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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
Date: 1981
Pages: 23-31
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Language: Korean
ISSN: 2005-0860, 2671-5821
Article
The Comparison of the Intuitive Mathematic Skills of Preschool Children Who Take Education According to Ministry of National Education Preschool Education Program and Montessori Approach
Available from: IISTE - International Knowledge Sharing Platform
Publication: International Journal of Scientific and Technological Research, vol. 6, no. 6
Date: 2020
Pages: 167
Asia, Comparative education, Mathematics education, Middle East, Montessori method of education, Preschool children, Preschool education, Turkey, Western Asia
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Abstract/Notes: This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature.
Language: Turkish
DOI: 10.7176/JSTR/6-06-12
ISSN: 2422-8702
Article
Education in Preschool Educational Organizations-the Importance of Using the Maria Montessori Method in the Process of Education
Available from: IndianJournals
Publication: ACADEMICIA: An International Multidisciplinary Research Journal, vol. 11, no. 4
Date: Apr 2021
Pages: 589-594
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Abstract/Notes: Modern educational space is "impregnated" with ideas of humanization and personality-oriented concept. In this regard, it becomes necessary to study and understand the potential of those pedagogical systems and techniques of a personal orientation that have taken their solid place in the educational space, having proved their importance, efficiency and productivity. One of the most striking representatives of ideas with a humanistic focus is the Italian teacher, psychologist, founder of the method of scientific pedagogy M. Montessori. The article discusses the positive and negative aspects of the developing method of M. Montessori.
Language: English
DOI: 10.5958/2249-7137.2021.01104.6
ISSN: 2249-7137
Article
Maria Montessori and Embodied Education: Current Proposal in Preschool Education
Available from: Università di Bologna
Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 16, no. 2
Date: 2021
Pages: 149-163
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Abstract/Notes: The Montessorian proposal for childhood education appears highly modern and relevant in relation to the development of both motor skills and cognitive functions (Shivji, 2016;), strongly supported by neurosciences’ embodied theories (Roessingh, H. & Bence, M. 2018)), and the increasing wellbeing problem related to childhood (Pate et al, 2014; Ross, 2012). This review analyses Maria Montessori’s modern educational vision, in light of the emerging needs of today’s children. The contribution reviews existing literature focusing on body and movement, but connected with cognitive, emotional and well-being aspects, which are critical in preschool education, both for educators/teachers (Atli, 2016; Akkerman, 2014; Lillard, 2011), and for school reform policies (Lillard, 2019).
Language: English
DOI: 10.6092/issn.1970-2221/12195
ISSN: 1970-2221
Book
Education Before Five: A Handbook on Preschool Education
Available from: ERIC
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Abstract/Notes: This handbook was designed as a guide to acquaint child care workers and parents with the broad spectrum of preschool programs now in existence. In section I, theoretical approaches to preschool education such as Montessori, Piagetian, Progressive, Developmental-Interactionist, Behaviorist, and Psychoanalytic and the effects of these different approaches on practice are reviewed and discussed. Section II contains descriptions of a wide variety of center-based and home-based preschool programs and Section III presents a brief overview of the evaluation of preschool programs. In Section IV, some considerations and recommendations for establishing an effective preschool program are presented and in Section V, the importance of preschool education is examined. Section VI contains a discussion of trends, issues and future directions of preschool education. An extensive bibliography is included.
Language: English
Published: New York, New York: Bank Street College of Education, 1977
Article
Cooperation Between Parents and Preschool Institutions Through Different Concepts of Preschool Education
Available from: Center for Educational Policy Studies Journal
Publication: Center for Educational Policy Studies Journal, vol. 7, no. 4
Date: 2017
Pages: 207-226
Europe, Slovenia, Southern Europe
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Abstract/Notes: This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementionedalternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education ofpreschool children.
Language: English
DOI: 10.26529/cepsj.372
ISSN: 2232-2647, 1855-9719
Article
Preschool Educational Approaches: A Comparative Study
Available from: Comparative Education Society of Iran (CESIR)
Publication: Iranian Journal of Comparative Education, vol. 5, no. 2
Date: 2022
Pages: 1898-1928
Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Waldorf method of education - Criticism, interpretation, etc.
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Abstract/Notes: The aim of research was a comparative study of preschool educational approaches. In this research, the components of goals, content, teaching method, educational atmosphere and evaluation in romantic, humanistic, Montessori, Waldorf and Reggio Emilia approaches have been compared. The method of data collection and analysis were documentary and Bereday’s four-step approach respectively. In dimension of goals, all approaches emphasize the enrichment of the child's imagination through the senses. In the activities dimension, all approaches emphasize the learning process. Montessori and Reggio Emilia's approach, more than other approaches, design activities in a more problem-oriented manner. In the Montessori, Reggio Emilia and Waldorf approaches emphasized the question-and-answer method and indirect transmission of material to the child. In particular, the Reggio Emilia and Waldorf approaches have made the learning method the basis of child-teacher interaction, and teaching means the process of helping children learn research. In the dimension of educational atmosphere, human interaction with the environment - through the senses - is the basis of education in all approaches. In the evaluation dimension - with the exception of the Montessori approach which focuses on the extent to which predetermined goals are achieved-, other approaches do not emphasize learning standards and the evaluation is not done in the traditional way. Iranian curriculum planners are encouraged to use the findings of the present study to develop a suitable approach for early childhood education
Language: English
ISSN: 2588-7270
Book
Z dějin předškolní výchovy [On the History of Preschool Education]
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Language: Czech
Published: Praha, Czechia: SPN, 1982
Edition: 2nd ed.
Series: Učebnice pro stř. školy
Article
M. Montessori’s Ideas in Preschool Education of Belarus and China
Available from: Vitebsk State University (Belarus)
Publication: Современное образование Витебщины [Modern Education in Vitebsk Region], vol. 2022, no. 1 [35]
Date: 2022
Pages: 75-79
Asia, Belarus, China, Early childhood care and education, Early childhood education, East Asia, Eastern Europe, Europe, Montessori method of education
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Abstract/Notes: The article is devoted to Montessori method and its analysis in the theory and practice of belarusian and chinese education. Studying the pedagogical heritage will help to choose the alternative program suitable for preschool education in modern times. / Статья посвящена методу Монтессори и его анализу в теории и практике белорусского и китайского образования. Изучение педагогического наследия поможет выбрать альтернативную программу, подходящую для дошкольного образования в современности.
Language: English
ISSN: 2706-8749, 2519-4534
Book
Bilingual/Bicultural Preschool Education Program: Montessori Design, 1972-73
Available from: ERIC
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Abstract/Notes: This report on the Montessori-designed bilingual/bicultural preschool education program of the Compton (California) School District begins with a statement of need. It includes information on project arrangements, organization, and proposed preschool curriculum. It presents plans for inservice staff development and parent participation, involvement, and education. The report also presents evaluation and audit plans, day care activities, a calendar of holidays, and the requested budget. The appendixes, almost half the report, include information on job descriptions, salary schedules, personnel policies, and curriculum areas.
Language: English
Published: Compton, California: Compton Unified School District, 1972