Abstract/Notes: The aim of this research is to examine the understanding of Montessori religious education for the child in early childhood. The Montessori education method has been used effectively in educational sciences studies and has been the subject of both theory and applied research. Our study is to theoretically deal with Montessori's early childhood religious education method directly from her own works and the works of some of her commentators. In the study, efforts were made to reach primary sources and then related books, articles and notifications were examined. Montessori's understanding of early childhood religious education has been examined through content analysis. As a result, it has been seen that the understanding of early childhood religious education in Montessori is a part of the Montessori education method, it is used in contemporary education systems and is the subject of various religious education approaches. / Bu araştırmanın amacı Montessori'nin erken çocukluk dönemi din eğitimi anlayışını incelemektir. Montessori eğitim metodu eğitim bilimleri çalışmalarında etkili bir şekilde kullanılmış, hem teori hem de uygulamalı araştırmalara konu olmuştur. Çalışmamız Montessori'nin erken çocukluk dönemi din eğitimi metodunu doğrudan kendi eserlerinden ve bazı yorumcularının eserlerinden hareketle teorik olarak ele almaktır. Çalışmada birincil kaynaklara ulaşılmaya gayret edilmiş daha sonra ilgili kitap, makale ve bildiriler incelenmiştir. Montessori'nin erken çocukluk dönemi din eğitimi anlayışı içerik analizine tabi tutularak incelenmiştir. Sonuç olarak Montessori'de erken çocukluk dönemi din eğitimi anlayışının Montessori eğitimi metodunun bir parçası olduğu, çağdaş eğitim sistemlerinde kullanıldığı ve çeşitli din eğitimi yaklaşımlarına konu olduğu görülmüştür.

Language: Turkish

Published: Malatya, Turkey, 2021

Abstract/Notes: Alongside the growing body of research on nature in education, there is a predilection for the implementation of mindfulness-based strategies in the classroom. The research on mindfulness, however, is notably limited when it comes to mindfulness practices in early childhood education. Moreover, school implementation focuses on the addition of mindfulness-based curriculum, rather than the thoughtful construction of an environment that can best encourage and develop the practice of mindfulness. This action research took place at a public Montessori charter school in a midwestern town. The school's Children's House, consisting of 40 students, 4-6 years of age, hikes and explores the surrounding woods twice a week. In an effort to examine the relationship between time spent in nature, at school, and the possible impacts on children's wellbeing and the classroom environment, this study used both qualitative and quantitative tools. After charting classroom engagement ("focus"); gathering anecdotal evidence; interviewing children and staff; and conducting parent surveys, the collected data indicates that time spent in nature is both beneficial (especially to children who struggle in a conventional school setting) and desired by the school community. This study contends that providing access to nature, instead of a structured implementation of a mindfulness curriculum, might be an important component to consider when designing or espousing educational practices that cultivate mindfulness within early childhood classrooms.

Language: English

Published: River Falls, Wisconsin, 2019

Abstract/Notes: This purpose of this action research project was created to study the effects of a peace curriculum and how it can help mitigate a pandemic or a traumatic societal event. The study took place in a public Montessori School located in the Midwest. There was a total of 15 children in the classroom that consisted of both pre-k and kindergarten aged children. This was a six- week study that included a peace curriculum, strategies, and tools for children to gain an understanding of peace and how it can be achieved during traumatic or stressful situations. The Peace Curriculum included discussions on natural disasters and our current COVID-19 virus as means to familiarize traumatic events and the use of coping strategies in promoting self-care. The children were provided with different group activities, strategies, and techniques to use, such as breathing techniques, visualization, yoga/movement, and discussions on peacemakers and how we all have the power to make a difference in the world and become global citizens. Quantitative and qualitative data collections were used to both determine their understanding of their emotions and develop ways to find their inner peace, peacemaking and peace keeping skills. The results showed that the children developed an awareness of others, their environment, and their abilities to be change agents and peacemakers. The outcome proved to have been effective providing children with an environment where they feel safe to share their thoughts and apply the strategies when coping with their own traumatic experiences.

Language: English

Published: River Falls, Wisconsin, 2021

Abstract/Notes: Early childhood education has been shown to positively impact future academic performance, as well as social and emotional development. With ever-increasing demands being placed on children's academic performances, school readiness has become a key component of academic success. The purpose of this quantitative causal-comparative study was to examine the effectiveness of different early childhood curriculum models in preparing children for kindergarten, and to investigate whether one early childhood curriculum model better prepares students than another. The theoretical framework for the study is based on the developmental constructivist theories of Piaget, Vygotsky, Erikson, and Dewey. Kindergarten teachers assessed school readiness by administering the Kindergarten Observation Form. Each student had matriculated from either Montessori, High/Scope, or Reggio Emilia programs or early childhood programs without an identified curriculum model. Kindergarten teachers rated students on 24 items related to areas of cognitive, linguistic, social, emotional, and physical development. ANOVA and post-hoc tests revealed that students matriculating from programs without an identified curriculum model scored significantly better than their counterparts, F (3,122) = 5.33, p = .002. Implications for social change include improved kindergarten readiness on the part of students, increased awareness by educators as to best practices in early childhood education, and, a move towards understanding the types of environments in which children learn best.

