Comparison of the Japanese Preschool Model and the Montessori Philosophy

The Montessori teaching methodology and the Japanese preschool model

The Montessori teaching methodology and the Japanese preschool model both offer an innovative approach to the classroom setting. These approaches place more weight on values that benefit children throughout their lives, such as personal development and positive classroom interactions, than they do on a child’s academic accomplishments.

Maria Montessori and her teaching methodology

Maria Montessori based her theories on the assumption that a young child can access their innate drive to learn without being subjected to external pressure to do well (Lillard, 2013). She developed a model which involves a functional classroom with a variety of programs the children can take part in to develop their skills. The classroom had specially designed materials that the children repeatedly worked on until they attained mastery. Montessori did not believe in forcing a child to learn something that did not interest them because it would lead to frustration. She believed in letting the child guide the teacher through their natural interests and tendencies. Montessori also included practical life skills in her classroom to train the child to become independent. The model class had stations with frames for things such as buttoning a shirt and tying shoe laces which are essential in any child’s life. All these helped in developing independence and self-confidence. Montessori also catered for intellectual development in her model. As a child repeated tasks in the classroom, their intellectual capacity increased and they moved on to more challenging tasks. For example, the use of sandpaper letters to familiarize with the outline of letters before going on to write them. This approach helps the child to fully understand what they are doing not just because the teacher said so.

The Japanese preschool model and its emphasis on free play

The Japanese preschool model, on the other hand, is built around free play. The preschool teachers believe that free play gives the child an opportunity to develop intellectually through interactions with their classmates and their environment (Lewis, 1995). The children spend half of their day in continuous play either in the classrooms or outdoors. Like in the Montessori model, the children are free to take part in any activity they desire either on their own or with each other. Free play helps to grow the bond between classmates and also increase their social behavior. The preschool model promotes cooperation rather than working alone or competition. As the children play, they work on projects that they initiate together, and this not only counts as fun, it also appeals to their creative side. There is no mastery of skills as witnessed in the Montessori model. The children just explore their environment and come up with things to do in the process. The teachers are actively involved in stimulating ideas in the minds of the children as they play, unlike the Montessori model where the child leads and the teachers do not interrupt. The Japanese teachers can step in at any time to challenge the children as they take part in their projects. This act offers more ideas and improves their overall experience. The teachers also hold meetings with the children and help them to solve incidents that they encounter during the day. These discussions remind the children that they are responsible for solving their problems when they arise. It also helps to cultivate the right attitudes with each other.

Reflection of important values in Italian and Japanese society

How does the preschool in Japan and Montessori’s ideas from the early 1900s reflect important values in Japanese and Italian society?

Importance of independence and responsibility in Italian society

From Montessori’s ideas, it is easy to see that independence and responsibility were important values in Italian society. The child was trained on practical life skills so that he or she can do simple things without the help of adults. From the training in the school, they were able to help out at home through doing chores such as sweeping or washing the dishes. Children were supposed to help their parents, and the Montessori Method contributed to achieving that. The children also learned the value of being responsible and self-confident.

Integration and creativity in Japanese society

The Japanese preschool model highlights the need for proper integration in a community through cooperation. The children learn tolerance during their playtime. As they interact and work on projects, they create friendships and break down trust barriers that may hinder a productive life. They also get to have a sense of right and wrong which is essential in Japanese culture. They can point out other children who are being selfish or unfair and come up with ways to solve these problems. The child at fault is helped to become a better, responsible member of the community. The model fosters creativity which is of significance in Japanese society. The children are free to play with things in their environment and, in the process, come up with ways to make their playtime more enjoyable through innovation. This value is essential throughout life because it enables them to see things differently and have the ability to tackle them.

References

Lewis, C. C. (1995). Educating hearts and minds: Reflections on Japanese preschool and elementary education. Cambridge: Cambridge University Press.

Lillard, A. S. (2013). Playful learning and Montessori education. American journal of play, 5(2), 157-186.