Language: English

Published: [S.I.]: Nienhuis Montessori USA, 1992

Language: English

ISSN: 0889-5643

Abstract/Notes: This research revolved around Johnson's (2013) definition of early childhood science, technology, engineering, and math (STEM) education, emphasizing the integration of science and math instruction with scientific inquiry, engineering design, mathematical analysis, and 21st-century interdisciplinary skills. Johnson recommended using an approach called integrated STEM, which aims to create a meaningful integration of STEM disciplines in the context of real-world challenges and problems. Given the swift advancements in science and technology, early exposure to STEM concepts is crucial for children. Research has indicated introducing STEM in preschool equips children with foundational skills to explore complex concepts in elementary school. Early childhood experiences have a substantial impact on cognitive and academic development, fostering brain development and enhancing lifelong cognitive and academic outcomes. Young children naturally exhibit qualities like prediction, hypothesizing, analysis, and curiosity. They actively engage with their surroundings, constructing scientific and mathematical understanding through hands-on STEM activities, and developing competence, knowledge, and problem-solving skills. This study employed narrative inquiry and autoethnography to explore early childhood educators' needs, talents, and challenges in integrating STEM curricula. It addressed critical questions about STEM education, such as its ideal form, optimal introduction timing, and ensuring equitable access for all preschoolers. The research examined educators' STEM knowledge and identified implementation barriers that affect STEM self-efficacy. This research underscores the importance of introducing STEM education early in childhood and highlights the need for comprehensive policies and equitable funding. The study's results bridge the knowledge–doing gap and emphasized the significance of adequately preparing educators to provide STEM-related curricula.

Language: English

Published: San Francisco, California, 2023

Abstract/Notes: In this research, the effect of Montessori education approach on the creativity of pre - school children in visual arts lesson was investigated and the creativity developments in students were observed. The research was carried out in college kindergarten, which educates under Kayapınar district of Diyarbakır province. 20 students between 48-66 months were applied the Montessori Education Approach and 60 students were applied the Ministry of National Education pre-school program and these two were compared to each other. Equal units are applied in both programs, Ceramic, watercolor, collage technique. The problem addressed in the study;The loss of student creativity in the implementation of the Ministry of National Education Preschool Program, the loss of self-confidence while students work, and the fact that the applied approaches are teacher-centered and therefore the works are not unique but are similar to each other. In the classrooms where Montessori Education Approach is applied, reflections of originality in the works of art, attitudes of free children to the lesson, and increased co-operation during the lesson have been observed. It is also observed that in the classrooms in which the Ministry of National Education pre-school program is applied, the method of instruction, class rules reminded in the lesson, teachers' criticism of the works resulted in loss of self-confidence in the students, reluctance to the subject,not being able to bring out the creativity and being bad tempered to students' friends. / Bu araştırmada, okul öncesi eğitim programında yer alan görsel sanatlar eğitimi ders konularının, Montesori Eğitimi Yaklaşımı programı uygulanarak, yaratıcılık gelişimlerine etkisinin nasıl olduğu belirlenmeye çalışılmıştır. 48-66 ay grubundaki 20 öğrenciye Montessori Eğitimi Yaklaşım Programı, aynı yaş grubundaki 60 öğrenciye Milli Eğitim Programı uygulanmış ve ikisi karşılaştırılmıştır. İki programda eşit üniteler işlenmiş, bunlar; Seramik tekniği, kolaj tekniği ve suluboya tekniğidir. Araştırma Milli Eğitim Bakanlığı Okul Öncesi Programının uygulandığı, görsel sanatlar eğitiminde, görsellerle yapılan anlatım sunumları, öğrencilerin yaratıcılıklarına etkileri, derste sınıf kuralları hatırlatarak ders işlenmesi aynı zamansa öğrenci eserlerine öğretmenlerin olumlu veya olumsuz eleştirilerinin etkileri araştırılmıştır. İkinci program olan Montessori Eğitimi Yaklaşımı programının uygulandığı, görsel sanatlar eğitiminin sonunda öğrencilerin yaratıcılıklarına etkileri, sanat çalışmalarının, özgünlük ve yenilik açısından yansımaları, özgür bırakılan çocukların derse kaşı tutumları, öğrenci başarısına etkileri belirlenmeye çalışılmıştır. Araştırmanın sonuçları, Montessori Eğitimi Yaklaşımı programı uygulanan sınıftaki öğrencilerde yardımlaşmanın önemli ölçüde arttığı, çocuklara yönelik yönerge olmadan, derslere kendi istekleri doğrultusunda katıldıkları ve malzemelerin yerlerini öğrenerek ihtiyaç duydukları anda aldıkları görülmüştür. Milli Eğitim Bakanlığı Programı ile işlenen, sanat eğitimi derslerinde, öğretmenlerin görsel materyalleri, örnek modelleri, anlatım ve soru-cevap yöntemlerini kullandıkları. Sınıftaki malzeme dolapları öğrencilerin ulaşamayacakları yükseklikte ve göremeyecekleri kapalı dolaplarda bulunması öğrencileri sınırladığı sonucuna ulaşılmıştır.

