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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 Section

Play and Learning in Early Childhood Education: The Contribution of High Scope, Reggio Emilia, and Montessori Pedagogical Approaches

Available from: IGI Global

Book Title: Early Childhood Education From an Intercultural and Bilingual Perspective

Pages: 147-163

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Abstract/Notes: The key role of toys and play in early years education has been highlighted by several childhood pedagogues such as Froebel, Montessori, Weikart, and Malaguzzi, among many others. It is consensual among the international educational community that children now spend far more time being instructed an...

Language: English

Published: Hershey, Pennsylvania: IGI Global, 2018

ISBN: 978-1-5225-5167-6

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

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

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Okul Öncesi Öğretmen Adaylarının Montessori ve Reggio Emilia Yaklaşımları ile İlgili Görüşleri / The views of pre-service preschool teachers regarding Montessori and Reggio Emilia approaches

Available from: DergiPark Akademik

Publication: İnönü Üniversitesi Eğitim Fakültesi Dergisi / Inonu University Journal of the Faculty of Education, vol. 15, no. 3

Pages: 1-20

Asia, Middle East, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Teachers - Attitudes, Turkey, Western Asia

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Abstract/Notes: This study aims to describe views of pre-service preschool teachers about Montessori and Reggio Emilia Approaches. Participants of the study were 30 pre-service preschool teachers who attended “Modern Approaches to Early Childhood Education” course. Data of the study was collected through reflection papers written by participants. At the end of data analysis process, three main themes were determined for each approach: positive aspects, negative aspects and applicability in Turkey. According to findings, the pre-service teachers have stated that use of Montessori materials and real life materials, promoting children’s self-discipline skills, child-centeredness and keeping classroom in order were positive aspects of Montessori approach; however, the increased responsibility of the teachers, limited group activities and use of real life materials were the negative aspects of the approach. In addition, according to half of the pre-service teachers, the Montessori Method was not available; and the other half has stated that use of this method was too hard but not impossible. The cooperation with parents, supporting creativity of children, using documentation technique for assessment and child-centeredness were mentioned as positive aspects of the Reggio Emilia Approach. On the other hand, focusing on art and creativity, and using emergent curriculum were emphasized as negative aspects. Lastly, all pre-service preschool teachers have agreed that the Reggio Emilia Approach could not be used in Turkey. / Bu çalışma, okul öncesi öğretmen adaylarının Montessori yaklaşımı ve Reggio Emilia yaklaşımı ile ilgili görüşlerini ortaya koymayı amaçlamaktadır. Çalışmanın katılımcılarını "Okul Öncesi Eğitiminde Çağdaş Yaklaşımlar" dersine kayıtlı 30 öğretmen adayı oluşturmaktadır. Çalışmanın verisi, yansıtma raporları (reflection paper) ile toplanmıştır. Veri analizleri sonucunda her bir yaklaşım için 3 ana tema belirlenmiştir: (1) Olumlu yönler, (2) olumsuz yönler ve (3) Türkiye'de uygulanabilirlik. Bulgulara göre; öğretmen adayları sınıfta Montessori materyallerinin ve gerçek materyallerin kullanılması, çocuğa özdenetim becerisi kazandırılması, sınıf ortamının düzenli olması gibi durumları bu metodun olumlu yönleri olarak dile getirirken, öğretmenin sorumluluğunun artırması, büyük grup etkinliklerinin sınırlı olması ve sınıfta gerçek materyallerin kullanılması gibi noktaları da olumsuzluk olarak dile getirmişlerdir. Ayrıca çalışmaya katılan adayların yarısına göre bu metodun Türkiye’de uygulanması mümkün değilken, yarısına yakınına göre ise kullanılabilmesi çok zordur ama imkânsız değildir. Reggio Emilia yaklaşımı ile ilgili olarak ise, yöntemin aile ile işbirliğini kullanması, yaratıcılığı desteklemesi ve değerlendirme için dokümantasyon yöntemini kullanması gibi durumlar olumlu görülürken, sanat ve yaratıcılığın ön planda olması ve anlık hazırlanan program kullanılması gibi noktalar olumsuzluklar olarak ifade edilmiştir. Ayrıca çalışmaya katılan öğretmen adaylarının tamamı, bu yaklaşımın Türkiye’de kullanımının mümkün olmayacağı konusunda hemfikirdir.

