Sean Fitzgerald
FIT18000750
Unit 12 Task 2
D2: Dr Maria Montessori was an Italian physician and anthropologist who devoted her life to
understanding how children develop socially, intellectually, physically, and spiritually. Montessori
believed that pretend play was not as important as doing and creating real things when children are
learning. She felt that children learn and absorb information from the environment around them and
that it is important to give them real experiences through learning specific skills. Montessori’s method of
teaching is based on self-directed activity, hands on learning and collaborative play. In a Montessori
classroom children are encouraged to make creative choices in their learning while the classroom and
the highly trained teacher offer age appropriate activities to guide the process. Montessori has five
principles respect for the child, the absorbent mind, sensitive periods, the prepared environment, and
auto education. Susan Isaacs was one of the first promoters of a nursery education for young children
and cited that learning through play as one of the best ways to learn and one of the best ways to
promote a child’s independence as it gave children the freedom to think and move in and out reality.
Susan Isaacs always believed that giving the children independence was extremely important and that
the children’s play was a form of self-expression that enables them both to release their real feelings
safely and to rehearse ways of dealing with range of emotions. Friedrich Froebel was the first theorist to
write about the importance of play in learning and development, Froebel designed a range of play
equipment and movement games through which the children learn by doing. “Many international
theorists have written about early learning, and there are a number of different perspectives on the way
in which children learn.” (Meggitt and Bruce, 2015)
C1, B1 and B2: Cathy Nutbrown has carried out work in a number of different areas primarily on early
childhood literacy and has focused on the rising early achievement in literacy (REAL). Nutbrown
undertook a review of early years qualifications and EYP skills for the government in 2012 she
recommended the importance of having higher level qualifications for these that work in the settings
with all qualified to at least level 3, they must also have at least level 2 in their maths and literacy and
only settings that have been rated by Ofsted as good or outstanding should be able to have students on
placement and all tutors should have regular CPD and contact with early years settings. “The biggest
influence on the quality of early education and care is its workforce.” (Nutbrown Review, 2012). This
approach means that as the practitioners that work in the setting hold a level 3 qualification they are
well educated and have a good understanding and knowledge of the EYFS and all the areas within the
EYFS such as the best ways of making sure that the children’s development is supported and cared for,
as well as being well educated and good knowledge base practitioners that are at a high level can help
to teach others coming into the profession and support these that are learning in gaining the critical
skills and knowledge to how best support the children in their learning and development, the
practitioners can always provide key information in how we can provide the best care and education for
the children through practical experience such as planning activities and using the EYFS to find ways of
how we can support the children’s holistic development, such as finding the best way to support the
children’s mathematical development in line with the EYFS. “Adults have a crucial role in stimulating and
supporting children to reach beyond their current limits, inspiring their learning and supporting their
development.” (The National Strategies, 2011). Chris Athey was a British teacher who worked at the
school linked to the Froebel Educational Institute in Roehampton. Her theories are based on schemas
similar to Piaget as she believed that children go through a range of stages when learning and need to
have a wide range of experiences to support this. Athey built upon Piaget’s theory stating that schemas
FIT18000750
Unit 12 Task 2
D2: Dr Maria Montessori was an Italian physician and anthropologist who devoted her life to
understanding how children develop socially, intellectually, physically, and spiritually. Montessori
believed that pretend play was not as important as doing and creating real things when children are
learning. She felt that children learn and absorb information from the environment around them and
that it is important to give them real experiences through learning specific skills. Montessori’s method of
teaching is based on self-directed activity, hands on learning and collaborative play. In a Montessori
classroom children are encouraged to make creative choices in their learning while the classroom and
the highly trained teacher offer age appropriate activities to guide the process. Montessori has five
principles respect for the child, the absorbent mind, sensitive periods, the prepared environment, and
auto education. Susan Isaacs was one of the first promoters of a nursery education for young children
and cited that learning through play as one of the best ways to learn and one of the best ways to
promote a child’s independence as it gave children the freedom to think and move in and out reality.
Susan Isaacs always believed that giving the children independence was extremely important and that
the children’s play was a form of self-expression that enables them both to release their real feelings
safely and to rehearse ways of dealing with range of emotions. Friedrich Froebel was the first theorist to
write about the importance of play in learning and development, Froebel designed a range of play
equipment and movement games through which the children learn by doing. “Many international
theorists have written about early learning, and there are a number of different perspectives on the way
in which children learn.” (Meggitt and Bruce, 2015)
C1, B1 and B2: Cathy Nutbrown has carried out work in a number of different areas primarily on early
childhood literacy and has focused on the rising early achievement in literacy (REAL). Nutbrown
undertook a review of early years qualifications and EYP skills for the government in 2012 she
recommended the importance of having higher level qualifications for these that work in the settings
with all qualified to at least level 3, they must also have at least level 2 in their maths and literacy and
only settings that have been rated by Ofsted as good or outstanding should be able to have students on
placement and all tutors should have regular CPD and contact with early years settings. “The biggest
influence on the quality of early education and care is its workforce.” (Nutbrown Review, 2012). This
approach means that as the practitioners that work in the setting hold a level 3 qualification they are
well educated and have a good understanding and knowledge of the EYFS and all the areas within the
EYFS such as the best ways of making sure that the children’s development is supported and cared for,
as well as being well educated and good knowledge base practitioners that are at a high level can help
to teach others coming into the profession and support these that are learning in gaining the critical
skills and knowledge to how best support the children in their learning and development, the
practitioners can always provide key information in how we can provide the best care and education for
the children through practical experience such as planning activities and using the EYFS to find ways of
how we can support the children’s holistic development, such as finding the best way to support the
children’s mathematical development in line with the EYFS. “Adults have a crucial role in stimulating and
supporting children to reach beyond their current limits, inspiring their learning and supporting their
development.” (The National Strategies, 2011). Chris Athey was a British teacher who worked at the
school linked to the Froebel Educational Institute in Roehampton. Her theories are based on schemas
similar to Piaget as she believed that children go through a range of stages when learning and need to
have a wide range of experiences to support this. Athey built upon Piaget’s theory stating that schemas