Language: Turkish

Published: Samsun, Turkey, 2018

Language: English

Language: English

ISSN: 0519-0959

Abstract/Notes: During the 1920s and 1930s, the New Education Fellowship (NEF), founded in 1919, established itself as an important international force for radical education and educational experimentation. Its membership was drawn from many different countries and included some of the most prominent progressive educators of that period. By 1945, however, the movement was experiencing international decline. Membership had fallen and in many countries the new educational network had ceased to exist. This situation was a result not only of the destruction of the new educational network in Europe during the Second World War, but also of the change in the outlook of educationists and reformers who sought new solutions to the problems of the reconstruction of society and education. The purpose of this study is to explore the NEF's importance as a disseminator of educational and political ideals after 1945 and its contribution to debates about the post-war reconstruction of education and society, using the considerable but currently little-researched material held at the Institute of Education, University of London. This thesis examines the NEF's network after 1945 and considers how far the NEF successfully extended its membership amongst school teachers and educationists at teacher training colleges. The NEF also sought to develop an international network. The international activities of the NEF, both through links with other organisations, for example, the United Nations Educational, Social and Cultural Organisation (UNESCO), and its membership in those countries where the NEF maintained branches are explored in order to gauge the success of the NEF as a movement with internationalist ambitions.

Language: English

Published: London, England, 2009

Language: English

ISSN: 1178-6213, 2744-662X

Abstract/Notes: L’occasion de lancer des recherches sur les liens entre le mouvement théosophique et l’éducation en Espagne et l’intérêt que celles-ci pouvaient présenter surgirent à partir de la lecture du Petit Journal d’Adolphe Ferrière dans les Archives de l’institut J.-J. Rousseau de l’université de Genève. En 1930, de passage à Barcelone sur le chemin de son long voyage vers l’Amérique latine, le pédagogue suisse fut reçu par Maria Solà de Sellarés, Attilio Bruschetti et José Forteza. Cependant ces personnages n’apparaissent pas dans les pages de l’historiographie de l’éducation nouvelle et de la rénovation pédagogique en Catalogne au cours du premier tiers du XXe siècle. Après les recherches qui s’imposaient, nous sûmes qu’ils militèrent dans l’hétérodoxe mouvement théosophique et que, suivant les pas de Béatrice Ensor, ils se rapprochèrent de sa pédagogie par le biais de la Fraternité internationale de l’Éducation. La vocation éducative du mouvement théosophique se manifesta dans l’organisation de cours et de conférences, l’édition de livres et de dépliants à caractère doctrinal et didactique, la création d’espaces de sociabilité et, entre autres initiatives, par la fondation d’un certain nombre d’écoles et de centres éducatifs qui tentèrent de rejoindre les mouvements rénovateurs européens, tout en restant fidèles au spiritualisme oriental. Plus tard et malgré les distances que leur imposèrent dissidences et fractures, un autre courant allait apparaître à l’horizon de l’évolution de ce mouvement: l’anthroposophie de Steiner et la pédagogie Waldorf. Cet article se propose d’analyser, dans les contextes européen et international, la fonction sociale, éducative et socialisatrice de la théosophie et des réseaux socioéducatifs théosophiques, hors et dans l’école, en Espagne au cours du premier tiers du XXe siècle. Cette recherche part de l’analyse de sources orales (membres de familles de théosophes et personnes ayant des liens avec le mouvement théosophique) et de sources écrites (directes et indirectes) consultées et étudiées dans diverses archives : Biblioteca de Cataluña (Barcelone), bibliothèque privée de la Branche Arjuna de Barcelone, Centro nacional de la Memoria histórica de Salamanque (Espagne), archives privées de la famille Jover Dalmau (ancien élève de l’école Damon) et Archives historiques municipales de Sabadell (Catalogne). [The opportunity to launch research on the links between the theosophical movement and education in Spain and the interest that these could present arose from the reading of the Petit Journal d'Adolphe Ferrière in the Archives of the institute J.