| Curriculum | Role of the teacher | Role of the child | Unique characteristics |
| Montessori | Under this curriculum, the teacher’s role is that of an observer whose main objective is to have less intervention as the child develop. Through keen observation, the teacher continually remains alert to the direction taken by each child and works actively to assist him, or her succeed (Bullard, 2016). | Children at all Montessori education level are engaged actively by the teacher in the process of learning that promotes critical thinking. Lessons are precise and are intended to intrigue the child’s mind and encourage more practice. | The children learn from their discoveries and come up with conclusions. |
| High Scope | The curriculum encourages the teacher to stick to a routine for the students to predict what will follow next. The teacher is responsible for planning lessons, which assist the students to learn through practical experiences and activities (Bullard, 2016). | The role of the student in this curriculum is to engage in active learning. In that case, he or she learns to participate in practical activities (High Scope, 2018). | The activities are planned based on the student’s interest |
| Reggio Emilia | The teacher’s role under this approach is to serve as a caretaker, rather than as a leader. Here, a teacher has a constructionist view when teaching children at school. In that manner, the teacher does not engage in spoon feeding knowledge to the children; rather, he or she assists children for them to create their knowledge (The Reggio Emilia Approach, 2018). | Under this approach to teaching, the role of the student is as equally imperative as that of the teacher when making decisions concerning the direction they wish to learn. The interests of the student are encouraged, and they are offered materials to dig into such direction deeply. | Under this learning environment, children having special needs receive treatment as equals |
| Waldorf | The roles of the teacher are to explore new topics and permit themselves to be guided by the students’ exploration (Bullard, 2016). | The students play their role on their own and utilize their creativity and imagination (Waldorf Method, 2017). | This a unique educational strategy that focuses on creating all-rounded students via a wide curriculum that includes academics, physical education, music and art, and social and emotional education. |
| Tools of the Mind | The teacher uses play as the primary teaching tool that focuses on offering children the mental tools they require to develop self-regulation and academic skills (Bullard, 2016). | The students take part in make-believe, and role-playing is specific scenarios (Lee, 2018) | The approach helps in teaching cognitive social-emotions self-regulation skills while at the same time maintaining to develop the child's academic abilities. |
References
Bullard, J. (2016). Creating Environments for Learning: Birth to Age Eight . New York, NY: Pearson Education.
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High Scope: Role of Students/Teachers. (2018). Retrieved from https://sites.google.com/site/highscopeleahs/role-of-students-teachers
Lee, S. (2018). Tools of the Mind Preschool Curriculum. Retrieved from https://www.figur8.net/2014/03/19/early-childhood-education-tools-of-the-mind-program-for-developing-executive-function-in-preschool/
The Reggio Emilia Approach. (2018). Sites Google . Retrieved from https://sites.google.com/site/reggioemiliainfo2012/home/loris-malaguzzi
Waldorf Method of Teaching. (2017). Retrieved from http://www.teach-nology.com/teachers/methods/waldorf/
