the domestic sphere in favor of the public world of politics and economic production. For a variety of cultural and societal reasons, most homes today cannot provide the care that healthy development requires, and Martin believes that one essential antidote to rising violence and social disintegration is to provide the "moral equivalent of home" in schools.

Miller, John (1996). The Holistic Curriculum. Toronto, Canada: OISE Press. Holistic education, as John P. Miller defines it in this seminal work, is essentially concerned with connections in human experience - connections between mind and body, between linear thinking and intuitive ways of knowing, between academic disciplines, between individual and community, and between the personal self and the transpersonal Self that all spiritual traditions believe to exist beyond the personal ego. The Holistic Curriculum concisely describes how holistic thinking integrates spiritual and scientific perspectives, drawing upon romantic, humanistic, and other radical alternatives to the atomistic worldview of the modern age.

Miller, Ron (1997). What Are Schools For? Holistic Education in American Culture, 3rd Edition. Brandon, VT: Holistic Education Press. Provides a concise account of the historical origins of American public schooling. Using a broad American Studies perspective that draws on research in social and intellectual history as well as a critical interpretation of educational theory, Miller identifies key cultural themes that have influenced the purpose, structure, and methods of modern educational institutions. He explains, for example, how the modern worldview associated with capitalism and scientific reductionism underlies conventional assumptions about schools, teaching, and learning. Miller then demonstrates that holistic education, grounded in a fundamentally different worldview, reflects very different assumptions about education and schooling.

Orr, David (1992). Ecological Literacy Education and the Transition to a Postmodern World. Albany, NY: State University of New York Press. Examines the tremendous historical shift from modern industrial culture to a global postindustrial culture, and the revolutionary implications this shift will have for our understanding of education. The modern age has been characterized by an obsession with technology, economic growth, and domination over nature, together with a persistent economic and military competition between nations. But the global ecological crisis is forcing us to question these primary cultural realities, and our task now is to begin to understand and adopt the concept of an ecologically sustainable culture.

Palmer, Parker (1993). To Know As We Are Known: Education as a Spiritual Journey. San Francisco, CA: Harper San Francisco. This is a classic essay by one of the outstanding educational thinkers of our time. Parker Palmer was a student of Robert Bellah (Habits of the Heart) and shares Bellah's deep concern for modern society's loss of community and shared, sustaining values. He is also a spiritual seeker who was affiliated for several years with the Quaker retreat center Pendle Hill. To Know as We are Known expresses these concerns in lyrical, heartfelt prose. Palmer examines the modern tendency to objectify knowledge in order to "divide and conquer creation" and demonstrates that this is a fundamentally alienating and violent way to conceive the world. He proposes, instead, that true knowledge involves a mutual relationship between person and world - a relationship which calls upon us as individuals, and as a culture, to approach our experience with humility, reverence, imagination, and feeling. Holistic knowing is deep self-knowlege that engages the person morally and spiritually with the life around oneself.

Please refer to http://www.great-ideas.org/30.htm for complete annotations of these and other great background resources on holistic education and related topics.

links to holistic organizations and schools
Organizations Supporting Various Aspects of Holistic Education: AERO: Alternative Education Resource Organization AllPIE: Alliance for Parental Involvement in Education Association of Waldorf Schools of North America Down to Earth Books Education in Search of Spirit EnCompass: Center for Natural Learning Rhythms
Folk Education Association of America (FEAA)
Great Ideas in Education Home Education Magazine John Dewey Project on Progressive Education Montessori Foundation
National Association for Core Curriculum (NACC; Kent, OH)

National Coalition of Alternative Community Schools (NCACS)

National Coalition of Education Activists (NCEA; Rhinebeck, NY)
Paths of Learning Rethinking Schools Schools Demonstrating Elements of Holistic Education:
The Community School (Camden, Maine, USA)

Liberty School (Blue Hill, Maine, USA)

Play Mountain Place (Los Angeles, California, USA)

Puget Sound Community School (Seattle, Washington, USA)

Venice Hill School (Vasalia, California, USA)

The Windsor House (North Vancouver, British Columbia, Canada)

This review was developed by the Paths of Learning Resource Center, at www.PathsOfLearning.net - designed to serve your holistic and learner-centered education resource and information needs.
As the founder of the journal Holistic Education Review (now entitled Encounter: Education for Meaning and Social Justice), Miller is among the best known and best informed interpreters of the holistic education movement.
Acknowledgement: Picture by Ry. Reproduced here under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0) licence. http://www.flickr.com/photos/drl/4008199/

How to cite this article: Miller, R. (2000). 'A brief introduction to holistic education', the encyclopaedia of informal education. [ http://infed.org/mobi/a-brief-introduction-to-holistic-education/. Retrieved: insert date].

© paths of learning / ron miller

First published March 2000.

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A brief introduction to holistic education

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Contents: · holistic education · holistic education resources · links to holistic organizations and schools · how to cite this article Throughout the 200-year history of public schooling, a widely scattered group of critics have pointed out that the education of young human beings should involve much more than simply molding them into future workers or citizens.

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Gesell emphasized that growth always progresses in a pattern through predictable stages or sequences.  Sequential development begins within the embryo and continues after birth.  While an individual progresses through these stages at his or her own pace, the sequence remains the same.

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Gesell emphasized that growth always progresses in a pattern through predictable stages or sequences.  Sequential development begins within the embryo and continues after birth.  While an individual progresses through these stages at his or her own pace, the sequence remains the same.

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Emine

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https://en.wikipedia.org/wiki/Montessori_education                                   Maria Montessori developed the method of education by scientifically observing children from birth to adulthood. How the Montessori learning method is different from other methods is a way of educating young children that seek to develop natural interests and activities rather than using the formal teaching methods. 

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https://en.wikipedia.org/wiki/Montessori_education                                   Maria Montessori developed the method of education by scientifically observing children from birth to adulthood. How the Montessori learning method is different from other methods is a way of educating young children that seek to develop natural interests and activities rather than using the formal teaching methods. 

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(Zahra)

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The schools are known for being playful and hippyish.

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The schools are known for being playful and hippyish.

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https://www.bbc.co.uk/news/education-28646118

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https://www.nurseryworld.co.uk/nursery-world/news/1084731/arnold-gessell

Arnold Gessell was a paediatrician and founder of the Child Development Centre at Yale University.  He is known for his work on children's physical development. Through his observations of babies and young children he developed the theory of physical development that has been used as the basis for subsequent work by other researchers. He also suggested that the maturation of the central nervous system underpinned development, with stimulation not necessarily having a significant role. This did lead to some paediatricians adopting a 'laissez-faire' attitude towards children with disabilities, which has been subsequently challenged

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https://www.nurseryworld.co.uk/nursery-world/news/1082864/montessori-approachhttps://www.nurseryworld.co.uk/nursery-world/news/1082864/montessori-approach. Ellie

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https://www.montessori.org.uk/about-us/what-is-montessori

https://montessori-nw.org/what-is-montessori-education/

Lorena

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Montessori

https://montessori-nw.org/what-is-montessori-education/https://montessori-nw.org/what-is-montessori-education/

https://www.montessori.org.uk/about-us/what-is-montessori

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https://www.early-education.org.uk/about-froebel

http://www.yellowdotnursery.co.uk/Friedrich_Froebel.cfm