Language: English

Language: English

Language: English

Language: English

Abstract/Notes: play and have fun, the learning and teaching processes should be suited totheir nature. There is a number of known interesting learning activitieswhich are based on the arts, games and other oral activities. Thus Englishshould be taught as a means of communication and researchers should dotheir best to help EFL learners to develop their reading and speaking skills.Ur (2000: 12) declared that "out of all the four skills ,listening,speaking, reading and writing, speaking seems the most important, peoplewho speak a language are known as speakers of the language, as if speakingincluded all other kinds of knowing a target language" Today, many secondlanguage learners give the speaking skill priority in their learning because ifthey master this skill then they will be considered as if they have masteredall of the other skills.The importance of speaking is best shown with the integration of theother language skills. For instance, speaking can help students develop theirvocabulary and grammar and improve their writing skill. Ability to read isthe primary fundamental skill required for children to achieve academicsuccess. Currently, the expectation is that all children should begin readingearly and be able to read on grade level by third grade (U.S. Department ofEducation, 2002)Another way that speaking and reading are connected is throughdecoding .decoding is the process of pulling apart the sounds that each(1)letter makes, and then putting them back together to make a word.it is mucheasier for a child to sound out a word on the page that they have alreadyheard in conversation, than a completely new word. There less informationto process since the meaning and the pronunciation of the word are alreadyknown. A child who has heard more words spoken is at an advantage whenlearning to read, the skill of reading is special and often difficult to acquire.the fact that anyone learns how to read is something of a miracle. Learningto read is different from learning to speak; in the development of humanhistory, speaking precedes reading by thousands of yearsItalian educator and physician Maria Montessori developed aninnovative teaching methodology for children that left an indelible mark oneducation curricula throughout the world. Montessori education is a sensorybasedpedagogy that is based on the belief that children learn at their ownpace through manipulation of objects (Lopata, Wallace, & Finn,2005).According to Montessori, (Montessori, 1967, p.14). the goal ofeducation is “to be able to find activities that are so intrinsically meaningfulthat we want to throw ourselves into them” (Crain : 2004) confirmed thisassertion by noting that “when children find tasks that enable them todevelop their naturally emerging capacities, they become interested in themand concentrate deeply on them.In general, there is a need for more research regarding successfuleducational methods and pedagogy for this disenfranchised populationbecause the existing research does not adequately provide educationalplanners with the resources or information to develop effective programs(Williams:2001) examined the impact of the Montessori Method on(2)refugee children‟s social, cognitive and motor development using adifference-in-difference approach .The Montessori method of teachingaimed the fullest possible development of the whole child, ultimatelypreparing him for life‘s many rich experiences. Complemented by hertraining in medicine, psychology and anthropology, Dr .Maria Montessori(1870-1952) developed her philosophy of education based upon actualobservation of children.Students are assigned their own personal workstations designed witheducational items that correspond to the daily lesson plans and activities.Students are responsible for setting up the work area, choosing the learningactivity, applying the physical materials, and returning the materials back tothe shelves (Pickering: 2004).Children are always free to move around theroom and are not given deadlines for the various learning tasks. Desks arearranged into open networks that encourage meaningful group discourse, aswell as independent learning.Students work together with the teachers to organize time strategicallyin order to complete the necessary learning tasks of the day. The amount ofteachers in the classroom varies based on class size, but usually two teachersare used for sections with thirty or more students, In most settings, childrenare grouped in mixed ages and abilities based on three to six-year incrementssuch as 0-3, 3-6, 6-12, 12-15 and 15-18 (other Montessori schools use onlythree year increment settings). Ages are mixed so that older students canassist and mentor the younger children in the group. Students are groupedaccording to common interests and experiences rather than the ability andskill level (Pickering: 2004).According to Montessori, from birth to age three the child learnsprimarily through the “unconscious absorbent mind.” During education in(3)the first three years, Montessori believed that it was necessary for theparents to develop in the role of unobtrusive educator; there to protect andguide without infringing on the child‟s right to self-discovery (Crain: 2004).This early developmental model enabled children to learn their own skillsat their own place. During the ages of three to six the child begins to utilizethe “conscious absorbent mind” which prompts students to participate increative problem-solving consisting of wooden and metal objects of varioussizes and shapes, personally designed by Montessori. If a problem becomestoo difficult or overwhelming for the student, the teacher delays the projectfor a future day. Children also engage in practical work consisting ofhousehold tasks and personal maintenance.

Language: Arabic

DOI: 10.21608/jsep.2020.84322

ISSN: 2682-1931

Language: German

Published: Berlin, Germany: LIT Verlag, 2009

ISBN: 978-3-8258-1650-6

Series: Impulse der Reformpädagogik , 24

Abstract/Notes: This study applies Bronfenbrenner's ecological framework as a theoretical lens in looking at using social and emotional learning in the prevention of bullying. The purpose of this study was to determine what systems and structures were perceived to make a positive difference in creating an anti-bullying climate. Additionally, this study sought to determine how those systems and structures were implemented and sustained. Taking a case study approach, a small, private school of approximately 360 students was used in this qualitative research. Utilizing interviews, observations and artifact review data were triangulated and interpreted for analysis. Findings for this study indicate that applying a whole school approach emphasizing continuity, creating a community of belonging and connection, and focusing on the development of the whole child contributes to creating and sustaining an anti-bullying climate. Additionally, developing social and emotional skills through integrated curriculum, the learning environment, and the teacher as facilitator contribute to a healthy climate that resists bullying. As this study suggests social and emotional learning can positively affect classroom and school climates.

