For faster results please use our Quick Search engine.
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Evaluation of the Early Childhood Education Curriculum Developed in 2013 According to Analytical Curriculum Evaluation Model
Available from: Middle East Technical University
Abstract/Notes: The study aims to evaluate the early childhood education curriculum developed in 2013 using Demirel’s analytical curriculum evaluation model through preschool teachers’ views. The mixed research method was utilized in this study. The participants of the study consist of preschool teachers working in independent public pre-school affiliated with the Ministry of National Education Ankara/ Turkey. The quantitative data consisted of 203 preschool teachers’ responses selected from all districts of Ankara using a stratified sampling method, while the qualitative data consisted of 10 preschool teachers’ responses who volunteered to participate interview. The data of the study were collected through a questionnaire and semi-structured interview form. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed through content analysis. After analyzing the quantitative and qualitative data separately, they were reported in the results section in line with the research questions. The findings of this study revealed that preschool teachers have both positive and negative views about the early childhood education curriculum. As a result of the study, preschool teachers expressed positive views regarding the clarity, comprehensibility, and flexibility of the 2013 early childhood education curriculum they applied, while negative views arose about the existence of a single curriculum for different age groups, lack of resources, limited applicability for all environment, and inadequacy addressing 21st-century skills and new education trends in today's conditions. Additionally, views have been expressed advocating for a longer duration of early childhood education for 5-year-old children.
Published: Ankara, Turkey, 2023
Designing for the Needs of Adolescents: An Interview with John McNamara
Publication: NAMTA Journal, vol. 18, no. 3
Date: Summer 1993
Abstract/Notes: This interview focuses on the Montessori adolescent program begun by John McNamara in 1978 at Ruffing Middle School in Ohio, describing the adolescent-centered curriculum, activities, and materials utilized in the program. Suggests that such programs need to provide an environment where children can first and foremost experience community, affirmation, love, and support. (MDM)
Maria Montessori Meets Rube Goldberg: Norwalk Middle School [Connecticut] Wins MIT Design Contest
Publication: Public School Montessorian, vol. 20, no. 4
Date: Summer 2008
Pages: 1, 22
Designing the Montessori Coaching Tool Elementary Rubric for Early-Career Professional Development
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 7, no. 2
Abstract/Notes: Becoming a competent Montessori Elementary guide is a complex process, so we are developing the Montessori Coaching Tool Elementary (MCT-EL) rubric to describe teaching-practice expectations for self-reflection and formative feedback during the critical early period in a teacher’s development. The purpose of this article is to share results from a small-scale, online survey collecting both qualitative and quantitative feedback on the rubric from experienced Montessori Elementary teacher educators. The rubric’s content was based on Maria Montessori’s writings and welldocumented Montessori practices, which we translated to specific teacher behaviors and developmental progressions. We wanted to gauge the MCT-EL rubric’s usefulness and appropriateness from the perspective of experts who have significant depth of experience mentoring new teachers. The rubric was not developed to be used for performance evaluation, promotion, or retention but rather for early-career Montessori teachers’ self-reflection. It provides a framework for coaching conversations between the early-career Montessori teacher and a Montessori mentor. Results from the study identified overall support for use of the MCT-EL rubric with developing teachers, along with specific recommendations for revisions, additions, and deletions. Using a thorough review of the data, we developed a refined MCT-EL rubric, which is provided in Appendix B and is available for use by interested practitioners in the field.
Designing a Logic Model to Inform Montessori Research
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 5, no. 1
Abstract/Notes: Montessori education has a long history, but its recent growth in American public schools has led to increased interest in research efforts, particularly in exploring the potential of the Montessori experience to moderate the effects of poverty and in gathering data to evaluate public investment in Montessori schools. To assist research efforts, this paper introduces a comprehensive visual model, or logic model, that depicts the core components, underlying assumptions, and intended outcomes of the Montessori approach. Logic modeling, which results in a visual representation depicting the connections among a program’s inputs, primary activities, and outcomes, is often used in program planning and research to provide a common framework from which to work. Developed over a 3-year period by a collaborative group of experienced Montessori researchers and practitioners, the Logic Model for Montessori Education presented in this paper is a valuable tool for researchers with the potential to lay a foundation across disciplines for future research that is both rigorous and systematic in its measurement of Montessori processes and outcomes.
