Abstract/Notes: The objective of this study is to find out the differences of parenting styles in rural and urban society toward with adolescent’s involvement in family decision making. This research using a cross sectional survey method and embracing the theories of Montessori, Steinberg and Santrock about adolescent development, and Yusuf in parenting styles. The instrument used was adapted from the Alabama Parenting Questionnaire. It was consisted of 13 questions they were independency, responsibility, honesty, self-acceptance, receiving mistakes, trust, protection, freedom, involvement, and discipline. The result of rural society was the highest maximum value on the acceptance question (59%), namely admitting mistakes. For urban society data showed that the highest score of the questionnaire is about the parenting style of acceptance with a value of 62%. This meant that the result of the parenting style the child receives was the permissiveness style of care. The conclusion based on the area the urban society is more democratic in parenting. It makes teenagers more independent, confident and open minded

Language: English

Abstract/Notes: This report documents the development of a multimethod approach to understanding program processes in a center-based Early Head Start program. The method, which combines teacher's ratings with participant observation and informal interviewing of families, offers an approach to understanding the experience of early childhood intervention from multiple perspectives. The focus of this article is on the use of data drawn from three case studies to illustrate one way of combining these two different orientations. We place this case-study approach within a larger framework of ways in which qualitative and quantitative data can be combined to better understand how programs are delivered and experienced by participating children and their families. ©2002 Michigan Association for Infant Mental Health.

Language: English

DOI: 10.1002/imhj.10012

ISSN: 1097-0355

Abstract/Notes: The study was conducted to determine if the utilization of Montessori Math Model Method in learning the addition and subtraction of fraction has an impact to the improvement of students’ performance. A quantitative design was used in the study. The essential data were gathered from a total number of 67 respondents, 34 students from the experimental group and 33 students from the control group, with the aid of validated questionnaire. Data were analyzed and interpreted using the Average Weighted Mean and T-test as statistical tools. According to the findings of the study, data revealed that the result of pre-test and post-test of both experimental and controlled group is significant. The result showed that there is a significant difference of the utilization of the Montessori Math Model Method in learning addition and subtraction of fraction in Grade 5 Pupils in Kaputian Elementary School.

Language: English

ISSN: 2654-346X

Abstract/Notes: Prosocial behavior first appears in the second year of life. How can prosociality so early in life be explained? One possibility is that infants possess specialized cognitive and/or social capacities that drive its emergence. A second possibility is that prosocial behavior emerges out of infants' shared activities and relationships with others. These possibilities have motivated a number of current explanatory efforts, with a focus on two complementary questions. First, what is evolutionarily prepared in the very young child and how does it give rise to prosocial behavior? Second, how do proximal mechanisms, including social experiences, contribute to the early development of prosociality? The papers in this special issue represent some of the most recent work on these questions. They highlight a diverse array of new methods and bring them to bear on the nature and development of early prosocial understanding and behavior.

Language: English

DOI: 10.1111/infa.12004

ISSN: 1532-7078

Language: English

ISSN: 0445-7684

Abstract/Notes: According to the age-old proverb from Plato’s Republic: necessity is the mother of invention, the main motivation for creating new discoveries is the need for them. However, as well as the necessity factor, we argue that a very important aspect that influences invention and creativity is the empathy factor. This mixed methods research investigated the impact of empathy instruction on the social and emotional skills of creativity in the UK Design and Technology (D&T) classroom. Pupils in year 9 (aged 13 to 14 years) from two schools were assessed for their creativity levels using the Torrance Test of Creative Thinking (TTCT) both at the start and at the end of the academic school year. In the intervening period, whereas the control school continued as normal with its usual D&T lessons, the intervention school’s D&T lessons were replaced by a creativity tuition kit called Designing Our Tomorrow (DOT), which involves instruction in empathising. Pupils from year 7 (aged 11 to 12 years) in a third school were given the DOT task alone and interviewed about their experiences of it. Results showed that unlike the control school, whose emotional and cognitive creative scores in fact decreased over time, the intervention school increased in its levels of emotional and cognitive creativity, as measured by the TTCT. These quantitative as well as the subsequent qualitative interview findings and pupils’ portfolios suggest that creativity can be taught and particularly via instruction that advocates the importance of empathising with the subject matter. The findings are discussed in relation to the need for a holistic approach to teaching, where social, emotional and cognitive dimensions of teaching and learning are needed to complete and enhance the learning experience for the D&T classroom and beyond.

