Abstract/Notes: The aim of research was a comparative study of preschool educational approaches. In this research, the components of goals, content, teaching method, educational atmosphere and evaluation in romantic, humanistic, Montessori, Waldorf and Reggio Emilia approaches have been compared. The method of data collection and analysis were documentary and Bereday’s four-step approach respectively. In dimension of goals, all approaches emphasize the enrichment of the child's imagination through the senses. In the activities dimension, all approaches emphasize the learning process. Montessori and Reggio Emilia's approach, more than other approaches, design activities in a more problem-oriented manner. In the Montessori, Reggio Emilia and Waldorf approaches emphasized the question-and-answer method and indirect transmission of material to the child. In particular, the Reggio Emilia and Waldorf approaches have made the learning method the basis of child-teacher interaction, and teaching means the process of helping children learn research. In the dimension of educational atmosphere, human interaction with the environment - through the senses - is the basis of education in all approaches. In the evaluation dimension - with the exception of the Montessori approach which focuses on the extent to which predetermined goals are achieved-, other approaches do not emphasize learning standards and the evaluation is not done in the traditional way. Iranian curriculum planners are encouraged to use the findings of the present study to develop a suitable approach for early childhood education

Language: English

ISSN: 2588-7270

Abstract/Notes: Montessori learning environments, described as prepared environment, allow children to choose their work freely and construct their own learning. Because the child is in the center and the roles of the teacher differ from the roles of the teachers in traditional schools, the direction of the communication and collaboration between the child and the teacher is determined accordingly. This study aims at examining the practices of Montessori teachers in communication and collaboration with the child. A phenomenological approach was adopted in the study. Purposive snowball sampling was employed to identify 12 Montessori preschool teachers. A focus group interview and semi-structured interviews were used to obtain data. The obtained data were transcribed and analyzed through the content analysis method. The findings were examined under three main themes, which are "the communication of the teacher with the child", "the collaboration between the teacher and the child" and "the difficulties Montessori teachers face in communication and collaboration with the child". The study showed that teachers' communication approach was based on respect for the child. When communicating with the child, teachers adopted a guidance role. However, teachers' practices in communication deviated from Montessori philosophy in case of conflict and undesired behaviors. Support from the child's peers, involving the children in forming class rules, giving children responsibility, and collaboration in learning were the main subjects that maintain collaboration with the child. Besides, study findings indicated that Montessori teachers faced some difficulties in communication and collaboration with the child. The results of this study imply that the communication and collaboration practices of Montessori teachers and the Montessori philosophy are mostly in line but can contradict in some cases.

Language: English

DOI: 10.17275/per.22.24.9.1

ISSN: 2148-6123

Abstract/Notes: By relying on the assumption that there are some missing, unknown, or omitted pieces in the History of Pedagogy and Education that are traceable in the History of other contiguous sciences, such as Medicine and Psychology, the author of this paper focuses his attention on the important role played by Medical Pedagogists. Among them we find such renowned names as Itard, Séguin, Montessori, Montesano, Bollea, but also lesser known ones such as Tamburini, Morselli, Pizzoli or Ferrari. These women and men devoted their attention to the education of people with disabilities, redefining the concept of education itself. For this reason, they should not be placed in a separate area- such as a supposed clinical pedagogy - or outside Science of Education, but ought to be identified as part of a historical path regarding education. A path that, by unfurling in the many stories that constitute it, eventually leads to multiplicity, which is one of the distinctive traits of Special Pedagogy.

Language: Italian

ISSN: 2282-5061, 2282-6041

Abstract/Notes: Music is an integral part of every person’s life. Scientific research has shown the effectiveness of music in medical-rehabilitation contexts to the extent that it is considered, for some categories of people (disabled, socio-cultural, elderly), for the exclusive use of the psychotherapeutic field.The purpose of this review is to demonstrate the importance that music has also in the educational and didactic field to “exploit” its peculiarities, “beyond” the therapeutic component to include the many different contexts of life. Among these, the “digital environments” make music the protagonist of a “world 2.0”, within which, starting from the strengths of the differentiated Method of Maria Montessori, it is possible to create a union between pedagogy and musical education. The last section deals with deafness and music as a specimen, highlighting how theoretical and empirical research on this topic has dealt with it from a threefold perspective: on the one hand, music as rehabilitation therapy for deaf people; on the other, music’s contribution in the overall education of the deaf; finally, music as entertainment and its enjoyment as an expression of quality free time for deaf people.

Language: English

DOI: 10.7346/sipes-01-2020-16

ISSN: 2282-5061, 2282-6041

Abstract/Notes: The present study examined currently popular children’s television shows to determine the prevalence of violent, prosocial, educational, and fantastical content (including fantastical events and anthropomorphism). Network, style, and content ratings were collected for 88 shows using a combination of Common Sense Media and laboratory ratings applied to two randomly-selected episodes of each show. Overall, currently popular children’s television shows were most often animated and contained little violent, prosocial, or educational content, but a great deal of fantastical content. Interrelations among variables were also examined. Shows with fantastical events were both more violent and more prosocial than shows without, and shows with anthropomorphism were more prosocial than shows without. The network on which a show aired predicted violent, prosocial, and educational content, but not fantastical content. Children’s television today is not as violent as might be believed, but nor is it particularly prosocial or educational. It is highly fantastical. The implications of the landscape for children’s behavior, learning, and cognition are discussed.

Language: English

DOI: 10.1080/17482798.2019.1605916

ISSN: 1748-2798

Abstract/Notes: If the purpose of an educational system is to guide pupils towards achieving independence, then certain conditions about the design and conduct of that system must be met. In this paper, those conditions are formulated from a socio‐cultural perspective on learning and development. This paper examines the extent to which those conditions were fulfilled by teachers judged ‘good’ by their pupils and by school management in a case‐study in two Montessori secondary schools. Because discourse is assumed to play a central role when pupils work on assignments with the teacher assisting them, dialogues occurring in various teaching‐learning situations were analysed. The types of language genre used by the teachers and pupils were found to be important characteristics of the ongoing dialogues. The main results were that ‘good’ teachers excel in the adoption of a personal approach to pupils, but they work much more intuitively than systematically or deliberately to stimulate pupils' development of higher mental functions.

Language: English

DOI: 10.1080/00220270903079237

ISSN: 0022-0272

Language: English

DOI: 10.1177/002205741508100606

ISSN: 0022-0574, 2515-5741

Language: English

ISSN: 0022-0574, 2515-5741

Language: English

DOI: 10.1080/15582150802371853

ISSN: 1558-2159, 1558-2167

Abstract/Notes: The realities of child development defy efforts to categorize children's abilities and attainments within the conventional graded structure. Pupil readiness varies, and children progress in all subjects at different rates. The development of multiage or cross-age groupings, sometimes coordinated with youngsters in tutoring programs, has produced promising outcomes, especially in the affective and social skills areas. (26 references) (MLH)

Language: English

DOI: 10.1177/019263659507956805

ISSN: 0192-6365