The hands-on experience builds a foundation for the abstract concepts of books and results in deep understanding rooted in the body. This is the foundation for heart-based intelligence.
Children can naturally develop skills, such as fine and gross motor, sensorial and academic skills, logical, visual, and kinesthetic thinking.
Children can make use of their natural capacity to focus all energies on one activity in the present moment, and master the preschool and elementary curriculum with ease.
See here an example of an academic hands-on learning environment:
Most child-centered educators developed hands-on learning materials, knowing very well that children are learning by doing. New Learning Culture is promoting selected materials and teaching skills from Maria Montessori, Friedrich Froebel, the ReggioEmilia approach, Boris and Lena Nikitin, Rudolf Steiner/Waldorf, Célestin Freinet, Elfriede Hengstenberg, Eduard Seguin, Rebeca and Mauricio Wild, Anne Beate Huber, Claus-Dieter Kaul.
Children can experientially and playfully learn all skills and knowledge of the preschool and elementary curriculum.
Topics, usually taught only on paper, can be introduced with materials: Addition, Subtraction, Multiplication, Times-tables, Division, Fractions, Decimals, Percentages, Money, Geometry, Square-roots, Basic Algebra ect. ect.
Also language and grammar skills, science, history, astronomy and so forth.
Materials are available for each developmental stage. Some materials are interesting for children of all ages. For example, a square root board can be used for square root equations, and also to make beautiful mandalas.
Many materials can be made at home with art supplies and "trash material" like egg boxes. Check the DIY-links.
When the hands-on materials are provided in a self-directed learning environment with boundaries, children can learn while remaining connected to their inner learnig guidance.
Note: I list these links because I like them. I don't get paid.
Montessori materials are developed for kindergarten, elementary and high school ages. They are basically divided into practical life, sensorial language, mathematics, biology, and geography materials.
Froebel materials, the gifts 1-9 and occupations are developed for kindergarten ages, however can be provided for elementary grades, too.
They train spatial and architectural thinking. Frank Lloyd Wright loved them! They clarify the concepts of two and three dimensions, building, constructing, structuring, recognizing and creating meaningful patterns.
They can be used in three different ways:
- Forms of Life (to tell/hear stories in connection with the child's life),
- Forms of Knowledge (to learn specific math, geometry or language skills)
- Forms of Beauty (to explore symmetric patterns, such as mandalas, and assymmetrical patterns)
• Materials: www.froebelusa.com
(Scott Bultman's company, Author of "The Paradise of Childhood: Froebel Quotes")
Boris and Lena Nikitin
The Russian parents Boris and Lena Nikitin raised their seven children in the 1960s believing firmly in the natural ability to learn and adjust to environments.
They transformed their home into play and learning environments and developed highly intelligent learning materials which are being used in European alternative schools. I haven't found them for purchase in the U.S. yet.
The ReggioEmilia approach
The Reggio Emila approach originated for kindergarten in Northern Italy after WWII. Today a few alternative schools are continuing this approach for elemenatry children.
To summarize, reggio Emilia is based on the following:
- Raising awareness for community through participation in the village/town events, and providing a community space and art gallery at the school
- Developing the child's "One-Hundred Languages" (a famous poem by founder Loris Malaguzzi) through art, in fact the children are provided with an elaborate art studio that allows also self-directed learning.
- "Look at the child" is a descriptive term for teachers getting inspired by the child's world and imagination, and allowing an emerging curriculum through co-creation with the child
- High awareness of "the environment being a third teacher", next to the child, and the teacher.