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1645 results

Doctoral Dissertation

The Feasibility of Montessorian Education in the Primary School: An Historico-Educational Exposition

Available from: University of South Africa - Institutional Repository

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Abstract/Notes: Maria Montessori's work was initiated in 1898 as a result of her becoming acutely aware of deficient children's learning patterns, while working at the Psychiatric clinic of the University of Rome. The principles which dominate the system, however, did not spring in full panoply from Montessori. Indeed, her inspiration came largely from early and mid-nineteenth century writings of two French physicians, Itard and Seguin, who were Also involved in the teaching of deficient children. Extending on the ideas of these two educator-physicians, as well as the ideas of Froebel, Montessori innovatively brought the child's senses into contact with carefully selected didactic apparatus in a carefully structured and ordered environment. According to Montessori, the liberty of the child is a prerequisite for self-education and forms the first major pillar of her didactic theory, and thus becomes the focus of the first chapter dealing with her didactic approach (chapter three). Montessori believed that the function of education was to assist growth and if the individual child was given the liberty of movement within a prepared environment, a sense of competence would be achieved and the learning of the child would come about almost spontaneously. The principles of individuality and the training of the senses comprise the other two pillars, and form the basis for chapter four and five respectively. The principle of individuality is rooted in the belief that each child has a uniqueness which cannot be ignored without irretrievable damage to his personality. The current educational situation in South Africa, reveals a diversity of educational problems as a result of different ethnic and cultural groups all being thrust into a common educational system. The insidious pressures of conformity to a single standard of education must of necessity lead to a compromise of standards. The exposure of educational deficiencies inherent in such a move is characterised by learning impediments and deficiencies in the educational scenario. Research has therefore been undertaken in an attempt to extract those aspects that could provide meaningful pedagogic assistance to meet a present educational need.

Language: English

Published: Pretoria, South Africa, 1994


Reaping the Benefits of Parent Education

Available from: ProQuest

Publication: Montessori Life, vol. 27, no. 1

Pages: 30-33

⛔ No DOI found

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Abstract/Notes: Martha Haakmat writes in this article that in some ways she understands why parents might have a harder time understanding why Montessori is education at its best, especially as their children progress past preschool. Haakmat goes on to say that the learning path at Montessori schools is more proactive. Montessori schools ask that parents partner with teachers to understand the Montessori philosophy, to educate themselves, and practice the methods at home when possible. The article continues by providing descriptions of parent education programs that are continually being adapted and built upon each year to facilitate parent education and participation at Haakmat's school.

Language: English

ISSN: 1054-0040


The Construction of Early Childhood Teachers' Professional Identities, Then and Now

Available from: SAGE Journals

Publication: Australasian Journal of Early Childhood, vol. 33, no. 3

Pages: 34-41

Australasia, Australia, Australia and New Zealand, Lillian de Lissa - Biographic sources, Oceania

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Abstract/Notes: This paper explore the ideas of teacher educator Lillian de Lissa, who established the Kindergarten Training College in Adelaide in 1907 and spent the following 40 years in early childhood teacher education in Australia and the United Kingdom. I argue that de Lissa's enduring concern was the construction of early childhood teachers' professional identities. To this end, the curriculum, teaching methods and culture of the training colleges focused on the ‘all round development’ of the pre-service teacher— that is her head, heart and hand. These historical understandings are used to discuss early childhood teachers' professional identities in contemporary times.

Language: English

DOI: 10.1177/183693910803300306

ISSN: 1836-9391, 1839-5961

Master's Thesis

An Analysis of Early Childhood Development Programmes in South Africa

Available from: University of South Africa - Institutional Repository

Africa, Comparative education, Montessori method of education - Evaluation, South Africa, Southern Africa, Sub-Saharan Africa

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Abstract/Notes: This study constitutes an attempt to describe and analyse the quality of selected early childhood development programmes in South Africa, and provide criteria by which the quality of programmes could be assessed. The need for, and importance of, providing quality early childhood development programmes is highlighted. The influence of educational pf:lilosophies on programmes is recognised, hence the total development of the child and educational philosophies related thereto are discussed. Factors and components within programmes that contribute to high quality are explored. Moreover, criteria by means of which quality early childhood development programmes may be assessed, are provided. In this regard criteria for the formulation of aims, selection and the organisation of content, assessment, role of the teacher and parent involvement in programmes are suggested. It is against these criteria that selected early childhood development programmes in South Africa are described and analysed. programmes conclude the study.

