Okul öncesi öğretmen adaylarının Montessori ve Reggio Emilia yaklaşımları ile ilgili görüşleri

Abstract

This study aims to describe views of pre-service preschool teachers about Montessori and Reggio Emilia Approaches. Participants of the study were 30 pre-service preschool teachers who attended “Modern Approaches to Early Childhood Education” course. Data of the study was collected through reflection papers written by participants. At the end of data analysis process, three main themes were determined for each approach: positive aspects, negative aspects and applicability in Turkey. According to findings, the pre-service teachers have stated that use of Montessori materials and real life materials, promoting children’s self-discipline skills, child-centeredness and keeping classroom in order were positive aspects of Montessori approach; however, the increased responsibility of the teachers, limited group activities and use of real life materials were the negative aspects of the approach. In addition, according to half of the pre-service teachers, the Montessori Method was not available; and the other half has stated that use of this method was too hard but not impossible. The cooperation with parents, supporting creativity of children, using documentation technique for assessment and child-centeredness were mentioned as positive aspects of the Reggio Emilia Approach. On the other hand, focusing on art and creativity, and using emergent curriculum were emphasized as negative aspects. Lastly, all pre-service preschool teachers have agreed that the Reggio Emilia Approach could not be used in Turkey.