Language: English

Published: Minneapolis, Minnesota, 2012

Language: English

Abstract/Notes: Since early childhood programs were first introduced in the United States in the 1820s, early childhood professionals have been aware that teaching and caring for young children involves establishing relationships with their families. This study is a historical examination of the relationships between early childhood programs and parents. The study considered the political, social, and economic factors that have influenced the development of relationships between parents and early childhood programs, including: infant schools; kindergarten; laboratory schools; nursery schools; Montessori programs; day nurseries and child care; and Head Start. The study showed that the history of parent involvement in early childhood programs is essentially the history of early childhood programs. Since the 1820s, early childhood professionals have provided ample literary evidence of how parents were expected to be involved in early childhood programs, and how these expectations were communicated to them. Literary evidence was the basis for this study. Evidence used in the study included: autobiographies, journals, recollections, and letters of key participants; manuals of early childhood practice; proceedings from meetings and conferences; publications from government agencies; articles and commentaries from professional journals and popular magazines; theoretical and practical works by leaders in the field; research studies; textbooks; and childrearing advice books. The history of early childhood programs reveals a wide range of attempts to bring parents and early childhood programs together. At various times and in various contexts, these attempts have been called parent cooperation, parent education, parent participation, parent involvement, and teacher-parent partnership. Throughout most of the history of early childhood programs, parents were cast in the role of learner. More recently, the ideal relationship between parents and early childhood professionals has been characterized as that of a partnership. The various terms that have been used to describe the relationships between parents and early childhood programs were examined through the course of this study, as were the assumptions and beliefs that have influenced the interpretation of these terms.

Language: English

Published: Boston, Massachusetts, 1999

Language: English

Published: New Delhi, India, 2022

Abstract/Notes: Although a little dated in terms of related research, Haines, dissertation provides a thorough introduction to the topic as well as substantially confirming the accuracy of the ages assigned to each period by Maria Montessori.

Language: English

Published: Edwardsville, Illinois, 1997

Abstract/Notes: The individual through earliest recorded history reveals contradictory views of the human life-span. "Am I a free and unique individual, able to make choices and decide my own destiny?, or, "Am I only a victim of circumstance, a speck of dust in the universe's whirlwind of fate?" Each view is recognized in education and psychology, but the latter outlook is often prominent in schools which discourage decision making. Throughout the life-span, however, the individual must make choices. Allowing the young student to progress on the road to autonomy, requires a new educational outlook. How might teacher education focus on this new perspective? Rational Autonomy (RA) is an original conceptualization of the psychological foundations for a learning-teaching theory of practice; one which promotes autonomy and reasonable decision making in children and adults. Its purpose is to provide a framework for the development of an autonomous educator who may conceptualize the interaction between the dichotomies of autonomy and rationality. These values are imbedded within the leitmotif of liberty and freedom; individuality and socialization; creativity and cooperation all natural tensions within a democracy and a democratic classroom. Cognitive psychologies today advance a view reflecting an autonomous individual who is interactive, purposeful and capable of conscious decision making. Montessori (1870-1952) recognized these traits as inherent in most children. Viewing autonomy and reason as the individual's means to full cognitive and personality development, she proposed an expansive educational psychology which would anticipate this view in cognitive psychology. Until now, few psychological definitions were available to define Montessori's theories. Thus, this thesis defines existent psychology as providing a "Social Cognitive Field" frame in which to define her theories and derive a new concept. The concept of Rational Autonomy incorporates psychological principles from human development, social, personality and learning theories. Constructs are demonstrated by interaction models of the child, family and educator. These are exemplified in a school program through a site and case study. Elementary and early childhood teacher education extends the Design into a life-span theory. The mentor-teacher relationship, curricular implications, educator group facilitation and university aims are included in the RA Design.

Language: English

Published: Corvallis, Oregon, 1989

Abstract/Notes: Montessori education was developed over 100 years ago, and persists as a marginal ‘niche reform’ of the standard model. Here I discuss two unresolved dichotomies in early childhood education – the tension between work and play, and between structure and freedom. I explain how Montessori collapses and thereby resolves the dichotomies, and does so in a contemporary theoretical frame – one that is dynamical rather than linear. I next describe the origins and functioning of Montessori preschool environments, outcomes from the most methodologically sound studies to date, and impediments to Montessori’s more widespread adoption. I also show how Montessori is a culturally responsive pedagogy, and conclude by return to the dichotomies and how Montessori makes sense for the modern era. Originally published in: Early Child Development and Care, volume 191, issue 7–8 (2021), pp. 1196–1206.

Language: English

Published: New York, New York: Routledge, 2022

ISBN: 978-0-367-63674-6 978-0-367-63675-3 978-1-00-312021-6