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210 results

Article

Montessori Association of Australasia

Publication: Montessori Today (London), vol. 1, no. 4

Pages: 27

Australasia, Australia, Australia and New Zealand, Montessori Association of Australasia, New Zealand, Oceania

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Language: English

ISSN: 0952-8652

Article

Montessori Association of Australasia (MAA) National Conference and Inaugural Meeting

Publication: Montessori Matters

Pages: 3

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Language: English

Article

Infant Course Offered for First Time in Australasia

Publication: Montessori NewZ, vol. 34

Pages: 1–2

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Language: English

Article

Outlook; Montessori on Meditation

Publication: Theosophy in Australasia, vol. 20, no. 3

Pages: 65

Australasia, Australia, Australia and New Zealand, New Zealand, Theosophical Society, Theosophy

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Language: English

Article

The Montessori Method

Publication: Theosophy in Australasia, vol. 22, no. 2

Pages: 43

Asia, Australasia, Australia, Australia and New Zealand, India, Montessori method of education - Criticism, interpretation, etc., New Zealand, South Asia, Theosophical Society, Theosophy

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Language: English

Article

✓ Peer Reviewed

Work ‘with’ me: Learning Prosocial Behaviours

Available from: SAGE Journals

Publication: Australasian Journal of Early Childhood, vol. 41, no. 4

Pages: 106-114

Australasia, Australia, Australia and New Zealand, Oceania

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Abstract/Notes: This article reports research findings from a descriptive study, identifying the perceptions of 33 staff in one early childhood Montessori centre in south-east Queensland, Australia. The authors report on the instructional practices associated with young children learning prosocial behaviours in this centre. Social understanding and skill acquisition communicated with authoritative practices were ranked favourably, compared with punitive practices of ordering and bribing children to behave. Engaging in respectful limit setting involving teaching children baseline social rules was preferred over telling, blaming and punishing children to behave. Our findings provide preliminary support for the importance of educators purposefully teaching young children the minimal level prosocial behaviours expected within early childhood education contexts.

Language: English

DOI: 10.1177/183693911604100413

ISSN: 1836-9391, 1839-5961

Article

✓ Peer Reviewed

‘Herstories’: Using an Historical Lens to Examine Continuities and Changes in Early Childhood Teacher Education

Available from: SAGE Journals

Publication: Australasian Journal of Early Childhood, vol. 38, no. 4

Pages: 116-123

Australasia, Australia, Australia and New Zealand, Oceania

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Abstract/Notes: This article situations the Child Care Act (1972) in a broader account of early childhood education and care, teacher education and the dynamics of inequality over the past century. Our specific focus is the preparation of early childhood educators to work with ‘other people's children’ (Delpit, 2006) both historically and in contemporary times. We describe Marjorie Hubbe's studies at the Adelaide Kindergarten Training College from 1911–13 before exploring the raft of policy decisions in the 1970s which have led to the current integration of early childhood education and care in Australia. The impact of these changes is highlighted in our discussion of ‘Joanne's' preparation to teach other people's children in the twenty-first century.

Language: English

DOI: 10.1177/183693911303800416

ISSN: 1836-9391, 1839-5961

Article

✓ Peer Reviewed

The Construction of Early Childhood Teachers' Professional Identities, Then and Now

Available from: SAGE Journals

Publication: Australasian Journal of Early Childhood, vol. 33, no. 3

Pages: 34-41

Australasia, Australia, Australia and New Zealand, Lillian de Lissa - Biographic sources, Oceania

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Abstract/Notes: This paper explore the ideas of teacher educator Lillian de Lissa, who established the Kindergarten Training College in Adelaide in 1907 and spent the following 40 years in early childhood teacher education in Australia and the United Kingdom. I argue that de Lissa's enduring concern was the construction of early childhood teachers' professional identities. To this end, the curriculum, teaching methods and culture of the training colleges focused on the ‘all round development’ of the pre-service teacher— that is her head, heart and hand. These historical understandings are used to discuss early childhood teachers' professional identities in contemporary times.

Language: English

DOI: 10.1177/183693910803300306

ISSN: 1836-9391, 1839-5961

Article

✓ Peer Reviewed

Literacy in Early Childhood Settings in New Zealand: An Examination of Teachers' Beliefs and Practices

Available from: SAGE Journals

Publication: Australasian Journal of Early Childhood, vol. 31, no. 2

Pages: 31-41

Australasia, Australia and New Zealand, Literacy, New Zealand, Oceania, Perceptions

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Abstract/Notes: Recent research indicates that children develop the emergent knowledge and skills that lead to formal literacies in their homes and early childhood settings long before school entry. The research evidence is clear that emergent literacy needs to be actively encouraged in the early years, if children are to have optimum chances of learning to read at school. In New Zealand, there are only a few studies of how literacy is promoted and practised in early childhood settings. This paper examines how 107 teachers in a range of early childhood settings believe that they promote literacy and their reflections on the ways in which Te Whāriki (the national curriculum) influences that practice. The implications for promoting literacy in early childhood settings are explored.

Language: English

DOI: 10.1177/183693910603100206

ISSN: 1836-9391, 1839-5961

Article

✓ Peer Reviewed

Everyday Spirituality: An Aspect of the Holistic Curriculum in Action

Available from: SAGE Journals

Publication: Contemporary Issues in Early Childhood, vol. 8, no. 4

Pages: 344-354

Australasia, Australia and New Zealand, Indigenous communities, New Zealand, New Zealand, Oceania, Spirituality

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Abstract/Notes: Early childhood education in Aotearoa New Zealand includes different philosophical perspectives, may be part of the public or private sector and aims to be inclusive and holistic. The early childhood curriculum, Te Whariki, supports these aims. Aspects of the curriculum that are holistic may be conceptualized in diverse ways and this qualitative research focused on the spiritual. Case studies were constructed in three different settings: a Montessori casa, a private preschool and a Rudolf Steiner kindergarten. This article concerns one of these settings and discusses the first day back at the Montessori casa after a two-week break. The concept of everyday spirituality is introduced and three narratives retell moments of everyday spirituality that occurred throughout the day. Three themes are addressed in some detail. The discussion is informed by Derrida's notion of hospitality and by different perspectives about the role of spirituality in educational contexts.

Language: English

DOI: 10.2304/ciec.2007.8.4.344

ISSN: 1463-9491

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