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Zur Situation der Montessori-Pädagogik in Südkorea [The Situation of Montessori Education in South Korea]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 34, no. 2
Thoughts on the Curricula Contents and Methods of Teaching for the 21st Century Early Childhood Education in South Korea
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 15
Abstract/Notes: New knowledge and skills acquired through the synergy of individuality and diversity will lead the society and culture in the 21st century. Contrasted with the isolation and exclusiveness in the 20thcentury, the synergy of individuality and diversity will be made through the mutual understanding and respect among people. In early childhood, children are beginning learners in their society, immature in body and mentality. They require social learning skills that will embrace the diversities within their culture. Korea is divided into South and North for over 60 years. As South Korea embraces the advanced society, understanding the South and North and the national education for the advanced society should be included in the early childhood education curriculum. The great scholars supported the premise that early childhood is the fundamental period for forming the personality and learning the basic knowledge and skills for the present and future. The encouragement of this global trend for individuality and diversity in current Korean early childhood program is in the beginning stages. Mixed racial families are becoming more prevalent in the Korean society. In the education area, the teaching method is just as important as the content. The type of teaching method, whether it is an experience or instructional-based method, depends on the learner and the knowledge trait. The teaching method has to focus on the learner and the characteristic of knowledge.
Kankoku Sōru no yōchien / 韓国・ソウルの幼稚園 [Kindergarten in Seoul, South Korea]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 22
Teacher Preparation Thrives in South Korea
Publication: Public School Montessorian, vol. 19, no. 3
Date: Spring 2007
Self Interest: How a South Carolina Foundation Created a Public Montessori Boom [Lander University, Greenwood, South Carolina; Institute for Guided Studies]
Publication: Public School Montessorian, vol. 16, no. 2
Date: Winter 2004
Pages: 1, 28
'Collegiate News' in South Carolina [College of Early Learning, Columbia, South Carolina]
Publication: Montessori Observer, vol. 3, no. 7
Date: Oct 1982
A Comparative Study on Montessori Teachers' Intervention in Korea and America / 한미몬테소리교사들의 개입행동에 대한 비교연구
Publication: 敎育學硏究 [Education Research], vol. 31, no. 5
ISSN: 1225-4150, 2713-5926
Doctoral Dissertation (Ph.D.)
Intersections of Home and School: An Analysis of Directive Interactions of Korean American Children at Home and in Preschool
Available from: ProQuest - Dissertations and Theses
Americas, Early childhood care and education, Early childhood education, Montessori method of education, Montessori schools, North America, Preschool children, Preschool education, United States of America
Abstract/Notes: This study investigated the use of directives by three bilingual Korean American children and their families in central New Jersey in the contexts of home and school. Directives are a crucial part of language socialization in the home (Bhimji, 2002; Blum-Kulka, 1997; Kent, 2012) and they are a critical part of the teacher’s repertoire in the classroom since directives aid teachers in the daily task of instructing the learning processes of students (Waring & Hruska, 2012). While directives play an important role in the language socialization practices of children in the home and school, there is little research on how directives are used by bilingual children in both settings of home and school. The study addressed this gap in research by examining the directive repertoires of three bilingual Korean American children and their families in their homes and by analyzing how the children’s directive repertoires intersected with the use of directives in their preschool classroom. The study consisted of an eight-month ethnography of three Korean American children and their families. The participants included three Korean American children, their parents, siblings, and teachers in their preschool class. The children were recruited from a preschool class in which the researcher had previously volunteered. The data was collected through field observations in the three homes and preschool class, interviews of children, parents, and teachers, and a collection of material artifacts in order to capture the use of directives of participants. All observations were audio-and video-recorded. The study contributed to an increased understanding of the bilingualism and biculturalism of Korean American children with a focus on their use of directives. It also shed light on the educational experiences and challenges of bilingual Korean American children in a monolingual preschool class. The study has implications for families and teachers of young bilingual children and learners of English in preschool.
Published: New Brunswick, New Jersey, 2016
Die Situation des Montessoriserziechung und die Aufgabe in Korea / 한국에 있어서 Montessori 교육의 현황과 보완책 [The Situation of Montessori Education and its Application in South Korea]
Available from: RISS
Publication: 대구효성가톨릭 대학교 - 연구논문집 / Catholic University of Taegu-Hyosung - Research Bulletin, vol. 47, no. 1
The Present Situation and Future Direction of Montessori Education in Korean Kindergarten
Available from: The Korean Society for Early Childhood Education
Publication: International Journal of Early Childhood Education, vol. 6
Abstract/Notes: The present study was intended to investigate the current status of Montessori education practices in Korea and to suggest future direction for its improvement and successful implementation of Montessori education in Korean kindergarten. This study was conducted by self-administered questionnaire survey. Subjects served for the study consisted of 85 Montessori teachers among 30 Montessori Kindergartens located in Seoul area, sampled from Korean Montessori kindergarten, using random sampling method. Data were analysed by IBM-PC computer, using SAS program. Statistical methods employed were frequency of item, t-test, and ANOVA. The summary of the research findings was as follows: It was revealed that Korean Montessori teachers who have worked for Montessori Kindergarten with the large amount of Montessori materials on hand had considerably higher recognition of the practical application of Montessori materials and teaching method of Montessori`s theory and program than Montessori teachers with small amount of materials in their Montessori kindergarten. However, the educational instruments for assessing the whole development of children held in stock by Korean Montessori kindergarten generally were below the mean number of holdings. Therefore, the author suggests the importance of educational assessment instruments for Montessori children and those proper application methods.
ISSN: 1226-9557, 2733-9653