The hands-on experience builds a foundation for the abstract concepts
of books and results in deep understanding rooted in the body. This
is the foundation for heart-based intelligence.
Children can naturally develop skills, such as fine and gross motor,
sensorial and academic skills, logical, visual, and kinesthetic
thinking.
Children can make use of their natural capacity to focus all energies
on one activity in the present moment, and master the preschool
and elementary curriculum with ease.
See here an example of an academic hands-on learning environment:
Most child-centered educators developed hands-on learning materials,
knowing very well that children are learning by doing. New Learning Culture is promoting selected materials
and teaching skills from Maria Montessori, Friedrich Froebel, the ReggioEmilia
approach, Boris and Lena Nikitin, Rudolf Steiner/Waldorf, Célestin
Freinet, Elfriede Hengstenberg, Eduard Seguin, Rebeca and Mauricio
Wild, Anne Beate Huber, Claus-Dieter Kaul.
Children can experientially and playfully learn all skills and knowledge
of the preschool and elementary curriculum.
Topics, usually taught only on paper, can be introduced with materials:
Addition, Subtraction, Multiplication, Times-tables, Division, Fractions,
Decimals, Percentages, Money, Geometry, Square-roots, Basic Algebra
ect. ect.
Also language and grammar skills, science, history, astronomy and so
forth.
Materials are available for each developmental stage. Some
materials are interesting for children of all ages. For example,
a square root board can be used for square root equations, and
also to make beautiful mandalas.
Many materials can be made
at home with art supplies and "trash material" like egg boxes. Check
the DIY-links.
When the hands-on materials are provided in
a self-directed learning environment with boundaries, children can
learn while remaining connected to their inner learnig guidance.
LINKS
Note: I list these links because I like them.
I don't get paid.
Maria Montessori
Montessori materials are developed for kindergarten, elementary
and high school ages. They are basically divided into practical life,
sensorial language, mathematics, biology, and geography materials.
Friedrich Froebel
Froebel materials, the gifts 1-9 and occupations are developed
for kindergarten ages, however can be provided for elementary grades,
too.
They train spatial and architectural thinking. Frank Lloyd Wright
loved them! They clarify the concepts of two and three dimensions,
building, constructing, structuring, recognizing and creating meaningful
patterns.
They can be used in three different ways:
-
Forms of Life (to tell/hear stories
in connection with the child's life),
-
Forms of Knowledge (to learn
specific math, geometry or language skills)
- Forms of Beauty
(to explore symmetric patterns, such as mandalas, and assymmetrical
patterns)
• Materials: www.froebelusa.com
(Scott
Bultman's company, Author of "The Paradise of Childhood: Froebel Quotes")
Boris and Lena Nikitin
The Russian parents Boris and Lena Nikitin raised their five children
in the 1960s believing firmly in the natural ability to learn and
adjust to environments.
They transformed their home into play and
learning environments and developed highly intelligent learning materials
which are being used in European alternative schools. I haven't found
them for purchase in the U.S. yet.
The ReggioEmilia approach The
Reggio Emila approach originated for kindergarten in Northern Italy
after WWII. Today a few alternative schools are continuing this
approach for elemenatry children.
To summarize, reggio Emilia is based on the following:
- Raising
awareness for community through participation in the village/town
events, and providing a community space and art gallery at the school
-
Developing the child's "One-Hundred Languages" (a famous
poem by founder Loris Malaguzzi) through art, in fact the children
are provided with an elaborate art studio that allows also self-directed
learning.
-
"Look at the child" is a descriptive term for teachers getting
inspired by the child's world and imagination, and allowing an emerging
curriculum through co-creation with the child
- High awareness of "the environment being a third teacher", next
to the child, and the teacher.
