Abstract/Notes: Research involving children, deemed to have difficulties with conventional means of communication, can perpetuate reductive forms of representation of children’s knowledges and experiences. This article focuses on the possibilities and opportunities that visual and creative methods can offer to researching with children. Children advance their views in and through spontaneous and concrete forms of participation. Autonomy in aesthetic acts is central to this methodology; to explore practices that produce and reproduce presuppositions deriving from societal attitudes affecting research with children, their agency and self-presentation. This cross-cultural study was conducted in Central Italy and North West England: children contributed their perspectives and experiences through participation in a series of creative encounters resulting in aesthetic and embodied outcomes of sociological and educational significance. The study contributes to the debate on children’s autonomy and the value and quality of participation through artistic practice. Examples from the corpus of data, which includes a series of artefacts and over 900 photographs from each geo-cultural context, are presented. The study shows that it is possible to harmonise power imbalances in spaces of creative freedom, in research and education, where children’s choices and agency are respected.

Language: English

DOI: 10.1080/13645579.2019.1672280

ISSN: 1364-5579

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

Abstract/Notes: Recognizing the inherent attention in examining how educational practices affect our future, there is little known about society's demands related to early childhood education. This paper aims to analyze the current preschool enrolment situation in the Euro-Western world and the demands of society, focusing attention on the characteristics needed in the prepared environment and in teacher training practices that inclusive education offers. Different socio-cultural theories have been analyzed, and practices regarding human development have been presented as they guarantee an integral development of the child, one which respects infant developmental stages and offers the right scaffolding and environment to stimulate a child's interest and potential. All these aspects are claimed in society, and are reflected in the Montessori Pedagogy principles, where thanks to the observation and knowledge regarding children's needs, educators can prepare stimulating environments that lead to personal formative development.

Language: English

DOI: 10.46328/ijres.1272

ISSN: 2148-9955

Abstract/Notes: Western scholarship usually ignores the contributions from other civilizations, India for instance. At the same time, contemporary India seems to have forgotten to some extent the deepest achievements of its own tradition. Moreover, modern culture has often produced some kind of despise against ancient traditions as opposed to the freedom and emancipation of the modern world. This paper tries to unveil all the depth and beauty of Indian philosophy of education, especially through major traditions such as Vedas, Upanishads and Vedanta. It also tries to show that the pedagogic message of the sages of modern India revives all the depth of the ancient tradition. This long history of holistic education in India through 35 centuries may enrich the Western insights with figures such as Steiner, Montessori or Dewey, aware that intercultural dialogue will be one of the major challenges of the XXIst century. It becomes crystal clear through this paper that the vision of integral education in Indian culture was inseparable from the spiritual/ mystical dimension, or to put in reverse terms, the spiritual domain constituted the very foundation of the educational process in Indian philosophy of education, a fundamental point that would be again emphasized by Indian modern philosophers such as Vivekananda, Aurobindo and even Krishnamurti.

Language: English

DOI: 10.29121/granthaalayah.v6.i6.2018.1373

ISSN: 2394-3629, 2350-0530

Abstract/Notes: Mixed-age groups have been shown to be effective in classroom settings, but only a handful of studies have explored mixed-age grouping in play. This research is a case study of one New York public elementary school that places great value on recess and mixed-age groupings. The school has implemented Let Grow Play Club before school one day per week for students in kindergarten through fifth grade. We use child interviews, teacher interviews, and parent surveys to examine the perceptions of mixed-age, outdoor play provided in Play Club and the school more generally. Across the different types of data, stakeholders expressed their support for cross-age interactions in mixed-age groupings. This play was perceived as valuable for helping build friendships and developing social skills, as older children become role models to younger ones. As suggested by Vygotsky’s (1978) theories, children are learning from one another and enhancing their development through unstructured play.

Language: English

DOI: 10.1080/21594937.2021.1878774

ISSN: 2159-4937

Abstract/Notes: This article explores the history and pedagogy of Janusz Korczak within the context of his contemporary early Twentieth-Century European Innovative Educators which include Maria Montessori, Homer Lane, A.S. Neill, and Anton Semyonovitch Makarenko. The pedagogies of the aforementioned are compared and contrasted within the literature.

