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Book Section

Discipline and Freedom in Early Childhood Education

Book Title: Disciplinarity: Functional Linguistic and Sociological Perspectives

Pages: 151-172

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Language: English

Published: New York: Continuum, 2011

Edition: 1st

ISBN: 978-1-4411-0885-2 978-1-4411-4281-8 978-1-4411-6924-2 978-1-4411-3180-5

Article

Recasting Il Metodo: Maria Montessori and Early Childhood Education in Italy (1909-1926)

Available from: Firenze University Press - Wayback Machine (Internet Archive)

Publication: CROMOHS (Cyber Review of Modern Historiography), vol. 16

Pages: 1-18

Europe, Italy, Southern Europe

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Abstract/Notes: Maria Montessori’s Il Metodo della Pedagogia Scientifica was published at the end of the 1910s. The text enjoyed great success after its publication, both in Italy and abroad. Over the course of the following decades, this work underwent numerous changes: various editions were published and numerous translations made, while the author herself added many sections and deleted others from the original draft. In this essay, I examine the first three editions of Il Metodo to analyze the changes that were made and their relation to the advent of fascism. This essay, divided into three distinct parts that follow the first three editions of the work, explores how Montessori was conditioned by fascism and how fascist educators both perceived her work and influenced the changes made to the text.

Language: English

DOI: 10.13128/Cromohs-13674

ISSN: 1123-7023

Book

The imagination of early childhood education

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Language: English

Published: Westport: Bergin & Garvey, 1999

ISBN: 0-89789-594-0

Article

Montessori Method in Early Childhood Education: A Systematic Review / Erken Çocukluk Eğitiminde Montessori Yöntemi: Bir Sistematik Derleme

Available from: DergiPark Akademik

Publication: Çukurova Üniversitesi Eğitim Fakültesi Dergisi / Cukurova University Faculty of Education Journal, vol. 50, no. 2

Pages: 1154-1183

Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: The aim of this study was to examine the researches on the Montessori method in the field of early childhood education in Turkey and to analyze the studies conducted until April 2020, without any starting date limitation, according to the study group, the pattern, the year of publication, the data collection tools used, the purposes and the subjects studied. 22 articles were analyzed within the scope of the research. There are 15 articles using quantitative research method, 6 articles using qualitative research method and 1 article using mixed research method in the analyzed studies. The samples of the studies were grouped under four headings as child, teacher, teacher candidate and family. It was observed that 16 out of 22 articles examined in the study used a scale or test whose validity and reliability were made, an interview form in 5 studies and an observation report in one study. Most of the studies conducted as quantitative researches and the used scales have shown that the studies are result-oriented not process-oriented. In the study, it was observed that the studies on the Montessori approach were more in 2019 (n = 7) and 2016 (n = 6) compared to other years. Research results showed that researches focus more on visual perception and cognitive development. Studies can be made on all areas of child development rather than focusing on a few areas, and the Montessori approach applied in Turkey can be evaluated with a general view. It is expected that this research will contribute to the determination of the gaps in the field related to the Montessori method.

Language: English

DOI: 10.14812/cuefd.873573

ISSN: 1302-9967

Article

Getting to Know Young Children: Alternative Assessments in Early Childhood Education

Available from: Springer Link

Publication: Early Childhood Education Journal

Early childhood care and education, Early childhood education

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Abstract/Notes: Assessments provide teachers with essential information regarding children’s learning. Alternative education systems offer insight into ways that assessments can be redesigned to be developmentally appropriate to particular ages, including unique stances on what defines assessment, who should assess, and what should be assessed. We examined themes of early childhood assessment through a review of Reggio Emilia, Montessori, and Waldorf (also called Steiner). Each of these three alternative systems emphasize assessments designed to understand every child’s learning as unique. Many of the practices used align with the National Association for the Education of Young Children’s (NAEYC) current recommendations regarding developmentally appropriate assessment. There is a clear acknowledgement that engagement, not just specific knowledge, is particularly important to assess. To assess engagement, classrooms must be carefully constructed learning environments that implement individualized assessment techniques, such as observation. As children engage in developmentally appropriate experiences, teachers assess their individual learning patterns. Specific components of each system contribute to effective and informative assessment, for example collected artifacts and documentation from children’s work (Reggio), activities and materials designed to show children when an error is made (Montessori), and participation in classic stories (Waldorf). The increased focus these systems place on assessing during interactive learning experiences answered NAEYC’s current recommendations regarding assessment as well as on-going calls in education reform for a child-centered approach to learning.