Language: English

DOI: 10.1177/1365480221989500

ISSN: 1365-4802

Language: English

ISSN: 2578-6857

Abstract/Notes: The purpose of the paper is to present the philosophy of reform of education in Albania during the post-communist transition. Reforming education is a priority, but has been neglected by governments over the last 25 years. Over the last five years, the new curriculum and the new textbook system are being implemented according to the European standards. The core of reform is "have human beings learnt" (E. Ultarur, 2012). The constructivist philosophy of learning is a sure foundation that guarantees the new quality of the educational process. The Montessori's philosophy guarantees high quality and safety for the future because: First, this philosophy serves as a theoretical basis and serves as a method. Montessori has discovered the stages of natural development of the thinking human beings from childhood to adolescence, basing on scientific evidence, from childhood to adolescence. Secondly, Montessori’s constructivism moved the knowledge from the product into the process. Montessori illuminates the way of building human values during educational teaching process at school and in the community by the falling down of the classic wall that separates school from the community (public). Our research is based on the study of curricular experiences and on data from consultations with students, parents and specialists. The search method is holistic. By the holistic education the children need not only to develop academically, but to develop the ability as well in order to survive in the real world. The real world in our era is in front of the virtual world. In this contexts, we must teach children to learn not what?, but how? (How does it work/learn?). The teacher must learn his/her students how they construct the values by their immediate relationships with their friends and family as well as social development, health, and intellectual development.

Language: English

ISSN: 2365-8592, 2192-7081

Abstract/Notes: The main purpose of this research is to examine the effect of Montessori education approach on 4-6-year-old children’s concept acquisition such as school readiness, direction/position, self/social awareness, texture/material, quantity and time/sequence. The method of this research was pre-test/post-test, experimental and control group. Pre-test/post-test was carried out to examine the effect of the Montessori education on 4-6 year-old children who are the experimental group and the control group was formed to compare the effect of Montessori education on the experimental group. Sample of research consisted of 24 children who were educated with Montessori education at Gazi University Faculty of Vocational Education Department of Child Development and Education Application Preschool and 24 children who were educated at Ankara University Application Preschool and Child Club, where MoNE’s curriculum was carried out. For children’s acquisition of concepts such as school readiness, direction/position, self/social awareness, texture/material, quantity and time/sequence Bracken Basic Concept Scale-Revised was used as data collecting instruments. Comparing both groups for pre-test and post-test mean score obtained from Bracken Basic Concept Scale-Revised results show that statistical differences were found between the experimental and the control group and these differences were in favor of the experimental group. There are differences between children who got education through Montessori approach and MoNE’s curriculum in school readiness, direction/position, self/social awareness, texture/material, quantity and time/sequence areas.

Language: English

ISSN: 1305-3515

Abstract/Notes: Montessori approach deals with learning in independence and liberty. This way of learning requires students to explore information based on their learning interest. Therefore, reading has become one of the keys in learning successfully in a Montessori school. Moreover, the impact of self-efficacy on the learning outcomes has been explored in the educational psychology as a field of study. This study inspects students’ self-efficacy perceptions and their factors in reading comprehension in a Montessori Junior High School registered in 2018-2019 academic year. It is located in Yogyakarta, Indonesia. English is the main language used in the teaching-learning process in the school. The study is conducted by using mixed method. Findings are based on the 27 close-ended questions and three open-ended questions obtained from the students in grade seven and eight. In analyzing the results, concurrent triangulation strategy is applied. The results show that the students have positive self-efficacy perceptions on their reading (Average= 3.449/5), especially in reading, explaining, summarizing texts and comprehending the graphics found in the text without the guidance of their teachers. Their self-efficacy sources are found in their mastery experiences, vicarious experiences, verbal persuasion, and emotional and psychological states.

Language: English

DOI: 10.15642/ijet2.2019.8.2.26-37

ISSN: 2548-6497