Common Threads

I’ve noticed the common threads of observation, fostering independence, and environmental relevance among the theorists. Starting with observation, it seemed to me several of the theorists believed strongly in teaching and acting on what they observed. Mooney states on p. 22 that Montessori used observation to determine the needs of the children, on p. 33 that Montessori believed careful observation was key to determining what children were interested in and needed to learn, and on p. 31 that Montessori teachers are trained to “teach little and observe much”. On p. 7 we learn Dewey felt teachers much invest in observation, planning, organization and documentation. Vygotsky believed observation was necessary if we are to scaffold well for children and - if done carefully - should be considered as valid as test scores (p. 82). He also states we should observe children carefully and plan curriculum that encourages their emerging abilities. Clearly observation plays an essential role in thoughtful, intentional teaching.

Independence: There also seemed to be a shared belief that independence should be encouraged in children. Theorists Montessori, Dewey, and Piaget believed children should work on activities of their own interest and at their own pace. Erikson, Dewey and Montessori believed children should be able to access materials and equipment they need without having to ask permission or assistance. Dewey and Montessori believed children should have a say in planning their own curriculum, and Piaget believes children learn best when doing work for themselves and constructing their own meaning (p. 61). The early theorists seemed to agree, education should encourage experimentation and independent thinking (p. 4).

And, finally, the relevance of the environment. Many theorists believed various elements of the environment effect the learning process. Montessori believed preparation of the environment to be critical for optimum learning. She believed the environment includes not only the space the children use and the furnishings and materials within that space, but also the adults and the children who share it. Mooney states on p. 24 Montessori believed children learn language and other significant life skills, without conscious effort from the environments where they spend their time. Dewey believed we shape experiences through a well-planned environment. Montessori and Erikson believe setting up an environment where children can easily access well organized materials allows choices and invites creativity. And finally, Vygotsky believed the world we inhabit is shaped by families, communities, schools and other things in our environment, and we learn from the people and things in this environment every day.