Language: English

Language: German

Published: Wien, Austria: Jugend & Volk, 2020

ISBN: 978-3-7100-4362-8 3-7100-4362-X

Abstract/Notes: Preschool education programs jointly focus on supporting the child's physical, mental, emotional, and social development; and helping them know themselves by gaining self-control. The preschool period is also the beginning of the process in which children aged 0-6 begin to socialize with other children and adults. How this socialization and knowledge transfer will occur varies according to the approaches used in preschool education. The division of the learning environment into functions and the provision of the environment need to be expected from each function, with furniture and other elements become as important as the learning approach. The interior and furniture needs, which change according to the focus of the educational approach, form the essence of this study. Within the scope of the study, four different educational approaches and educational environment expectations were examined. These approaches were determined as Montessori, Reggio Emilia, HighScope, and Waldorf, and the educational philosophy of each approach and the changing spaces and furniture were evaluated.

Language: English

Published: Hershey, Pennsylvania: Information Science Reference, 2023

ISBN: 978-1-66846-377-2 1-66846-376-8 978-1-66846-377-2 978-1-66846-380-2

Abstract/Notes: Iteration during the design process is an essential element. Engineers optimize their design by iteration. Research on iteration in Primary Design Education is however scarce; possibly teachers believe they do not have enough time for iteration in daily classroom practices. Spontaneous playing behavior of children indicates that iteration fits in a natural way of learning. To demonstrate the importance of iteration for the design performance and understand what occurs in an optimized situation a study was conducted in a Dutch Montessori school. Four conditions were chosen to shape the design assignment; iteration, freedom of choice, collaboration and presentation. The choice for these conditions was inspired by the work of Montessori, and because of the positive effects on design performance during previous design and technology projects. This led to a concrete assignment, suitable for 6–8 years old, “Fold a piece of aluminum foil so it can hold the weight of marbles when it lies on the water. The more marbles it can hold the better.” Self correction was possible as the challenge lays in the ease to improve countable results. Clear results of iteration could be determined; an increasing sense of control and detailed insight in what to do for maximum results were found amongst the pupils. Additional literature about capability development and metacognition confirmed the value of the four conditions in relation to the observed results.

Language: English

DOI: 10.1007/s10798-014-9271-2

ISSN: 1573-1804

Abstract/Notes: Esta investigación parte del supuesto que girar la mirada hacia el diseño de ambientes como dispositivo para potenciar el juego en la primera infancia, implica un movimiento en la comprensión de las prácticas docentes que podría llevar a cuestionarse, entre otros: el rol del maestro, las características en el desarrollo de los niños y las niñas, su necesidad de actividad libre y autónoma y su juego dentro de ambientes diseñados para tal fin. Este estudiocuyo objetivo fuepromover y estudiar la reflexión sobre el diseño de ambientes para el juego, desde la práctica de un grupo de profesores; se fundamenta en una visión de la educación cuyo fin específico es potenciar el desarrollo infantil. Se inspira en algunos autores representativos en el campo de estudio, como Montessori, Decroly, más recientemente, Malajovich, Glanzer, Abad, Hoyuelos, Schön, entre otros. El marco metodológico escogido es la investigación-acción desarrollando los ciclos de planeación, acción, observación, reflexión, con el grupo de docentes involucrados en el trabajo. El resultado más destacado de esta investigación fuehacer visible el saber que surge a partir de la reflexión de la propia experiencia, en torno al diseño de ambientes para el juego. Además de lo anterior contribuyó a que los maestros se sintieran reconocidos y valorados en su quehacer docente y permitió contemplar institucionalmente tiempos y espacios para el encuentro y la reflexión del colectivo de maestras. / This research focuses on the design of environments as a device to enhance the game in early childhood which implies a movement to the understanding of teaching practices that could lead to question, among other matters: the teachers’ role, the features of children’s development, the need for free and independent activity of play environments designed for that purpose. This study aims to promote reflection and study on the design of environments for play, from the practice of a group of teachers. It is based on a vision of education whose specific purpose is to promote child’s development, having as activities of the early childhood, game, art, literature and exploration of the environment, as well as the possibilities of expression, communication, interaction and approach to the culture of early childhood. It draws on some important authors in the field of study, such as Montessori, Decroly, Garvey and more recently, Malajovich, Glanzer, Abad, Hoyuelos, Schön, among others. The methodological framework chosen is the action research, developing cycles of planning, action, observation, and reflection, with the group of teachers involved in the work. The most outstanding result of this research was to make visible the knowledge that comes from the reflection of their own experience about the design of environments for play. Besides, the teachers felt recognized and valued in their teaching work. After that the group of teachers was granted with time and space for meetings and reflection activities.

