Curriculum Approaches

Montessori and Reggio Emilia are progressive approaches to early childhood education that appear to be growing in New Zealand and have many points in common. In each approach, children are viewed as active authors of their own development, strongly influenced by natural, dynamic, self-righting forces within themselves, opening the way towards growth and learning. Teachers depend on carefully prepared, aesthetically pleasing environments that serve as a pedagogical tool and provide strong messages about the curriculum and about respect for children. Partnering with parents is highly valued in both these approaches and children are evaluated by means other than traditional tests and grades. This essay will discuss the features of Reggio Emilia and Montessori curriculum approaches in Early Childhood Education in terms to fit with principles, strands and philosophy of Te Whariki and my personal teaching philosophy and practice.

The Reggio Emilia curriculum approach was originated in North Central Italy in 1945, after the Second World War. One of the aims of the Reggio Emilia approach in New Zealand is to ensure that their educational philosophy is developed in a way that sits within the cultural context of Aotearoa New Zealand. The pedagogy of Reggio Emilia and Te Whariki is based on values and relationships which considers the emotional, spiritual and intellectual learning (Edwards, Gandini & Forman, 1998). Te Whariki is the national curriculum for the early childhood education sector in New Zealand. Te Whariki is a powerful and empowering curriculum document which has potential to enhance the quality of experiences for all children in early childhood education through their learning and development (Launder,b 2003). The main features of Te Whariki are the four principles (Empowerment, Holistic Development, Family and Community and Relationships), the five strands are (Wellbeing, Belonging, Contribution, Communication and Exploration) and their goals as well as

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