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Various preschool education programs are being implemented at the international level. These programs aim to raise self-confident, curious, creative, imaginative children, who respect themselves and others around them, can perceive problems and try to come up with alternative solutions to these problems. The purpose of this study is to make a comparative analysis of educational approaches of Montessori, Waldorf, and Reggio Emilia by reviewing their histories, philosophies, learning environments, teaching materials, roles of teachers and students in the learning process and by discussing science curricula, assessment processes and relationships between learners and teachers. Montessori approach is based on the theory that children can learn spontaneously in their own developmental process. It allows children to understand the order of the nature, to investigate, experiment, and make errors, and to correct their own mistakes. Waldorf approach aims to enable children learn about life and be an active member of society, by emphasizing the improvement of children’s motivation and development of their cognitive and affective skills. Reggio Emilia approach allows children to make new discoveries through real life experiences. All three approaches are student centered and they allow children discover themselves and their environments. Evaluation of these programs regarding their perspectives on teaching science and nature, in theory and implementation, is also in the scope of this study.