Early Childhood Development Assignment Report

Running head: EARLY CHILDHOOD
Early Childhood
Name of the Student
Name of the University
Author’s Note

Question 1
Montessori theory is the approach or strategy for learning, which is developed by Maria
Montessori, and the main principles of this theory are Observation, Absorbent Mind,
Independence, Following the Child, Prepared Environment and Correcting the Child. The
foundation principles, concept and approach are applied over all ages (Lillard et al., 2017).
Followings are the beliefs and goals, which Maria Montessori held for educating the children.
Theory Principles of Montessori
 Observation: Observation the child is very easy for the parents to do. Spending time for
watching the children in the play school is very much important for the teachers. This is
the simple method to learn about the children and child development hypotheses have
been established (Rathunde & Csikszentmihalyi, 2014). Without preconceived ideas, she
found what helped the children develop resources they wanted and were involved in.
Observation is also how parents are able to learn about the needs of the child.
 Absorbent Mind: Montessori discovered how, without someone teaching them,
the children learnt the language. This prompted her absorbing mind idea. Kids under
three years of age do not need lessons to learn, they only comprehend everything in the
world by seeing it and being part of it.
 Independence: In the classrooms, making the child independent and being able to do
things is always the aim of the Montessori education (Lillard, 2013). This is done by
giving the opportunities to kids. Opportunities for traveling, dressing up, deciding what to
do, and managing the activities of parents.
 Following the Child: Follow the child, it is showed what they should to do, what they
require for developing in themselves, and where they require for being challenged.

Follow them in what they should do from what it is observed from the children's actions
(Montessori, 2013). The children should be provided the chance to ascend in a safe way
if they want to climb.
 Prepared Environment: The first duty of the teacher is to watch over most of the
environment, which predominates over everything else. Its power is subtle, but if it's not
handled properly, there will be no significant and lasting effects of any kind,
physiological, mental or religious. Learning from parents is the bond for a child
(Montessori, 2013). Rooms are child-sized with success-oriented tasks that require
freedom of movement and selection. For the child to discover openly, the atmosphere has
to be healthy. For the kids, the setting must be ready and lovely, so it encourages them to
work.
 Correcting the Child: Kids will make errors. They can spill something, unintentionally
drop food, and so on. Throughout cases like these, no need to lift the voice. Then, gently
consider the mistake (Lillard, 2013). This is a chance to ask the kid to do some legitimate
practical work. It should be remembered that the kids enjoy cleaning up as they see it as
adults do. There is no need for pointing out plainly the error of a kid; there is a way
for making them know it.
Question 2
Jean Piaget was one of the most prominent psychology investigators of the 20th century.
He trained in the fields of philosophy and biology and was a conventional epistemologist (Brown
& Desforges, 2013). He had keen interest to know that how children progressed in the analysis of
learning via their growth. The hypothesis was based on the idea of mental constructs being
developed by the developing child. Through his infant experience, Piaget realized that
innovations were being generated by boys. Children were not restricted to parents or teachers