-J. Rousseau from the University of Geneva. In 1930, passing through Barcelona on the way to his long journey to Latin America, the Swiss teacher was received by Maria Solà de Sellarés, Attilio Bruschetti and José Forteza. However, these characters do not appear in the pages of the historiography of new education and educational renewal in Catalonia during the first third of the twentieth century. After the necessary research, we learned that they were active in the heterodox theosophical movement and that, following in the footsteps of Beatrice Ensor, they approached her pedagogy through the International Fraternity of Education. The educational vocation of the theosophical movement was manifested in the organization of courses and conferences, the publication of books and leaflets of a doctrinal and didactic nature, the creation of spaces for sociability and, among other initiatives, by the foundation of a number of schools and educational centers which tried to join the European renovating movements, while remaining faithful to Eastern spiritualism. Later and despite the distances imposed by dissidence and fractures, another current would appear on the horizon of the evolution of this movement: the anthroposophy of Steiner and the Waldorf pedagogy. This article aims to analyze, in European and international contexts, the social, educational and socializing function of theosophy and theosophical socio-educational networks, outside and in school, in Spain during the first third of the twentieth century. This research starts from the analysis of oral sources (members of families of Theosophists and people with links to the Theosophical movement) and written sources (direct and indirect) consulted and studied in various archives: Biblioteca de Cataluña (Barcelona), library private of the Arjuna Branch of Barcelona, ​​Centro nacional de la Memoria histórica de Salamanca (Spain), private archives of the Jover Dalmau family (former pupil of the Damon school) and Municipal Historical Archives of Sabadell (Catalonia).]

Language: French

Published: Rennes, France: Presses universitaires de Rennes, 2018

ISBN: 978-2-7535-5561-7

Series: Histoire

Abstract/Notes: Based on a database of over 500 resources, this paper explores the educational alternatives that exist today between the cracks of mainstream education and culture. It presents information about the growing numbers of schools and education centers that call themselves learner-centered, progressive, and/or holistic. Sources of data for this summary report also include over 3 years of informal interviews with and observations of people at alternative schools. The paper begins by examining terminology issues, discussing qualities for distinguishing educational alternatives, and describing eight types of schools (democratic and free schools, folk education, Quaker schools, homeschooling/unschooling/deschooling, Krishnamurti schools, Montessori schools, open schools, and Waldorf schools). It also presents frameworks for education (maps for understanding the territories of alternatives), and it discusses the three orientations of a competency based education: transaction (progressive), self-directed (learner-centered), and transformation (holistic). After looking at political issues around school choice which could impact the growth of the various philosophical alternatives, the paper concludes that in a society where issues of pluralism and diversity are valued as part of creating a more sustainable world and just democracy, the diversity of philosophical perspectives in education needs to be acknowledged. (Contains 41 references.) (SM)

Language: English

ISSN: 1094-3838, 2158-8414