Language: Spanish

ISSN: 2255-0666

Abstract/Notes: Ripercorrendo gli spunti educativi offerti da Montessori e Dewey, il presente contributo intende proporre una lettura ragionata del ruolo del contesto come fattore educante nella pedagogia reggiana. Secondo un approccio socio-costruttivista, non solo l’ambiente scolastico, ma ogni tipologia di contesto sociale e culturale può essere importante ai fini educativi, se vi si rintracciano ed evidenziano relazioni significative, in un’ottica generativa di nuovi significati e relazioni.

Language: Italian

DOI: 10.57568/iulres.v2i4.155

ISSN: 2723-9586

Abstract/Notes: The goal of this project is to reimagine learning spaces by combining education and architecture principles and a hint of imagination. This is done through designing a school in the Georgetown neighborhood of Washington D.C. for children aged 3-12. The design integrates Montessori, Waldorf, and Reggio principles with behavioral and neuroscientific insights. Additionally, the imaginative essence of "Alice in Wonderland" brings a whimsical dimension, adding an enchanting layer to the architectural narrative. The design of the school considers how space impacts cognition and creativity, in addition to functional aspects. Highlighting the bond between architecture and neuroscience, the design emphasizes how the built environment shapes children's cognition and emotions. Sensory experiences, architectural elements, and nature integration shape the ambiance, significantly influencing children's cognitive development. Through a blend of educational philosophies, neuroscience findings, and the timeless allure of Wonderland, it aims to sculpt an environment that encourages curiosity, creativity, and profound world connection in children.

Language: English

Published: Blacksburg, Virginia, 2023

Abstract/Notes: Montessori is a method of education that is based on self-directed activity, hands-on learning and collaborative play. This method based on observations and evaluations of a student’s development, which is a fundamental key of the Montessori Method. Color is one of the fundamental elements of art. It is important for art students to not only be exposed to color theory, but to understand it. By studying colors, students are able to embrace their own creativity and create their own masterpieces; one of the introductory art lessons is that of mixing colors and understanding the color wheel. The researcher chose this method to help beginning students grasp the concepts of color theory and color schemes to help them advance through the curriculum with new skills. Hence the research problem is to use general rules and concepts of Montessori to achieve a new method of color education to reform student’s knowledge, self-confidence, self-correction and their own abilities in using colors.

Language: English

DOI: 10.12816/0044318

ISSN: 2357-0342, 2356-9654

Language: English

ISSN: 0022-0574, 2515-5741

Abstract/Notes: Fraction concept is one of the learning problems that often occurs in elementary students. Elementary student’s misconceptions can be caused by teacher’s misconceptions. PGSD students are teacher candidates, so they must have the correct concept then they can teach the concept of fractions correctly too. Learning must be an inspiration for students when they become teachers later. One medium that can be used to teach fraction concepts is media based on Montessori. Local culture can support the use of Montessori media. This study aims to design and validate the learning sequence of PGSD Students in using Montessori media, to develop design principles to teach fraction concepts in elementary school students. The approach in this research is design research which includes three phases, namely design, trial and assessment. In the design phase, researchers formulate students’ prior knowledge and learning objectives. This is used as the basis for the sequence of learning. This stage of learning is evaluated in a repeat trial phases, the hypothesis design principle is developed and from which the learning stages are redesigned. The results of the assessment phase, together with the experience of the previous cycle and research review, are used to perfect the design principles of the student’s learning sequences so they can teach the concept of fractions correctly. From: The 7th South East Asia Design Research International Conference (SEADRIC 2019) 25-27 July 2019, Yogyakarta, Indonesia

Language: English

DOI: 10.1088/1742-6596/1470/1/012083

ISSN: 1742-6596