A Hybrid Educational Approach in Early Years

There are a number of established educational approaches in the early years sector and, even though there are many differences between them, they all share the same simple goal: to help every child fulfil his or her potential.

The main differences between these approaches lie in the fact that they use different methodologies, all of which are recognised by Ofsted and form part of the Early Years Foundation Stage framework. The Montessori approach, for instance, puts at its centre a child’s independence in learning and development, while the Reggio Emilia approach focuses on how the environment can act as a ‘third teacher’.

In this post we will navigate through the core approaches and explain, in simple terms, how we combine their best elements into a unique hybrid approach which is followed here at Alphablocks Nursery School & Pre-Prep, a boutique nursery in the heart of Hadley Wood village, serving the local communities of Barnet, Enfield and parts of Hertfordshire.

Reggio Emilia Nurseries

Nurseries who follow the Reggio Emilia approach place a strong emphasis on the role of the environment in early learning, and its potential as a ‘third teacher’. We adapt the following key elements from this approach:

  • We create unique learning spaces for our children. Our classroom is enriched with natural plants, plenty of natural light, natural handmade resources, cosy corners and a creative workshop area.
  • An education based on relationships: a strong network of relationships is established between the children, parents and teachers of Reggio settings in order to promote continuous communication between them. 
  • This, in turn, ensures a consistent approach between school and home. Apart from face-to-face meetings and e-mail, we communicate through an online app, which is tailor made for monitoring early learning and discussing children’s development.
  • Working on long term projects: Learning projects in Reggio settings provide research opportunities for young children to help them build problem-solving skills, become inquisitive learners and develop critical thinking. 
  • Creativity and expressive arts: Children express their thinking through their creations. We get to know our children and understand what they think so we can built upon their learning. For this reason children are given opportunities to make up stories, draw and paint, dance, pretend they are firemen or women, kings or queens, scientists, footballers and shop keepers.

 

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Montessori Nurseries

A Montessori Nursery puts children and their interpretation of the world at its centre. From this approach we adapt the following elements:

  • An adult-planned and arranged environment: not only are Montessori classrooms well-planned but they also are aesthetically pleasing, warm and inviting. Children learn how to respect the environment and teachers ensure that the environment is calming and does not over-stimulate the child. Striking colours or busy patterns, clutter and mess are avoided. The overall layout, presentation and arrangements of learning materials is central to the learning process of a child.
  • Fostering children’s independence: Children learn how to be independent through real-life experiences, not artificial teaching situations. We offer children opportunities to practice skills like spooning and pouring, stirring, whisking and grating, cutting and threading, gardening and numerous other skills. Children are taught self-care skills, such as opening and closing doors, carrying trays and chairs, washing and drying hands, and caring for books.
  • The wide curriculum:  over time, and when the situation is right for each child, we teach children by letting them experience mathematics, geometry, language, sensorial exploration, painting and sculpting, geography, botany, learning about different cultures. We have high expectations for our children and encourage them to learn about all these different things, at their own pace.

 

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Forest School Nurseries

A nursery which follows the Forest School approach has to hold high expectations about children’s skills and development. From this approach, we adapt:

  • The interaction with the natural world: Woodland environments provide children with space for exploration and a real sense of discovery. Children learn about nature and physical or biological phenomena, such as the stages of a butterfly’s life. They develop physical skills and learn how to work together as a team. Here at Alphablocks Nursery School & Pre-Prep we have the benefit of being surrounded by tall trees and some greenery on site, and also Trent Park – with its Animal Rescue Centre – is at very close proximity.
  • The learner-centre approach: By participating in engaging, motivating and stage appropriate tasks and activities in a woodland environment, children develop strong emotional and social skills. Our mission at Alphablocks Nursery School & Pre-Prep is to develop confident and resilient children that enjoy the process of learning.

 

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High Scope Nurseries

Nurseries that follow the High Scope approach put emphasis on ensuring that children achieve their potential with the help of reflective teachers. From this approach we adapt:

  • The importance of evaluation and reflection: Our children and teachers initiate plans for projects or activities and work together to implement them. Crucially, they discuss and reflect upon the entire process, what went well and what could have been done better.
  • The importance of active learning: Learning in early years is not an abstract process wherein a teacher gives instruction to a child. Children learn by actively engaging with the environment and resources around them, ideas and thoughts that they become exposed to. By manipulating  the resources, children learn about their properties, for example, that water is transparent and how it runs through their fingers and cannot be contained, how certain materials float in water while others sink, and how one can make mud when adding earth to water.
  • In effect, our teachers make learning a very concrete experience. They are there to talk to children about what they are learning and to encourage them to develop their ideas, problem solving and critical thinking. Rather than teaching them in a top-down approach, they teach them how to learn by themselves.