Language: English

Language: English

Abstract/Notes: Cílem diplomové práce je na základě teoretických znalostí získaných studiem odborných materiálů specifikovat a prostřednictvím metody popisu inspirativní praxe představit možnosti využití prvků montessori pedagogiky při edukaci dětí s poruchami autistického spektra v přípravném stupni základní školy speciální. Teoretická část má tři kapitoly. Zabývá se problematikou jedinců s mentálním postižením a je zaměřena na děti s poruchami autistického spektra. Charakterizuje poruchy autistického spektra, jejich etiologii, diagnostiku a možnosti intervencí u osob s poruchami autistického spektra a věnuje se také edukaci dětí a žáků s poruchami autistického spektra a mentálním postižením se zaměřením na přípravný stupeň základní školy speciální. Podrobněji popisuje montessori pedagogiku a její principy. Empirická část představuje charakteristiku výzkumného šetření a popisuje příklad inspirativní praxe při tvorbě prostředí, koncepce obsahu vzdělávání a edukačních materiálů s využitím prvků montessori pedagogiky při edukaci žáků s poruchami autistického spektra v přípravném stupni základní školy speciální. Interpretuje výsledky, shrnuje výzkumné šetření, představuje diskusi a doporučení. / The goal of the diploma work is to demonstrate the possibilities of montessori education elements implementation into the education of the children with autism spectrum disorders in the preparatory form of the special elementary school. This is performed on the basis of the theoretical knowledge gained by the specific material study and by using the methods of the inspiring practice. The theoretical part has three chapters. It deals with the subject of the persons with mental disorder and is mainly focused on the children with the autism spectrum disorders. It describes the autism spectrum disorders, their etiology, diagnosis and the intervention options for people with the autism spectrum disorders. It is dedicated also to the education of children and pupils with the autism spectrum disorders and the mental disorder within the preparatory form of the special elementary school. It introduces in great detail the montessori pedagogy and its elements. The empirical part states the definition of the research inquiry. It also describes an example of the inspiring practice how the class setting, education outline concept and education materials using the elements of the montessori pedagogy into the education of the children with the autism spectrum disorders in the preparatory form of the special elementary school are created. It interprets the outcomes, summarises the research inquiry, introduces discussion and recommendations.

Language: Czech

Published: Prague, Czechia, 2021

Abstract/Notes: The purpose of this study was to compare the academic achievement of 543 urban 4th- (n=291) and 8th- (n=252) grade students who attended Montessori or traditional education programs. The majority of the sample consisted of minority students (approximately 53 percent), and was considered low income (approximately 67 percent). Students who attended a public Montessori school were compared with students who attended structured magnet, open magnet, and traditional non-magnet public schools on standardized measures of math and language arts. Results of the study failed to support the hypothesis that enrollment in a Montessori school was associated with higher academic achievement. Implications and suggestions for future research are provided.

Language: English

DOI: 10.1080/02568540509594546

ISSN: 0256-8543, 2150-2641

Language: English

ISSN: 1470-8647

Language: English

ISSN: 0040-7887

Abstract/Notes: The purpose of this qualitative case study was to investigate why the Montessori approach has been viewed as a culturally congruent educational model by some Hawaiian language immersion and culture-based (HLIC) educators and how aspects of it have been used in HLIC classrooms. Data collection included semi-structured interviews and focus group discussions with 40 Hawaiian educators, document analysis, and visits to 12 school sites. Using grounded theory methodology, similarities in core teaching strategies based on shared values and worldview emerged. Challenges and nuanced distinctions were also revealed, along with an emerging and uniquely Hawaiian pedagogy. Findings indicate that educators and researchers should take worldview and beliefs into account when designing programs and creating both preservice and inservice training opportunities.

Language: English

ISSN: 0021-8731

Abstract/Notes: Early childhood education also known as preschool or pre-primary education is provided in settings such as Nursery schools, Kindergarten, Anganwadis, Montessori schools, etc.  Some are located in the private sector while the Government sponsors some. Pre-primary education is critical for establishing a child's social, emotional, and overall well-being. Typically designed for 3 to 5-year-old children there are varying standards. It is on this foundation that the child's future learning and adaptability are built that it deserves serious attention. The importance of pre-primary education is recognized worldwide nevertheless universal coverage has not been achieved. According to the UNICEF Global Report on Early Childhood Education, which has come recently, world over there were at least 175 million children aged 3 to 6 years old who were not enrolled in school. The early years of a child's life build the basis for lifelong growth, and children who fall behind in these early years often never catch up with their peers, leaving them more likely to drop out of school and fail to reach their full potential. This points to the significance of probing into its causes and reflecting on solutions to overcome them. Going into the causes we find certain factors perpetuating this. Such are Economic backwardness, social backwardness, Institutional backwardness, and Administrative Deficiencies. The former two are pitfalls of a weak institutional system while the latter two reflect an institutional breakdown. Yet there are interlinkages between the two. Economic backwardness arises from the great divide between the rich and the poor and consequent power dynamics leading to increased marginalization of the poor. They lose the capability to encash opportunities for fair standards of living, education, adequate nutrition, appropriate housing, and healthy surroundings. Linked to it is the social backwardness where the morbidity becomes concentrated in the poor. Inadequacy of infrastructure and paucity of teaching-learning methods carefully tailor-made to needs, skilled manpower, motivators, and losing focus are major institutional factors. The state vested with the responsibility to intervene in high-priority areas lagging in progress or developmental needs through special programs and projects time to time suffer pitfalls pointing to administrative deficiencies as systemic factors. This paper attempts to bring out the issues and concerns of pre-primary education from an institutional perspective.

Language: English

DOI: 10.31305/rrijm.2024.v09.n01.004

ISSN: 2455-3085

Language: English

ISSN: 0889-5643

Abstract/Notes: The garden can be viewed as an imitation of nature in an urban setting. In past times, many educators aware of the importance of nature in the education process were avid supporters of the school garden. Many studies that examined the influence of the school garden in the education process have shown that it offers multiple benefits to the students, one of which is that it furthers experiential learning. Students involved in gardening improve their overall academic performance and increases their interest in learning. It also seems to have positive effects on their overall behavior and on their emotional and social health. In the results of studies, we can also see the students who participated in gardening showed remarkable improvement in their overall physical health, and that they often adopted better nutritional habits. Finally, the school garden can serve as a portal for the students and for the school in general, to introduce them to environmental education and to sustainability in both theory and practice.  Article visualizations:

Language: English

DOI: 10.46827/ejes.v7i9.3247

ISSN: 2501-1111