Montessori Education as a New Method for Teaching Colors in Design Basics (Case Study Foundation Level)
Available from: Al Manhal eLibrary
Publication: Journal of Architecture, Arts and Humanistic Science, vol. 9, no. 1
Abstract/Notes: Montessori is a method of education that is based on self-directed activity, hands-on learning and collaborative play. This method based on observations and evaluations of a student’s development, which is a fundamental key of the Montessori Method. Color is one of the fundamental elements of art. It is important for art students to not only be exposed to color theory, but to understand it. By studying colors, students are able to embrace their own creativity and create their own masterpieces; one of the introductory art lessons is that of mixing colors and understanding the color wheel. The researcher chose this method to help beginning students grasp the concepts of color theory and color schemes to help them advance through the curriculum with new skills. Hence the research problem is to use general rules and concepts of Montessori to achieve a new method of color education to reform student’s knowledge, self-confidence, self-correction and their own abilities in using colors.
ISSN: 2357-0342, 2356-9654
The Effect of Iteration on the Design Performance of Primary School Children
Available from: Springer Link
Publication: International Journal of Technology and Design Education, vol. 25, no. 1
Abstract/Notes: Iteration during the design process is an essential element. Engineers optimize their design by iteration. Research on iteration in Primary Design Education is however scarce; possibly teachers believe they do not have enough time for iteration in daily classroom practices. Spontaneous playing behavior of children indicates that iteration fits in a natural way of learning. To demonstrate the importance of iteration for the design performance and understand what occurs in an optimized situation a study was conducted in a Dutch Montessori school. Four conditions were chosen to shape the design assignment; iteration, freedom of choice, collaboration and presentation. The choice for these conditions was inspired by the work of Montessori, and because of the positive effects on design performance during previous design and technology projects. This led to a concrete assignment, suitable for 6–8 years old, “Fold a piece of aluminum foil so it can hold the weight of marbles when it lies on the water. The more marbles it can hold the better.” Self correction was possible as the challenge lays in the ease to improve countable results. Clear results of iteration could be determined; an increasing sense of control and detailed insight in what to do for maximum results were found amongst the pupils. Additional literature about capability development and metacognition confirmed the value of the four conditions in relation to the observed results.
Anaokulları İç Mekan Tasarımında Eğitime Yönelik Mekan İhtiyaçları ve Montessori Anaokulları / Educational Space Requirement in Interior Design of Kindergartens and Montessori Kindergartens
Available from: The Journal of Academic Social Science Studies
Publication: Journal of Academic Social Science Studies, vol. 14, no. 86
Abstract/Notes: Anaokulları okul öncesi çocukların bilgi ve becerilerini destekleyen eğitim kurumlarıdır. Farklı eğitim sistemlerini benimsemiş olan anaokullarında aktivitelere göre alanlar oluşturulmaktadır. Algının ve çevrenin öneminin büyük olduğu bu dönemde çocukların hayal güçlerine ilham verecek mekanlar tasarlanmalıdır. Çocukların sözlü beceriden önce öğrenilen görsel dil ile yaratıcılıkları desteklenmektedir. Bunun yanında mekanda bulunan güvenli ve ulaşılabilir mobilyalar da çocukların özgürce hareket etmelerini ve sorumluluk bilinci kazanmalarını sağlamaktadır. Anadilin yanında farklı bir dilin de okul öncesi dönemde öğrenilmesi için mekanda kullanılan görseller ve bunları destekleyici yabancı dilde kelimeler ile görsel hafıza da yer etmesi sağlanabilmektedir. Bu sayede öğrenilen yabancı dildeki kelimeler ile hafızadaki ilişki kuvvetlenerek hatırlanması kolaylaşmaktadır. Bu makalenin amacı Montessori anaokullarında kullanılan mekan ihtiyaçlarını ve günümüz okullarında oluşturulan modern tasarımları araştırmaktadır. Sonuç