Language: English

Published: Los Angeles, California, 2014

Abstract/Notes: The article informs the reader with the program of Montessori education and application of principles of Montessori education in conditions of Czech pre-schools (kindergartens). The authors focus on the formulation of the principles of this form of alternative education based on the study of works by M. Montessori and they further use them to research the level of social skills of pre-school children. Due to a fact that the educational approach at a Montessori kindergarten and a regular kindergarten differs, the authors also focus on the comparison of social skills among pre-school children of kindergartens of both abovementioned types. The quantitative design of the research was used. The questionnaires were submitted to 7 kindergartens: in 5 of them, children were educated by the principles of Montessori education, 2 of them were regular. The results linked to the pre-school children’s level of social skills were compared not only from the perspective of the type of kindergarten, but also from the perspective of children’s gender, siblings or the age when they started to attend the pre-school education.

Language: English

Published: Seville, Spain: International Academy of Technology, Education and Development (IATED), 2017

Pages: 8016-8024

DOI: 10.21125/iceri.2017.2142

ISBN: 978-84-697-6957-7

Abstract/Notes: Research on human development, brain plasticity and learning capacity confirms that the early years of life are critical to develop the foundations of what will become a mature adult. Maria Montessori, an exceptional visionary woman for her time in the early 20th century, developed an educational model that is increasingly effective today. It follows the interests of children based on their actions and movements in school enhancing independence, creativity and simulating real life in society. Montessori education incorporated in the traditional cognitive-based curriculum the importance of Soft Skills as a critical dimension of social interactions missing in most educational models. An essential component in Montessori education is achieving educational goals paralleled with activities the child performs in the classroom simulating practical activities in daily life. Montessori’s Grace and Courtesy (G&C) is embedded in lessons that are drilled continuously to support students to become successful in social relationships with peers and adults. G&C are lessons founded in Soft Skills development that become an integral part of behavior positively impacting personal lives. Montessori education responds to surmounting evidence about the need for Soft Skills across educational levels and from an early age develops Soft Skills that students will need to succeed in life and are increasingly demanded in the workplace. This chapter highlights the need to start teaching and practicing Soft Skills at early educational levels and it shows how Montessori education has accomplished this objective for over a century.

Language: English

Published: New York: Routledge, 2021

ISBN: 978-1-00-036891-8

Abstract/Notes: This study aims to investigate whether early exposure to English learning in either kindergarten or at home helped to develop 5-year-olds' overa1l English skills in Korea. One private kindergarten where the children received routinely English lessons was selected and a total of 30 children participated in the study. The children's ability to speak, listen, read, and write in English was measured using World-class Instructional Design and Assessment (WIDA). Twenty two states in the U.S. cooperated to develop WIDA so that they could assess children's English language proficiency (ELP) in various years of age and provide appropriate instruction. All of the children were administered to WIDA in mid June for the pre-test and re-tested in January for the post-test The data was statistically analyzed using SPSS. The results of analyses suggest that the children's ability to listen, speak, read, and write differed based on their learning experiences with English at kindergarten. WIDA can be used for assessing children's developments stage as an English learner. Better understanding of children's English proficiency will help to develope English instruction and curriculum for young children in English as Foreign Language (EFL). / 본 연구는 유치원에서 영어교육에 노출되고 있는 유아의 조기영어교육의 경험이 유아의 영어능력의 발달에 영향올 주는지 알아보는데 목적이 있다. 우리나라에서는 조기영어교육에 관한 부모의 관심으로 취학 전 유아들이 영어를 배우기 시작하고 있으나 유아의 영어능력을 평가하는 객관적인 연구는 부족한 상황이다. 미국에서는 No Child Left Behind (NCLB) 법령 제정 후 취학전 유아의 영어능력평가도구로 개발된 검사도구 WIDA Model for Kindergarten가 있다. 이 검사도구는 유아의 구어능력, 문해능력 등의 전반적인 언어발달 영역을 평가하기 위해 개발되었다. 연구대상은 유치원 일과시간에 영어수업을 제공하고 있는 유치원 한 곳에 재원하는 만 5세 유아 30명올 대상으로 하였다. WIDA를 활용하여 1학기 후반에는 1차 검사를, 2학기 후반에는 2차 검사를 실시하였다. 1차 검사에서 구어능력의 평균 수준은 1수준으로 가장 낮았다. 2차 검사 결과, 유아의 구어능력 평균 수준은 1수준에 머물고 있었으나, 문해능력 평균 수준은 2 수준으로 더 높게 나타났다. 또한 구어능력 평균 수준을 1, 2차 시기에 따라 비교한 결과, 유아의 구어 능력 수준은 동일한 1단계에 머물고 있었다. 앞으로 유아교육기관에서 영어교육프로그댐의 효과를 WIDA 검사도구툴 활용하여 언어형태별로 검중할 수 있을 것이라고 기대한다.

Language: Korean

ISSN: 1226-9417