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1244 results

Report

Hartford Early Childhood Program, Hartford, Connecticut: An Urban Public School System's Large-Scale Approach Toward Restructuring Early Childhood Education. Model Programs - Childhood Education

Available from: ERIC

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Abstract/Notes: The Hartford Early Childhood Program involves more than 4,500 children from 4 years old to first grade level in over 200 classrooms. Classrooms are designed to offer children an environment that encourages them to learn independently. Ideas have been borrowed from the Montessori approach and the British Infant Schools and fitted to the needs of the Hartford school district's urban students. The program philosophy embodies new approaches that can be used in old school buildings such as formal education beginning at 3 years, mixed-age "family" grouping, interest centers, and emphasis on intrinsic motivation toward personel success. Future plans call for extension of the program to all public school classes in grades K through 2. Sources of more detailed information are provided for this program, specifically, and for Model Programs Childhood Education, in general. (Author/WY)

Language: English

Published: Palo Alto, California, 1970

Book

Early Childhood Education in Nigeria: Proceedings of the International Seminar on Early Childhood Education, Zaria, 4-8 July, 1983

Africa, Nigeria, Sub-Saharan Africa, West Africa

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Abstract/Notes: Proceedings of the Internationa Seminar on Early Childhood Education, held in Zaria [Nigeria], 4-8 July, 1983. "Organised by the Institute of Education, Ahmadu Bello University in Collaboration with the London Montessori Institute"--Title page verso. Early childhood education at the crossroads in Nigeria / Emmanuel U. Emovon (17 p.). -- Montessori philosophy in early childhood education / Sandra Nash Petrek (22 p.). -- Cultural roots of the child's moral and intellectual growth in Africa / Etim N. E. Udoh (40 p.). -- Implications of Piagetan theory to elementary education in Nigeria / O. M. Onibokun (24 p.). -- Headstart : assumptions and curriculum models--what relevance for Nigeria? / Eileen B. Wilson (20 p.). -- Classroom pedagogy: a case for the development of critical thinking / Rodney Burton (32 p.). -- Childhood education in Nigeria: A study of Ilorin schools / S. O. Medahunsi (32 p.). -- Day in a pre-school: A Nigerian experience / Kathleen Kano (20 p.). Early childhood education in two cultures: The U.S.A. and the Jamaican experience / Anne Lou Blevins (45 p.). -- Traditional factors in African education / D. O. Adewoye (27 p.). -- Moral development in the child through Christian education / J Idowu-Fearon (18 p.). -- Educating the teachers of children / Grace Alele Williams (19 p.). -- Child, the teacher and the classroom with relation to nursery education / Fola A. Fagbohun (16 p.). -- Child's socialization in Islam / Zainab Said Kabir (31 p.). -- Environment and the education of the child / J. M. Ibiwoye (24 p.). -- Environment and the education of the child / A. B. Ayanniyi (15 p.). -- Bilingualism in early childhood education in Nigeria: Problems and possibilities / Theresa T. Imasuen (15 p.). -- Comparative study of the role expectations of children's needs in the Carribean and Nigeria / S. U. Compton-Adegbite (15 p.). -- Teacher and the child with special educational needs / Karen Odock (13 p.). -- Special education for pre-primary children: Intervention and remediation / C. A. Sam (26 p.). -- Theory and practice of educating maladjusted children in Nigeria / J. A. Shindi (18 p.). -- Children with special educational needs: The case of bilingual children / R. A. Chijioke (30 p.).

Language: English

Published: Zaria, Nigeria: Institute of Education, Ahmadu Bello University, 1983

Article

✓ Peer Reviewed

Frequency of Six Early Childhood Education Approaches: A 10-year Content Analysis of Early Childhood Educational Journal

Available from: Springer Link

Publication: Early Childhood Education Journal, vol. 34, no. 5

Pages: 301

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Abstract/Notes: The frequency of early childhood education approaches spanning 10 years of publications was investigated. A content analysis of publications (N = 492) from Early Childhood Education Journal was conducted. From a previous content analysis six approaches or search words were identified: Bank Street, Head Start, High/Scope, Montessori, Reggio Emilia, and Waldorf. Overall, the current content analysis demonstrated that the Head Start approach most frequently appeared. The results indicate that approaches vary as to their frequency of appearance and that contributors of Early Childhood Education Journal have investigated, reflected upon, and expanded upon approaches to educating young children to different degrees. This finding may be beneficial to future contributors of Early Childhood Education Journal. In addition, we have provided a brief overview of each approach that early childhood professionals may use to aid parents with their early childhood education enrollment decisions.

