Abstract/Notes: With the current immigration and migration trends in Europe and worldwide, English as an Additional Language (EAL) education is becoming a prominent area of educational research. The discourse around EAL and social justice education has, until now, largely focused on primary, secondary, and post compulsory aged students. Preschool aged EAL children have been left out of the academic discourse. Pedagogical approaches need to be explored to marry EAL and social justice for preschool children. Maria Montessori’s pedagogical approach may be able to achieve this unity without compromising the language development that is desired. The following study is a piece of action research, applying the Montessori Method to a group of nine EAL children in the Canton of Zürich, Switzerland. The data gathered suggests that applying Montessori’s approach to EAL education, that of listening to the child and being attentive to hisher needs, gives autonomy to the student, and can promote social justice in preschool EAL education. Listening to the child occurs through ‘observation’ (attentiveness to the child), critical reflection of practice, and experimentation in education. In this way each child receives a customized education that has, at its foundation, respect for the child. Using ‘observation,’ field notes, and researcher reflections, it became apparent that young children are able to communicate their educational needs. TESOL outcomes were used to monitor the rate at which English was learned. Each language journey was vastly different, but regardless of the initial outcomes met, all children demonstrated increases in their comprehension and spoken English. It is important to recognize that children must be listened to and should be considered valued members in their education. https://doi.org/10.17635/lancaster/thesis/40

Language: English

Published: Lancashire, England, 2017

Abstract/Notes: Although Montessori education is often considered a form of playful learning, Maria Montessori herself spoke negatively about a major component of playful learning--pretend play, or fantasy--for young children. In this essay, the author discusses this apparent contradiction: how and why Montessori education includes elements of playful learning while simultaneously eschewing fantasy. She concludes with a discussion of research on the outcomes of Montessori education and on pretend-play research, clarifying how Montessori education relates to playful learning. [Reprinted from the "American Journal of Play" 5,2 (2013, Winter): 157-186 (see EJ1003949).]

Language: English

ISSN: 1522-9734

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: Providing a comprehensive overview of holistic education’s history, conceptions, practices, and research, this Handbook presents an up-to-date, global picture of the field. Organized in five sections, the Handbook lays out the field’s theoretical and historical foundations; offers examples of holistic education in practice with regard to schools, programs, and pedagogies at all levels; presents research methods used in holistic education; outlines the growing effort among holistic educators to connect holistic teaching and learning with research practice; and examines present trends and future areas of interest in program development, inquiry, and research. This volume is a must-have resource for researchers and practitioners and serves as an essential foundational text for courses in the field.

Language: English

Published: [S.I.]: Routledge, 2018

ISBN: 978-1-351-62189-2

Language: English

Published: Oxford, England: Clio, 1991

Edition: 1st Clio ed.

ISBN: 1-85109-114-9 978-1-85109-114-0

Series: The Clio Montessori series , 9

Volume: 1 of 2

Language: English

Abstract/Notes: Cílem diplomové práce je na základě teoretických znalostí získaných studiem odborných materiálů specifikovat a prostřednictvím metody popisu inspirativní praxe představit možnosti využití prvků montessori pedagogiky při edukaci dětí s poruchami autistického spektra v přípravném stupni základní školy speciální. Teoretická část má tři kapitoly. Zabývá se problematikou jedinců s mentálním postižením a je zaměřena na děti s poruchami autistického spektra. Charakterizuje poruchy autistického spektra, jejich etiologii, diagnostiku a možnosti intervencí u osob s poruchami autistického spektra a věnuje se také edukaci dětí a žáků s poruchami autistického spektra a mentálním postižením se zaměřením na přípravný stupeň základní školy speciální. Podrobněji popisuje montessori pedagogiku a její principy. Empirická část představuje charakteristiku výzkumného šetření a popisuje příklad inspirativní praxe při tvorbě prostředí, koncepce obsahu vzdělávání a edukačních materiálů s využitím prvků montessori pedagogiky při edukaci žáků s poruchami autistického spektra v přípravném stupni základní školy speciální. Interpretuje výsledky, shrnuje výzkumné šetření, představuje diskusi a doporučení. / The goal of the diploma work is to demonstrate the possibilities of montessori education elements implementation into the education of the children with autism spectrum disorders in the preparatory form of the special elementary school. This is performed on the basis of the theoretical knowledge gained by the specific material study and by using the methods of the inspiring practice. The theoretical part has three chapters. It deals with the subject of the persons with mental disorder and is mainly focused on the children with the autism spectrum disorders. It describes the autism spectrum disorders, their etiology, diagnosis and the intervention options for people with the autism spectrum disorders. It is dedicated also to the education of children and pupils with the autism spectrum disorders and the mental disorder within the preparatory form of the special elementary school. It introduces in great detail the montessori pedagogy and its elements. The empirical part states the definition of the research inquiry. It also describes an example of the inspiring practice how the class setting, education outline concept and education materials using the elements of the montessori pedagogy into the education of the children with the autism spectrum disorders in the preparatory form of the special elementary school are created. It interprets the outcomes, summarises the research inquiry, introduces discussion and recommendations.

Language: Czech

Published: Prague, Czechia, 2021

Abstract/Notes: For hundreds of years, there has been much kind of philosophies on education, based on various models of study. In modern times, people interested in education and continue to explore the different philosophies on education and their impact on learning. Every educational philosophy covers the aim and functions of the education according to their philosophies as Montessori Method. In education there is a strong relation between focusing the attention and appropriate learning environment with course materials. Physical conditions of education buildings are one of the most important factors which are effective on the education. In the study; how and in which extent schools which use the Montessori system reflect their educational principles to their physical and learning environments and what the effects of the reflection on the students were discussed. Therefore, in the study three schools were selected from Amsterdam, Delft and Utrecht cities of Holland. In research, existing physical conditions and spatial features of the schools were determined by using observation technique and interviewed with directors or teachers of each school. At the end of the study, through literature and acquired knowledge, some design criteria was generated for educative buildings which will support students’ learning and motivations according to Montessori idea

Language: English

DOI: 10.1016/j.sbspro.2012.05.393

ISSN: 1877-0428

Language: English

Abstract/Notes: This chapter explores the theories and histories of the holistic educational paradigm. Beginning with a description of the theoretical structures that underpin the holistic educational viewpoint, it lays the groundwork to understand how pedagogies as diverse as Waldorf, Montessori, Democratic Free Schooling, and homeschooling are connected by a common set of paradigmatic assumptions. Following brief summaries of the origins of these traditions, key aspects of practice and highlights from research carried out in each pedagogy are discussed. Concluding remarks draw connections between the fundamental convictions that gave rise to these pedagogies and the needs of educators in diverse contexts today. DOI: 10.4018/978-1-7998-4906-3.ch001

Language: English

Published: Hershey, Pennsylvania: IGI Global, 2021

ISBN: 978-1-79984-906-3