Abstract/Notes: هدفت الدراسة الحالية الي قياس مدي فاعلية برنامج تدريبي قائم على طريقة منتسوري في تحسين مهارات القراءة لدي التلاميذ ذوي صعوبات التعلم بمرحلة الطفولة المبكر [The current study aimed to measure the effectiveness of a training program based on the Montessori method in improving reading skills among pupils with learning difficulties in early childhood.]

Language: Arabic

ISSN: 2410-874X

Abstract/Notes: Two waves of reform have been conducted in China since the 1980s to transform its early childhood curriculum into a Western-style, progressive model. Western curricula and programs such as the Montessori method, the project approach, the Reggio Emilia method, and the high/scope method have been imported and adopted all over the country. But the top-down reforms and these “imported” ideas have been challenged by scholars and practitioners. Aiming to understand how practices in kindergartens measure up with the reform objectives, the present study investigated the teachers’ beliefs and practices in five Shenzhen kindergartens’ literacy instruction. Altogether, ten early childhood classrooms were observed for one school week, and the ten classroom teachers were interviewed about the observed Chinese teaching practices. The teachers and teaching assistants of the ten classes (N = 20) were also surveyed about their teaching beliefs and practices. The results indicated a remarkable belief-practice gap as well as a policy-practice gap. Most of the curriculum reform ideas were expressed by the teachers in their self-reported beliefs but had not been implemented in their teaching practice. The traditional Chinese model with the teacher directing the whole-class session was still dominating. Slight differences were also found among the ten classes, which reflect the cascading effects of curriculum reform. These findings suggest that curriculum reforms should take into consideration the culture, language, teachers, parents, resources available, and the prevailing education system.

Language: English

DOI: 10.2753/CED1061-1932440601

ISSN: 1061-1932, 1944-7119

Abstract/Notes: This action research project was completed to test the effects of a culturally diverse art program on early childhood students’ cultural competency. The setting was a Montessori early childhood classroom of 22 children. There were two Asian students, one African American student, and 19 Caucasian students. Data were collected using a student conference form, self-portrait rubric, and tally sheets - continent symbol matching, group discussions and art activities. A group presentation took place each week about an artist from one the six inhabited continents which included a biography and examples of their artwork. Following the presentation an art activity was placed on the art shelf. The results showed that the program had a positive impact on the students’ cultural competency. This program will continue to evolve by interweaving it with other cultural curricula in the classroom and spending more than one week with each artist and activity.

Language: English

Published: St. Paul, Minnesota, 2022

Abstract/Notes: The importance of teaching communication and conflict resolution skills in early childhood is explored in this action research. Previous research suggests that young children are capable of learning conflict resolution skills from an early age. After observing that conflict resolution was not successfully addressed in many different classroom environments, the need to research and model clear, compassionate language was apparent. This study was conducted in a Montessori classroom of 21 children, ages three to six. Within the framework of Nonviolent Communication (NVC), the children learned to voice their feelings, hear others, and have their personal needs met. I recorded reports on each conflict, along with a daily tally of conflicts and a daily self-reflection. During this intervention, the children were only beginning to show the ability to solve conflicts independently. Results showed an increase in conflicts successfully resolved. As the environment continues to practice NVC, the children would likely continue to expand their capacity to communicate clearly and resolve conflicts without the aid of an adult.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: Review of Ready or Not, Leadership Choices in Early Care and Education by S. G. Goffin and V. Washington.

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0013-1784, 1943-5878

Language: English

ISSN: 0013-127X

Abstract/Notes: Discusses successes and problems of Head Start. Suggests that Head Start's difficulties relate to its implementation, not its design. Proposes increasing the effectiveness of Head Start through a series of reform strategies that relate to interventions that address the needs of children in child care, preschool children, and school-age children.

Language: English

Language: English

ISSN: 1071-6246

Abstract/Notes: Projects of Montessori Education U.K.

Language: English