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1148 results

Book

Understanding Sustainability in Early Childhood Education: Case Studies and Approaches from Across the UK

Available from: Taylor and Francis Online

England, Europe, Northern Europe, Northern Ireland, Scotland, Sustainability, United Kingdom, Wales

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Abstract/Notes: This unique book explores research related to education for sustainability within early childhood education in the United Kingdom. Divided into the four home nations, it examines what education for sustainability looks like in practice, discusses the different application and positions of each region, and considers the contribution of early childhood education to support the Sustainable Development Goals. Each chapter considers the relevant early years framework and includes associated case studies which highlight connections between statutory guidance, policy and positive early years pedagogical practice. The authors use an education for sustainability lens to explore the critical issues and explicit and implicit links embedded in each of the curricula frameworks. Each chapter acknowledges the context of outdoor learning with discussion related to different interpretations of ecological sustainability. This exploration should help readers to consider the idea of sustainability within early childhood education. The book considers early childhood education as a distinct and valuable phase beyond the readiness for school discourse and recognises the importance of having skilful and knowledgeable adults to work with young children from birth. It offers a unique resource for students, practitioners, leaders and researchers engaged in the study of education for sustainability in early childhood and the importance of the early years for the development of life-long pro-environmental attitudes.

Language: English

Published: New York, New York: Routledge, 2017

Edition: 1st

ISBN: 978-1-315-64250-5

Article

✓ Peer Reviewed

Montessori Early Childhood Education in NZ: 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

Article

Child-Initiated Activity: How Important Is It in Early Childhood Education?

Publication: NAMTA Journal, vol. 12, no. 2

Pages: 74–84

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

ISSN: 1522-9734

Article

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Early Childhood Education in Belgium

Available from: Springer Link

Publication: International Journal of Early Childhood, vol. 7, no. 2

Pages: 159-161

Belgium, Europe, Western Europe

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Abstract/Notes: "...In terms of instructional methodology, Belgium has had a particularly interesting history. It has gone through three distinct phases of education as far as pre-school is concerned. From 1890 until about 1927 Frobel was a very strong influence in Belgian pre-schools, and most of the training was done with his methods. From 1927 through 1950 the work of Montessori became particularly important. This is not to suggest that Frobel's teachings were discarded entirely, but only that Montessori's methods were more popular..."

Language: English

DOI: 10.1007/BF03176101

ISSN: 0020-7187, 1878-4658

Article

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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

Article

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Early Childhood Education in India: History, Trends, Issues, and Achievements

Available from: Springer Link

Publication: Early Childhood Education Journal, vol. 24, no. 1

Pages: 11-16

India, South

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Abstract/Notes: The changes in the social and economic structure of India have intensified the need for universal early childhood education. The formidable challenges before the Indian Government are: to provide high quality early childhood education programs; to preserve indigenous practices such as multilinguality, family/community involvement, participation of older children as caretakers of their younger siblings; and to provide early childhood education to all children despite serious financial constraints. This article presents a brief overview of the traditional childrearing practices in India, chronicles government initiatives in early childhood education, describes the range of programs available in India, and identifies goals that will shape the future of early childhood programs in India.

Language: English

DOI: 10.1007/BF02430544

ISSN: 1082-3301, 1573-1707

Article

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Visual Environmental Scale: Analysing the Early Childhood Education Environment

Available from: SpringerLink

Publication: Early Childhood Education Journal, vol. 47, no. 1

Pages: 43-51

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Abstract/Notes: Although children’s physical environments play an important role in their development, there have been few empirical studies on the interior design of early childhood centres. This is partly due to a lack of adequate methods and instruments for the systematic spatial investigation of educational environments. In light of this, the following paper presents a qualitative method for such systematic investigation, which we shall call visual environment analysis. It also presents the results of the application of this method to ten early childhood centre environments, which can be ranged between the two extremes of restraint and expressiveness. The analysis shows that early childhood centre environments may be shaped by partly conflicting aims, such as giving children as much freedom as possible on the one hand and providing them with a stimulating atmosphere on the other. The paper therefore discusses both visual environment analysis as a method and, in applying this method, the interior design of a number of educational environments.

Language: English

DOI: 10.1007/s10643-018-0914-x

ISSN: 1082-3301, 1573-1707

Article

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

Available from: Springer Link

Publication: Early Childhood Education Journal, vol. 51

Pages: 911-923

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

Book

Foundations of Early Childhood Education

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Language: English

Published: New York, New York: Random House, 1969

Article

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Creating High-Quality Early Childhood Education in Rwanda: Teacher Dispositions, Child-Centred Play, and Culturally Relevant Materials

Available from: Taylor and Francis Online

Publication: Early Child Development and Care, vol. 190, no. 15

Pages: 2437-2448

Africa, Culturally responsive teaching, East Africa, Rwanda, Sub-Saharan Africa

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Abstract/Notes: Overcoming challenges to quality early education in developing nations, TEACH Rwanda, one high-performing education system, offers a model of childhood learning through sensitive teacher dispositions, child-centred play, and culturally relevant materials. This manuscript provides a unique window into the practices of a quality early childhood system in Rwanda and articulates how these high-quality approaches to early childhood education can be executed successfully in developing nations with limited resources. The guidelines for practice and illustrations from real classrooms are relevant for a range of educators around the world. One key to success is the programmes’ homegrown professional development approach featuring Rwandans teaching Rwandans, which builds capacity within the system. The professional development description encourages administrators and directors to establish such programmes which can successfully build capacity and sustainability within their schools.

Language: English

DOI: 10.1080/03004430.2019.1578760

ISSN: 0300-4430, 1476-8275

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