olarak mekanda kullanılan eğrisel formlar ve donatı elemanlarının boyutlarının çocuklara göre tasarlanması ile çocuğun özgürce hareket edebileceği mekanlar eldeilmektedir. Bu mekanlar bir bütünlük içerisinde estetik bir uyum ile tasarlanmalıdır. Bir düzen içerisinde organize edilmiş az ve yeterli sayıda renk ve obje ile daha huzurlu bir mekan oluşturulmaktadır. Tasarımda ana unsuru yetişkinler ve çocuklar arasındaki olumlu ilişkiler oluşturmaktadır. Mekan tasarımı da bu ilişkiyi desteklemektedir. Doğal aydınlatma, uygun boyutta askılıklar, depolama alanlarının yeterli ve güvenli olması, dolaşım alanlarının yeterli olması da gerekmektedir. / Kindergartens are educational institutions that support the knowledge and skills of preschool children. In kindergartens in different education systems, areas are created according to the types of activities. In this period when perception and the environment are of great importance, spaces that will inspire children's imaginations should be designed. Children's creativity is supported by the visual language learned before verbal skills. In addition, safe furniture in the space allows children to move freely and gain a sense of responsibility. In addition to the mother tongue, it is possible to learn foreign languages in the pre-school period. Therefore, it can be ensured that the language is embedded in the memory with the visuals used in the space and the words in the foreign language supporting them. In this way, the relationship in the memory with the words in the learned foreign language is strengthened and the recall of the word becomes easier. This article aims to explore the space needs found in Montessori kindergartens and the modern designs created in today's schools. As a result, designing the dimensions of the furniture used in the space according to children ensures that children can move freely, implement their own decisions and receive an education without encountering obstacles. The kindergarten interior should be designed with an aesthetic harmony within a unity. Overmuch colors and toys cause a distraction for children. A more peaceful space is created with a sufficient number of colors and objects organized in order.
Designing Digital Objects for Learning: Lessons from Froebel and Montessori
Available from: InderScience Publishers
Publication: International Journal of Arts and Technology, vol. 3, no. 1
Abstract/Notes: Designers of interactive toys face many challenges when integrating digital technologies into the educational manipulatives they design. Drawing on the distinctive approaches of Friedrich Froebel and Maria Montessori – philosophers of education and pioneering toy designers – this paper proposes to qualify and distinguish between their unique design principles as manifested in traditional as well as digital learning objects and educational manipulatives. Application of these core design principles will enable modern day toy designers, particularly those operating in the interactive domain, to meet their educational objectives and maximise the learning potential in children|s interactive learning experiences.
ISSN: 1754-8853, 1754-8861
A Futuristic Design Vision of Tangible User Interfaces on Enhancing Montessori
Available from: Taylor and Francis Online
Publication: Interactive Learning Environments
Date: Oct 10, 2021
Abstract/Notes: Montessori considers as an effective method that is commonly used in nurseries to improve the mental performance and develop the cognitive skills toward children. Tangible user interfaces (TUI) is an effective tool that allows interaction with physical objects in a way that makes this interaction augmented through embedded computation. This paper proposed a new concept of Montessori, which is Interactive Technological Montessori (ITM) using TUI. It aims to measure the impact of using TUI on enhancing the effectiveness of Montessori and make a new futuristic design vision for Montessori activities to motivate children positively. The findings of this paper revealed that Merging TUI with ITM has a great potential to increase the efficiency of Montessori. In addition to considering the appropriate design principles and Multi aging group work help children to be motivated positively to interact with the Montessori activities.