What is the Best Approach to Early Childhood Learning?
Three well-known European approaches to early learning include Montessori, Waldorf, and Reggio Emilia.
All three approaches view children as active authors of their own development, strongly influenced by natural, dynamic, self-righting forces within themselves, opening the way toward growth and learning.
… Underlying the three approaches are variant views of the nature of young children’s needs, interests, and modes of learning that lead to contrasts in the ways that teachers interact with children in the classroom, frame and structure learning experiences for children, and follow the children through observation/documentation.. __ Three European Approaches to Early Learning
The three approaches generally developed long before modern educational theory, pictured in the graphic below. As such, they are useful for their relatively pristine approaches, unpolluted by modern social science jargon.
Contemporary designers of approaches to early childhood education generally draw from some academic theory — such as those illustrated in the graphic above. This “sanctification” of early childhood curricula is unfortunate — not necessarily for what it includes, but for what it leaves out.
Consider Friedrich Frobel and the original “Kindergarten” concept:
Friedrich Fröbel’s great insight was to recognise the importance of the activity of the child in learning. He introduced the concept of “free work” (Freiarbeit) into pedagogy and established the “game” as the typical form that life took in childhood, and also the game’s educational worth. Activities in the first kindergarten included singing, dancing, gardening and self-directed play with the Froebel Gifts. Fröbel intended, with his Mutter- und Koselieder – a songbook that he published – to introduce the young child into the adult world. __ Wikipedia Friedrich Frobel
Frobel’s goal was to assist the early unfolding and development of the parts of the child’s mind that are necessary for further independent development. Contrast that pre-Prussian approach, with today’s fashion of indoctrination that pervades modern educational institutions from K – 12 thru university.
Or consider Edward de Bono and his approaches to creative thinking. Because “lateral thinking” and other creative thinking approaches encourage independent, divergent thinking, they are avoided by the dominant educational cultists of today, for fear that too much independence and creativity might lead to a loss of control by those in charge.
Those and other approaches to learning theory can be found at this website. But you will not find the ideas of John David Garcia or Arthur Robinson in conventional listings.
Modern education is all about conformity to groupthink and preparing children to sing in echo choirs, in unison. Modern parolees from official systems of incarcerated education are too often already under a lifetime’s burden of school loan debt, but at the same time suffering from an academic lobotomy and permanent lifelong adolescent incompetence, that makes ultimate freedom almost impossible.
Established orders and power hierarchies have little to fear from these zombie-drones, living in parental basements, their expectations squashed by the very system that was meant to empower them.
When children are very young, the possibilities seem endless. But the moment the parent hands control of the child’s mind to institutions whose only loyalty is to their own existence and enlargement, the child’s potential begins to shut down and collapse.
Dangerous Children master the abilities to live independently — financially, cognitively, emotionally, socially, educationally, and in many other ways — by the age of 18. That is how it should be, but not how it usually is, for most youth.
How Do You Get from Conventional Lifelong Incompetence to the Dangerous Child Who is in Control of His Future?
By beginning at the beginning, and not diverging from the exciting and unpredictable course in front of you.
The Dangerous Child Method takes the useful parts of the hard-earned experiential insights of Montessori, Steiner, Vygotsky, Doman, Piaget, etc., and combines them with the fundamentals of Garcia’s early curriculum, and Robinson’s hard-nosed approach to self-teaching and “mental junk food avoidance.”
A Dangerous Child follows a path that he sets for himself, but he builds his own path upon a foundation laid by many others, using tools chosen from what is provided by caregivers, coaches, mentors, and guides.
Conventional thinking in this area will only destroy a child’s potential, and make him into another statistic.
You may ask, “What can one child do?” And of course, it all depends upon the child. What could one Einstein do, or one Edison? What could one Leonardo, one Newton, or one Archimedes do? Mozart, Galileo, Darwin, Leibniz? More
More important than those individuals mentioned above, are the thousands who took their ideas and turned them into sciences, technologies, and advanced societies and civilisations.
You may think that all of that is in the past. In that, you would be mistaken. It is in the future. Choices you make now can help determine how that future unfolds.
Much more on this topic later.