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Article
Using Mathematics Strategies in Early Childhood Education as a Basis for Culturally Responsive Teaching in India
Available from: Taylor and Francis Online
Publication: International Journal of Early Years Education, vol. 14, no. 1
Date: 2006
Pages: 15-34
Asia, Culturally responsive teaching, India, South Asia
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Abstract/Notes: The objective of this small study was to elicit responses from early childhood teachers in India on mathematics learning strategies and to measure the extent of finger counting technique adopted by the teachers in teaching young children. Specifically, the research focused on the effective ways of teaching mathematics to children in India, and examined teachers’ approach to number counting. In India, children were taught by their parents or by their teachers to use fingers to count. The qualitative study conducted by the researcher further enriched the topic with first‐hand comments by the teachers. Although the finger counting method was not the only process that teachers would adopt, it was embedded in the culture and taken into consideration while infusing mathematics skills. The teachers confirmed adopting the Indian method of finger counting in their teaching strategy; some specified that the method helped children to undertake addition and subtraction of carrying and borrowing, as counting by objects could not be available all the time. Although the study is limited by its small sample to the unique mathematics learning experience in India, it provides readers with a glimpse of culturally responsive teaching methods and an alternative mathematics teaching strategy.
Language: English
DOI: 10.1080/09669760500446374
ISSN: 0966-9760
Article
Maria Montessori as Domestic Goddess: Iconic Early Childhood Educator and Material Girl
Available from: Taylor and Francis Online
Publication: Gender and Education, vol. 31, no. 6
Date: 2019
Pages: 673-687
Feminism, Maria Montessori - Biographic sources, Montessori method of education - History
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Abstract/Notes: The concept of domesticity plays out in early childhood educational settings and has a long tradition. Domesticity in its pre-domestic, domestic and post-domestic phases is used here as a site for reconsidering the role of Maria Montessori. The ideas put forward here are intended as a provocation and methodologically the device of constructing an assemblage of materials from various sources is used to enable different ideas to be brought forward. New possibilities emerged through a diffractive approach to this theoretically driven work. The ambiguities Montessori embodied in her life are revisited and by looking at her focus on the materials of ‘practical life’ a way to be intra-activelyengaged with regenerative forces became possible. Repositioning Maria Montessori as ‘domestic goddess’ tangles with contemporary ideas in order to unsettle her image. This analysis draws on new feminist materialist theoryto question what being domestic/ate/d means in terms of being a woman in a femin/ised/ist educational space.
Language: English
DOI: 10.1080/09540253.2017.1396293
ISSN: 0954-0253
Article
Do Spatial Characteristics Influence Behavior and Development in Early Childhood Education and Care?
Available from: ScienceDirect
Publication: Journal of Environmental Psychology, vol. 67
Date: 2020
Pages: 101385
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Abstract/Notes: There is increasing awareness that the physical environment plays a critical role in young children's cognitive and social development, by offering opportunities for exploration and interaction. In this article a narrative review is presented of 19 studies, published between 1987 and 2017, into the relation between spatial characteristics of the indoor play environment of center-based early childhood care and education settings and children's social and cognitive behavior and development. Studies involved children between six months and six years of age. Several studies reported consistent, interesting outcomes. A layout with an open-zoned arrangement, enabling children to keep eye contact with the caregiver was found to stimulate children to use the space more fully. Designated activity areas for activities such as pretend play and construction elicited different types of social and cognitive behaviors. However, the number of studies is small, and very diverse, both in content and in methodology. Suggestions for future research are discussed.
Language: English
DOI: 10.1016/j.jenvp.2019.101385
ISSN: 0272-4944
Article
Montessori and Non-Montessori Early Childhood Teachers’ Attitudes Towards Inclusion and Access
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 1, no. 1
Date: 2015
Pages: 28-41
Children with disabilities, Comparative education, Inclusive education, Montessori method of education, Teachers - Attitudes
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Abstract/Notes: Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes towards including children with disabilities and providing access in their classrooms. Both groups reported similar and positive supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts. Implications for professional development and teacher preparation are described.