Language: Turkish

DOI: 10.17679/iuefd.58218

ISSN: 1300-2899

Article

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Włoskie koncepcje wychowania i edukacji dziecka w wieku przedszkolnym. Metoda Marii Montessori i podejście Reggio Emilia / Italian Approaches to Early Childhood Education: The Montessori Method and the Reggio Emilia Approach

Available from: Jesuit University Ignatianum in Krakow

Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, vol. 13, no. 1 (whole no. 47)

Pages: 121-144

Comparative education, Europe, Italy, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Southern Europe

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Abstract/Notes: The paper presents two Italian approaches to early childhood education: the Montessori method and the Reggio Emilia approach. Although they emerged in different historical periods and socio-political realities, these two approaches have a lot in common with regard to values like love and respect for children and their developmental rights. Moreover, they share a belief in the potential and boundless resources of the child as well as shifting the emphasis from a teacher’s activity to that of the child. In comparison to the Montessori method, the Reggio Emilia approach strongly highlights the importance of relations and interactions in the children’s learning process. Group work, which has been one of the fundamentals of the Reggio Emilia approach from the very beginning, is the main difference between these two approaches. The article presents the background of each pedagogical idea (the Montessori method – the beginning of 20th century, Reggio Emilia – the 1950s). The description of the ideas is based on such aspects as the image of a child, the image of a teacher and the role of environment in education. In the article, the authors refer mainly to the thoughts of Montessori, the creator of her own method, and Loris Malaguzzi, who was the leader of the educational experience in Reggio Emilia. / Szkic ten przybliża dwie włoskie koncepcje wychowania i edukacji dziecka w wieku przedszkolnym: metodę Montessori i podejście Reggio Emilia. Choć powstawały one w odrębnych okresach historycznych i realiach polityczno-społecznych, w odniesieniu do wartości, takich jak miłość i szacunek do dziecka czy respektowanie jego praw rozwojowych, obydwie koncepcje mają wiele wspólnego. Tym, co je łączy, jest wiara w potencjał i nieograniczone zasoby dziecka, a także przeniesienie akcentu z aktywności nauczyciela w stronę aktywności dziecka. W odniesieniu do metody Montessori, w podejściu Reggio Emilia silniej uwypuklony jest aspekt relacji i interakcji w dziecięcym procesie uczenia. Wspólnotowy wymiar, będący od początku istnienia przedszkoli Reggio Emilia podstawą ich funkcjonowania, jest jedną z najistotniejszych różnic pomiędzy zaprezentowanymi podejściami, i w związku z tym odmiennymi rozwiązaniami edukacyjnymi. W artykule przedstawiono podłoże powstania koncepcji M. Montessori (początek XX w.) i podejścia Reggio Emilia (lata 50. XX w.). W obydwu systemach zaprezentowano wizję dziecka i nauczyciela oraz istotę środowiska wychowawczo-edukacyjnego tworzonego dla dzieci w przestrzeni instytucjonalnej. Założeniem autorek tekstu było przywołanie myśli, rozważań i refleksji twórców oryginalnych włoskich teorii pedagogicznych.

Language: Polish

DOI: 10.14632/eetp.2017.13.47.121

ISSN: 1896-2327, 2353-7787

Vision and Invention: Early childhood Education Inspired by the Reggio Emilia and Montessori Approaches

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Language: English

Published: Denver, Colorado, 2005

Article

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Montessori Approach in Character Education in Early Childhood Education

Available from: Journal of Positive School Psychology

Publication: Journal of Positive School Psychology, vol. 6, no. 6

Pages: 5936-5947

Asia, Australasia, Early childhood care and education, Early childhood education, Indonesia, Montessori method of education, Southeast Asia

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Abstract/Notes: Character education is an effort to form good values imprinted in a person and manifested in the form of behavior so they can distinguish themselves from others. This character education aims to form a strong and noble human being. All educational institutions realize how important the development of character education is for students in their institutions. However, the process of character education has not been fully able to run effectively in all educational institutions because schools emphasize more on increasing students' cognitive abilities. This study aimed to obtain an overview of the extent to which teachers understand the importance of character education in Early Childhood Education (ECE) and the Montessori Method in shaping the character of students. This study is quantitative with a descriptive approach. The sample in this study was ECE teachers in Panongan Sub-district, Tangerang Regency, totaling 112 people. The selection of samples was done using the Simple Random Sampling method. The instrument used was a survey distributed to respondents via Google form. The results of the study indicate that ECE teachers have understood the importance of character education and the Montessori Method which is integrated into 6 aspects of early childhood development through a character education process that is provided continuously at every level.

Language: English

ISSN: 2717-7564

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

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