Language: English

DOI: 10.1007/s10643-022-01353-y

ISSN: 1082-3301, 1573-1707

Article

Criticizing Montessori’s Method of Early Childhood Education using Islamic Psychology Perspective

Available from: Universitas Islam Negeri Sunan Gunung Djati Bandung (Indonesia)

Publication: Jurnal Pendidikan Islam, vol. 5, no. 2

Pages: 133-148

Montessori method of education

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Abstract/Notes: This study examined critically Montessori’s concepts on early childhood education through Islamic Psychology perspective. This research used qualitative methodology with a literature approach. The results showed that (1) Montessori’s method pays more attention to the cognitive aspect of children development while children potential doesn’t only consist of cognitive, affective, and psycho-motoric aspects, but also spiritual one; (2) Reinforcement are not needed in Montessori’s method, while in Islamic Psychology, rewards can increase children's learning and punishment is needed to make children become disciplined in carrying out the rules; (3) Learning environment should be structured, in order, realistic and natural. This concept is suitable for upper class educational institutions but it would be difficult for middle-low income groups since the materials required by Montessori’s method is expensive enough. (4) Parents and teachers are required to become observers and interpreters. This role may pose problem on the part of parents and teachers since not all parents and teachers have criteria to act as is it expected by Montessori’s method.

Language: english

DOI: 10.15575/jpi.v5i2.5835

ISSN: 2460-8149

Book Section

Reasons for Documentation in Early Childhood Education Centres

Available from: Springer Link

Book Title: Pedagogical Documentation in Early Childhood Education: Process-Oriented Procedures for Documenting Education and Development

Pages: 5-29

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Abstract/Notes: The documentation of educational processes and the development of children is today seen as a sign of high quality in ECE centres and as a central task of pedagogues. This general and widely undisputed setting is fed by both (elementary) pedagogical theories and programs as well as by political requirements. First, four significant educational approaches (Montessori and Waldorf education as well as the Situation approach and the Reggio approach) will be examined to see what importance they attribute to documentation. Subsequently, the today in theory and practice of elementary education dominant social constructivist educational understanding will be illuminated in more detail with regard to documentation; this is followed by an analysis of the curricula of the German federal states as relevant political framework for the work in ECE centres. Finally, these theoretical and political foundations will be brought together by working out the diversity of objectives associated with documentation as well as the different addressees of documentation.

Language: English

Published: Wiesbaden, Germany: Springer, 2022

ISBN: 978-3-658-39736-4

Article

Montessori Early Childhood Education in NZ [New Zealand]: Re-discovering the Spirit of Reflection and Inquiry Through Recent Policy Changes

Available from: SAGE Journals

Publication: Australasian Journal of Early Childhood, vol. 41, no. 2

Pages: 69-76

Australasia, Australia and New Zealand, Montessori method of education, New Zealand, Oceania

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Abstract/Notes: Montessori education arrived in New Zealand (NZ) in the early 1900s for children aged three to six years. Currently it is one of a diverse range of early childhood education options in a sector that has experienced huge policy changes aimed at enhancing quality early childhood provision. This paper positions the growth of Montessori early childhood services within discourses about early childhood quality in NZ and discusses how recent policy changes related to early childhood teaching qualifications, self-review and reflective practice have impacted on Montessori education. It argues that the current Montessori workforce is equipped as never before to reflect critically on the richness of Montessori philosophy and to innovate and experiment with Montessori practice.

Language: English

DOI: 10.1177/183693911604100210

ISSN: 1836-9391, 1839-5961

Book

The Influence of Theorists and Pioneers on Early Childhood Education

Available from: Taylor and Francis Online

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Abstract/Notes: The chapters in this book reflect on the major shifts in the views of early childhood thinkers and educators, who have contributed to contemporary theoretical frameworks pertaining to early childhood learning. The book also revisits and critically analyses the influence of developmental theories on early childhood education, starting in the 1890s with the work of G. Stanley Hall that established the close association of early childhood education and child development. Several chapters comprise critical examinations of the fundamental influence of thinkers such as Piaget, Vygotsky, Kohlberg, Adler, Pestalozzi, Froebel, and so on, on early childhood learning. The book also contends that these theoretical conceptions of child development have heavily influenced modern views of early childhood education. This book is a significant new contribution to early childhood learning, and will be a great resource for academics, researchers, and advanced students of Education, Public Policy, History of Education, Psychology, and Sociology. The chapters in this book were originally published as a special issue of the Early Child Development and Care

Language: English

Published: New York, New York: Routledge, 2022

Edition: 1st ed.

ISBN: 978-0-367-63674-6 978-0-367-63675-3 978-1-00-312021-6

Book Section

Montessori as an Alternative Early Childhood Education

Available from: Taylor and Francis Online

Book Title: The Influence of Theorists and Pioneers on Early Childhood Education

Pages: 211-221

Comparative education, Culturally relevant pedagogy, Early childhood education, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: Montessori education was developed over 100 years ago, and persists as a marginal ‘niche reform’ of the standard model. Here I discuss two unresolved dichotomies in early childhood education – the tension between work and play, and between structure and freedom. I explain how Montessori collapses and thereby resolves the dichotomies, and does so in a contemporary theoretical frame – one that is dynamical rather than linear. I next describe the origins and functioning of Montessori preschool environments, outcomes from the most methodologically sound studies to date, and impediments to Montessori’s more widespread adoption. I also show how Montessori is a culturally responsive pedagogy, and conclude by return to the dichotomies and how Montessori makes sense for the modern era. Originally published in: Early Child Development and Care, volume 191, issue 7–8 (2021), pp. 1196–1206.

Language: English

Published: New York, New York: Routledge, 2022

ISBN: 978-0-367-63674-6 978-0-367-63675-3 978-1-00-312021-6

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