Language: English

DOI: 10.1007/s10643-006-0080-4

ISSN: 1082-3301, 1573-1707

Article

Early Education in Houston, Texas [Miss Lucy's Early Childhood Education Center]

Publication: Montessori Observer, vol. 5, no. 7

Pages: 3

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Language: English

ISSN: 0889-5643

Article

Montessori Preschool Education: 유아교육에 관하여 [Montessori Preschool Education: About Early Childhood Education]

Available from: RISS

Publication: 人間理解 / Journal of Human Understanding and Counseling, vol. 3

Pages: 23-31

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Language: Korean

ISSN: 2005-0860, 2671-5821

Article

✓ Peer Reviewed

Implementation of Montessori Concept in Educating Early Childhood (Case Study of the Role of Early Childhood Education Teachers)

Available from: Indonesian Journal of Early Childhood Education Studies

Publication: Indonesian Journal of Early Childhood Education Studies, vol. 11, no. 2

Pages: 157-164

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Abstract/Notes: As one of the leading figures of early childhood education, Montessori has provided a variety of concepts and thoughts in the development of early childhood education. The purpose of this study is to find out how to implement the concept of the role of teachers in montessori early childhood education in PAUD institutions. This research is qualitative descriptive research with this type of field research. In data collection researchers use interview, observation and documentation techniques. As for analyzing the data, researchers use three steps, namely ranging from data verification, presentation of data to drawing conclusions. The results of this study are the concept of the role of teachers respecting children, teachers respecting child development, teachers as observers, teachers preparing and maintaining the learning environment, teachers as interventions and teachers as catalysts applied by teachers through their role as educators, mentors, facilitators, organizers, evaluators and motivators for children. Keywords: role of teacher, education, early childhood, Montessori

Language: English

DOI: 10.15294/ijeces.v11i2.53018

ISSN: 2476-9584

Master's Thesis (M.A. In Education)

The Development and Preliminary Validation of an Early Childhood Normalisation Observation Schedule (ECNOS) for Early Childhood Montessori Settings

Available from: University of Western Australia - Institutional Repository

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Abstract/Notes: Maria Montessori (1870-1952) proposed four planes or stages in children's development, within which were sensitive periods. Normalisation, a transformative process, typically occurs during the first plane of development (birth to six years) and is the essence of Montessori education philosophy. It is a time when children exercise self-discipline and concentration. No direct observation protocols exist to assess normalisation. This research developed the Early Childhood Normalisation Observation Schedule, through three sequentially linked phases. A systematic review of the literature, referral to expert panels and cognitive interviews, and two separate observation studies demonstrated rates of children's normalisation behaviours in authentic Montessori classes.

Language: English

Published: Perth, Australia, 2023

Doctoral Dissertation (Ph.D.)

Development of the Early Childhood Curricular Beliefs Inventory: An Instrument to Identify Preservice Teachers' Early Childhood Curricular Orientation

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. A panel of experts classified and sorted a total of 182 statements, and 72 items were subsequently organized into an instrument consisting of four subtests corresponding to the identified curricular models. Scoring of the instrument included recording Likert-scale responses for each statement to a score key divided into four sections, or subtests, representing each curricular model. Scores for each section were added and compared. The subtest with the lowest score was deemed most representative of a respondent's curricular beliefs. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument.

Language: English

Published: Tallahassee, Florida, 2004

Article

✓ Peer Reviewed

Beyond Developmentalism? Early Childhood Teachers' Understandings of Multiage Grouping in Early Childhood Education and Care

Available from: SAGE Journals

Publication: Australasian Journal of Early Childhood, vol. 34, no. 4

Pages: 55-63

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Abstract/Notes: Postdevelopmental perspectives in early childhood education and care increasingly reference alternative ways of understanding learning, growth and development in early learning. Drawing on these ideas, this paper examines research findings which focused on early childhood teachers' understandings of multiage grouping. The findings suggested that teachers used predominantly developmental approaches to describing their experiences of multiage grouping, and proposed that the use of postdevelopmental perspectives in multiage grouping research has the potential to realise new ways of understanding learning and development as both concepts and practices within the multiage classroom.

Language: English

DOI: 10.1177/183693910903400408

ISSN: 1836-9391, 1839-5961

Doctoral Dissertation

An Examination of Three Early Childhood Programs in Relation to Early Childhood Music Education

Available from: University of Illinois - IDEALS

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Language: English

Published: Urbana-Champaign, Illinois, 1975

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