Language: English

Published: Pretoria, South Africa, 1996

Book Section

Considerazioni di alcuni economisti del primo 800 sulla scuola per la prima infanzia [Considerations of some early 19th century economists on early childhood education]

Book Title: Valore educativo e sociale della scuola materna: atti [Educational and social value of the nursery school: proceedings]

Pages: 255-262

Conferences, Early childhood education - History - Nineteenth century

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Language: Italian

Published: Roma: Vita dell'infanzia, 1963


Maximizing Learning in Early Childhood Multiage Classrooms: Child, Teacher, and Parent Perceptions

Available from: Springer Link

Publication: Early Childhood Education Journal, vol. 28, no. 4

Pages: 219-224


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Abstract/Notes: Investigated experiences in a multiage classroom, especially from the child's and parents' perspectives. Found that despite concerns, in the multiage classroom each child is allowed to progress at his or her own pace; individuality is valued; competition is lessened; and children have more time to develop relationships. (Author/SD)

Language: English

DOI: 10.1023/A:1009590724987

ISSN: 1082-3301, 1573-1707


Factors That Influence Parents' Choice of Pre-Schools Education in Malaysia: An Exploratory Study

Available from: International Journal of Business and Social Science

Publication: International Journal of Business and Social Science, vol. 2, no. 15

Pages: 115-128

Asia, Malaysia, Montessori method of education, Southeast Asia, Parents - Perceptions, School choice, Southeast Asia, ⛔ No DOI found

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Abstract/Notes: The objective of this study is to identify the important factors contribute most to parents' choice of pre-school for their children. Parents' choice of pre-school is influenced by various factors that are mostly associated with the pre-school institution itself. Parent have different educational believes and preferences which puts them in a dilemma when making decision for their children pre-school education. it is important for pre-school businesses to meet the needs of both parents and children in order to attract and retain their customer. Data was collected using a survey questionnaire. The sample consisted of 162 parents who have pre-school children. Multiple regression analysis was used to identify the predictor variables that contributed to the choice of pre-schools. The main factors that influence parents' choice of pre-schools are branding, private-run institutions, safety and security, quality of teaching and hygiene. English medium and religion-based pre-schools are the preferred pre-schools chosen by these parents.

Language: English

ISSN: 2219-1933, 2219-6021


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, ⛔ No DOI found

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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


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

Available from: SpringerLink

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Abstract/Notes: Today, the documentation of children's education and development is an important part of educational work in early childhood education. This book systematises the topic of pedagogical documentation based on current empirical research. The book analyses different pedagogical reasons for documentation and then presents and discusses different procedures of pedagogical documentation in theory and empirical practice : Portfolio, Learning Stories, pedagogical documentation in the room, project documentation and digital pedagogical documentation. Pedagogical documentation is discussed in the tension between a social constructivist understanding of education on the one hand and a diagnostic logic of fostering on the other. The book is intended as a part of pedagogically oriented childhood research, which also wants to contribute to the reflection and improvement of pedagogical practice.

Language: English

Published: Wiesbaden, Germany: Springer Nature, 2022

ISBN: 978-3-658-39736-4 978-3-658-39735-7


Assessment in Early Primary Education: An Empirical Study of Five School Contexts

Available from: Taylor and Francis Online

Publication: Journal of Research in Childhood Education, vol. 28, no. 4

Pages: 441-460

Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America

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Abstract/Notes: Within the current standards-based framework of early primary education, teachers must negotiate the integration of assessment with traditional, developmental orientations to teaching and learning. The purpose of this qualitative study was to examine teachers' approaches to early primary assessment within five different school contexts: public, independent, Froebel, Waldorf, and Montessori. Data were collected from 12 kindergarten to Grade 2 teachers through in-depth interviews followed by ethnographic observations of eight classrooms. Data were thematically analyzed to identify core approaches to assessment across the contexts related to the following themes: (1) diverse conceptions of assessment, (2) commitments to student-oriented assessment, (3) knowing children through a practice of observation, and (4) assessment of academic standards. Underpinning these assessment themes was the fundamental commitment of early-primary educators to whole-child teaching and assessment. The article concludes with suggestions for future research that explore the intersection between teaching and assessment in play-based pedagogical contexts, alternative educational approaches, and systems of high accountability, with the aim of supporting teachers in bridging developmental and academic priorities in the early primary grades.

Language: English

DOI: 10.1080/02568543.2014.944722

ISSN: 0256-8543, 2150-2641

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