Language: English

ISSN: 1554-5210

Abstract/Notes: The current system of education in Kenya is the 8-4-4 structure, where children study for eight years of Basic (primary) education, four years of Secondary education and four years of University education. This system was introduced in 1985 to promote man-power capable of performing blue collar jobs, as compared to the former 7-6-3 system that targeted developing a local workforce to replace the British workforce who largely held white collar jobs in the new, independent Kenya. However, over the years, the 8-4-4 curriculum has been widely criticised for a myriad of reasons. The criticisms against this curriculum are that it is too heavily loaded with content, purely examinations-oriented, and generally violating the Rights of the Child by placing undue physical and psychological pressure on learners. In order to address this problem therefore, a new curriculum was hastily crafted and taken through a rushed pilot drive in April 2017 and is expected to replace the current 8-4-4 system by January 2018. Admittedly, this new education system addresses some of the weaknesses of the current 8-4-4 education system, since it is competency-based and focuses more on skills acquisition as opposed to a purely knowledge-based acquisition system. The issues addressed in this paper is how this new and hurriedly crafted curriculum (as well as the introduction of Free Secondary School Education) will be implemented by teachers who are yet to come to terms with the new paradigm shift of teaching and learning. The second issue addressed is whether the crafters of this system took into consideration children’s rights, or whether at all, the system was crafted from a child-centred perspective. The concerns are that apart from the manner in which this syllabus was been crafted and planned for implementation, if not reviewed comprehensively may not only violate the rights of future generations of children, but also enhance negative ethnicity from a linguistic perspective

Language: English

ISSN: 2394-9686

Abstract/Notes: This exploratory study examined the changing role of music education and the availability of musical experiences for students attending Montessori schools in the Midwestern United States. On a survey instrument designed by the researcher, Montessori school directors (N = 36) from eight states shared descriptions of the current role of music at their schools, the challenges faced when teaching music, individual perceptions of the impact of music on development, and beliefs about music as a valuable component of the curriculum. Data included responses to Likert-scale items and open-ended questions in an online survey. Analyses revealed that while school directors believed music could be used to engage students in learning or to build upon issues of multicultural understanding, opportunities for musical engagement were limited as a result of stringent budget cuts or time restrictions in the classroom. Implications are discussed in terms of including music in the Montessori classroom in ways that align with Maria Montessori’s pedagogies situated within an international context.

Language: English

DOI: 10.1177/0255761416659508

ISSN: 0255-7614, 1744-795X

Abstract/Notes: This article explores the benefits and challenges of a Spanish language immersion preschool from the perspective of a non-Spanish speaking African American family. Data explored include the decision to enroll, reactions from peers and family, home-school communication issues, language development, and family involvement. In addition, recommendations for families considering this bilingual option are considered. The primary data used for this article come from 127 journal entries written by the mother of the child from the beginning of the preschool admissions process until the end of preschool.

Language: English

DOI: 10.18251/ijme.v12i2.306

ISSN: 1934-5267

Abstract/Notes: This study was carried out to evaluate the extent to which the authentic Montessori Method (MM) for Early Childhood Education (ECE), as reflected by theory and practice, encompasses the contemporary 21st-century knowledge on early soft skills development. It involved a quantitative benchmarking analysis wherein it was weighed against the P21 Early Learning Framework (P21ELF) and its implementation guide (P21ELFIG) with the inputs of qualified Montessori ECE practitioners. A questionnaire using a 5-point Likert scale collected data from a sample of 100 practitioners reached through the Good Shepherd Maria Montessori Training Center, personal contacts, and snowballing. After filtering by extent of experience in Montessori ECE and knowledge on soft skills, 42 questionnaires were used for computing descriptive statistics and producing tabular and graphical representations. The findings revealed that the authentic MM for ECE is in remarkable sync with the P21ELFIG on concepts, strategies, optimal environment, and family involvement, while being moderate in encouraging and facilitating learning outcomes and encompassing the environmental requisites listed in P21ELF as related to individual skills. Meanwhile it was found to be greatly deviating from them on employing dramatic or role play as a pedagogical tool, use of duplicate materials, and teacher role.

Language: English

ISSN: 2590-3748