| Marazon Systems |
| Gifted and Called |
There are four simple steps that professionals must follow in order to successfully implement Marazon. These are PLAN,
ENVIRONMENT, ASSESSMENT, and PARTNERSHIP. By following these four steps, Marazon practitioners learn how to keep the
child at the center of their practice as they become skilled in assessing, supporting, and celebrating children’s interests and four
steps:
1. Assessment
Assessment in Marazon is authentic in nature, meaning that it is child-based and portfolio-driven, rather than focused on
teacher-directed assignments and standardized tests. Perhaps more importantly, it means that what is assessed is used as a
rationale for weekly plans and daily practices that support children’s emerging needs and interests
2. Plan
On a weekly basis, a teacher implementing the Marazon Approach selects six target children per week who will help guide and
inform the planning process across the six domains for an entire week. Once six children’s interests (curriculum/subject area)
and needs (developmental domains) are identified, the teacher then writes the domain.
3. Environment
The intent of the environment in the Marazon Approach is to bring the content of child development to the forefront of the
teacher’s day-to-day practice. This is done through posting six weekly “development” goals in and around the classroom (one for
each of the six domains). The finishing touch in the environment is the “intentionality” of the teacher who interacts and
communicates with children in ways that support both the development and the curriculum goals that were planned.
4. Partnership
The final step in the Marazon Approach is to promote an authentic connection between teachers and parents. This is
accomplished through formal and informal conferences that celebrate the giftedness of the child through an exchange of
information about the child’s curriculum and development achievements. It is also accomplished by inviting families to share
information about their children that can then be used in designing future classrooms that support children’s true interests
(curriculum) and developmental needs across the six domains.
ENVIRONMENT, ASSESSMENT, and PARTNERSHIP. By following these four steps, Marazon practitioners learn how to keep the
child at the center of their practice as they become skilled in assessing, supporting, and celebrating children’s interests and four
steps:
1. Assessment
Assessment in Marazon is authentic in nature, meaning that it is child-based and portfolio-driven, rather than focused on
teacher-directed assignments and standardized tests. Perhaps more importantly, it means that what is assessed is used as a
rationale for weekly plans and daily practices that support children’s emerging needs and interests
2. Plan
On a weekly basis, a teacher implementing the Marazon Approach selects six target children per week who will help guide and
inform the planning process across the six domains for an entire week. Once six children’s interests (curriculum/subject area)
and needs (developmental domains) are identified, the teacher then writes the domain.
3. Environment
The intent of the environment in the Marazon Approach is to bring the content of child development to the forefront of the
teacher’s day-to-day practice. This is done through posting six weekly “development” goals in and around the classroom (one for
each of the six domains). The finishing touch in the environment is the “intentionality” of the teacher who interacts and
communicates with children in ways that support both the development and the curriculum goals that were planned.
4. Partnership
The final step in the Marazon Approach is to promote an authentic connection between teachers and parents. This is
accomplished through formal and informal conferences that celebrate the giftedness of the child through an exchange of
information about the child’s curriculum and development achievements. It is also accomplished by inviting families to share
information about their children that can then be used in designing future classrooms that support children’s true interests
(curriculum) and developmental needs across the six domains.
| The System At Work |
In the Marazon Approach, six domains of development
help guide the decision-making process and serve as a
template for meeting the individual and unique needs
and interests of children and adults.
The Affective domain supports children in personal
identity, emotional development, psychological
strengths and virtues (self-concept development), and
values and ethical competencies. Social focuses on
helping children initiate and maintain relationships,
respond appropriately to others, and interact with
others during leisure and play. Creative highlights
eight indicators of creativity in children.
help guide the decision-making process and serve as a
template for meeting the individual and unique needs
and interests of children and adults.
The Affective domain supports children in personal
identity, emotional development, psychological
strengths and virtues (self-concept development), and
values and ethical competencies. Social focuses on
helping children initiate and maintain relationships,
respond appropriately to others, and interact with
others during leisure and play. Creative highlights
eight indicators of creativity in children.
| The Focus of The Marazon Approach |
| The Steps of The Marazon Approach |
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Marazon Systems
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motor development and sensory awareness
.The Marazon Approach is based on solid theoretical foundations related to child development research. The role of modeling
(Bandura, 1977), the impact of more competent peers (Vygotsky, 1978), the role of multiple intelligences (Gardner, 1999), the
construction of knowledge (Piaget, 1965), and impact of society on self-concept development (Erikson, 1993) are imbedded in
The Marazon System because they are viewed as critical elements in the growth and learning process of each child.
.The Marazon Approach is based on solid theoretical foundations related to child development research. The role of modeling
(Bandura, 1977), the impact of more competent peers (Vygotsky, 1978), the role of multiple intelligences (Gardner, 1999), the
construction of knowledge (Piaget, 1965), and impact of society on self-concept development (Erikson, 1993) are imbedded in
The Marazon System because they are viewed as critical elements in the growth and learning process of each child.
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