Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Language: English

Language: English

Language: English

Language: English

ISSN: 1054-0040

Abstract/Notes: Reprinted in v. 6, no. 3 (Winter 1970-1971): p. 7

Language: English

ISSN: 0010-700X

Abstract/Notes: This quasi-experimental research study examined the performance of two groups of five year old children on the Developmental Indicators for the Assessment of Learning-Revised (DIAL-R) (1990) in relationship to their method of schooling. The purpose of the study was to compare mean scores received by the Montessori group (N=10) and the Traditional group (N=10) on Motor Area skills, Concept Area skills, and Language Area skills of the DIAL-R (1990) using t tests for independent samples. Scores received on each test item were also analyzed statistically to determine the specific strengths and weaknesses of each subject group. The findings show that there was no significant difference between the two subject groups in the Motor Area skills as assessed by the DIAL-R (1990). There was a significant difference between the two subject groups in the Concept Area skills which favored the Montessori subjects. The Montessori group performed better than did the Traditional group in the Language Area skills of the DIAL-R (1990), but the difference was not statistically significant. Implications of these findings for Early Childhood educators are discussed, in view of the fact that this sample was quite small. The findings provide support for both the Montessori and Traditional programs for young children found within the Dallas Public Schools in student performance on the DIAL-R (1990). Recommendations for further studies are also given.

Language: English

Published: Denton, Texas, 1995

Abstract/Notes: Reprint from v. 1, no. 1 (Nov 1965)

Language: English

ISSN: 0010-700X

Abstract/Notes: A partir de uma experiência com o Programa Institucional de Bolsas de Iniciação à Docência (PIBID) no desenvolvimento de um dos subprojetos do curso de Pedagogia, da Universidade Estadual do Oeste do Paraná, campus de Francisco Beltrão, que tem atuado junto a este programa há seis anos, o objetivo deste artigo é analisar e discutir as contribuições do referido programa à formação inicial do pedagogo. Para isso, tomamos como referência o processo formativo de um grupo de acadêmicos que acompanhou e participou de atividades pedagógicas em um Centro Municipal de Educação Infantil (CMEI), onde tiveram contato com o método Montessori, e em duas escolas públicas em turmas de alfabetização nos anos iniciais do Ensino Fundamental. Para as análises e reflexões deste trabalho, temos como base nosso olhar de observadoras e coordenadoras do subprojeto que no decorrer do desenvolvimento de atividades semanais com o grupo nos permitiu acompanhar todo o processo formativo dos acadêmicos e ouvir seus relatos sobre suas vivências no programa, além, dos momentos de reflexões sobre a prática de ensino que aconteciam. Algumas constatações sinalizam para o quanto é significativa a inserção dos acadêmicos nas instituições de ensino desde os primeiros anos de sua graduação, consolidando uma relação mais efetiva entre teoria e prática e potencializando experiências formativas mais amplas, ao mesmo tempo que constituindo a identidade de sua atuação profissional com a docência. [Based on an experience with the Institutional Scholarship Program for Teaching Initiation (PIBID) in the development of one of the subprojects of the Pedagogy course, at the State University of Western Paraná, Francisco Beltrão campus, which has been working with this program for six years, the objective of this article is to analyze and discuss the contributions of the referred program to the initial formation of the pedagogue. For this, we take as reference the training process of a group of academics who accompanied and participated in pedagogical activities at a Municipal Center for Early Childhood Education (CMEI), where they had contact with the Montessori method, and at two public schools in literacy classes in the early years of elementary school. For the analyzes and reflections of this work, we are based on our view as observers and coordinators of the subproject that, during the development of weekly activities with the group, allowed us to follow the entire training process of the academics and hear their reports about their experiences in the program, in addition to , of the moments of reflection on the teaching practice that took place. Some findings indicate how significant the insertion of academics in educational institutions is from the first years of their graduation, consolidating a more effective relationship between theory and practice and enhancing broader training experiences, while constituting the identity of their performance professional with teaching.]

Language: Portuguese

DOI: 10.48075/rtm.v15i26.26169

ISSN: 1981-4682