Language: English
ISSN: 2378-3923
Article
Włoskie koncepcje wychowania i edukacji dziecka w wieku przedszkolnym. Metoda Marii Montessori i podejście Reggio Emilia / Italian Approaches to Early Childhood Education: The Montessori Method and the Reggio Emilia Approach
Available from: Jesuit University Ignatianum in Krakow
Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, vol. 13, no. 1 (whole no. 47)
Date: 2018
Pages: 121-144
Comparative education, Europe, Italy, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Southern Europe
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Abstract/Notes: The paper presents two Italian approaches to early childhood education: the Montessori method and the Reggio Emilia approach. Although they emerged in different historical periods and socio-political realities, these two approaches have a lot in common with regard to values like love and respect for children and their developmental rights. Moreover, they share a belief in the potential and boundless resources of the child as well as shifting the emphasis from a teacher’s activity to that of the child. In comparison to the Montessori method, the Reggio Emilia approach strongly highlights the importance of relations and interactions in the children’s learning process. Group work, which has been one of the fundamentals of the Reggio Emilia approach from the very beginning, is the main difference between these two approaches. The article presents the background of each pedagogical idea (the Montessori method – the beginning of 20th century, Reggio Emilia – the 1950s). The description of the ideas is based on such aspects as the image of a child, the image of a teacher and the role of environment in education. In the article, the authors refer mainly to the thoughts of Montessori, the creator of her own method, and Loris Malaguzzi, who was the leader of the educational experience in Reggio Emilia. / Szkic ten przybliża dwie włoskie koncepcje wychowania i edukacji dziecka w wieku przedszkolnym: metodę Montessori i podejście Reggio Emilia. Choć powstawały one w odrębnych okresach historycznych i realiach polityczno-społecznych, w odniesieniu do wartości, takich jak miłość i szacunek do dziecka czy respektowanie jego praw rozwojowych, obydwie koncepcje mają wiele wspólnego. Tym, co je łączy, jest wiara w potencjał i nieograniczone zasoby dziecka, a także przeniesienie akcentu z aktywności nauczyciela w stronę aktywności dziecka. W odniesieniu do metody Montessori, w podejściu Reggio Emilia silniej uwypuklony jest aspekt relacji i interakcji w dziecięcym procesie uczenia. Wspólnotowy wymiar, będący od początku istnienia przedszkoli Reggio Emilia podstawą ich funkcjonowania, jest jedną z najistotniejszych różnic pomiędzy zaprezentowanymi podejściami, i w związku z tym odmiennymi rozwiązaniami edukacyjnymi. W artykule przedstawiono podłoże powstania koncepcji M. Montessori (początek XX w.) i podejścia Reggio Emilia (lata 50. XX w.). W obydwu systemach zaprezentowano wizję dziecka i nauczyciela oraz istotę środowiska wychowawczo-edukacyjnego tworzonego dla dzieci w przestrzeni instytucjonalnej. Założeniem autorek tekstu było przywołanie myśli, rozważań i refleksji twórców oryginalnych włoskich teorii pedagogicznych.
Language: Polish
DOI: 10.14632/eetp.2017.13.47.121
ISSN: 1896-2327, 2353-7787
Article
Literacy in Early Childhood Settings in New Zealand: An Examination of Teachers' Beliefs and Practices
Available from: SAGE Journals
Publication: Australasian Journal of Early Childhood, vol. 31, no. 2
Date: 2006
Pages: 31-41
Australasia, Australia and New Zealand, Literacy, New Zealand, Oceania, Perceptions
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Abstract/Notes: Recent research indicates that children develop the emergent knowledge and skills that lead to formal literacies in their homes and early childhood settings long before school entry. The research evidence is clear that emergent literacy needs to be actively encouraged in the early years, if children are to have optimum chances of learning to read at school. In New Zealand, there are only a few studies of how literacy is promoted and practised in early childhood settings. This paper examines how 107 teachers in a range of early childhood settings believe that they promote literacy and their reflections on the ways in which Te Whāriki (the national curriculum) influences that practice. The implications for promoting literacy in early childhood settings are explored.
Language: English
DOI: 10.1177/183693910603100206
ISSN: 1836-9391, 1839-5961
Article
Editorial - Primary Prevention and Early Childhood Education: An Historical Note on Maria Montessori
Available from: Springer Link
Publication: Journal of Primary Prevention, vol. 24, no. 3
Date: 2004
Pages: 191-196
Article
Reshaping Early Childhood Intervention to Be a More Effective Weapon against Poverty
Available from: ERIC
Publication: MPSC Update [Montessori Public School Consortium (Cleveland, OH)], vol. 2, no. 2
Date: Feb 1994
Pages: 7-8
Early childhood education, Educational change
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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
Article
A Guided Tour of the Early Childhood and Elementary Montessori Classrooms
Publication: Tomorrow's Child, vol. 15, no. 1
Date: 2006
Pages: 13–59
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Abstract/Notes: excerpt from The Montessori Way
Language: English
ISSN: 1071-6246
Article
Montessori and Music in Early Childhood
Available from: SAGE Journals
Publication: Music Educators Journal, vol. 66, no. 9
Date: May 1980
Pages: 41-43