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Beyond Developmentalism? Early Childhood Teachers' Understandings of Multiage Grouping in Early Childhood Education and Care
Available from: SAGE Journals
Publication: Australasian Journal of Early Childhood, vol. 34, no. 4
Abstract/Notes: Postdevelopmental perspectives in early childhood education and care increasingly reference alternative ways of understanding learning, growth and development in early learning. Drawing on these ideas, this paper examines research findings which focused on early childhood teachers' understandings of multiage grouping. The findings suggested that teachers used predominantly developmental approaches to describing their experiences of multiage grouping, and proposed that the use of postdevelopmental perspectives in multiage grouping research has the potential to realise new ways of understanding learning and development as both concepts and practices within the multiage classroom.
ISSN: 1836-9391, 1839-5961
Implementation of Montessori Concept in Educating Early Childhood (Case Study of the Role of Early Childhood Education Teachers)
Available from: Indonesian Journal of Early Childhood Education Studies
Publication: Indonesian Journal of Early Childhood Education Studies, vol. 11, no. 2
Date: Nov 2022
Abstract/Notes: As one of the leading figures of early childhood education, Montessori has provided a variety of concepts and thoughts in the development of early childhood education. The purpose of this study is to find out how to implement the concept of the role of teachers in montessori early childhood education in PAUD institutions. This research is qualitative descriptive research with this type of field research. In data collection researchers use interview, observation and documentation techniques. As for analyzing the data, researchers use three steps, namely ranging from data verification, presentation of data to drawing conclusions. The results of this study are the concept of the role of teachers respecting children, teachers respecting child development, teachers as observers, teachers preparing and maintaining the learning environment, teachers as interventions and teachers as catalysts applied by teachers through their role as educators, mentors, facilitators, organizers, evaluators and motivators for children. Keywords: role of teacher, education, early childhood, Montessori
Master's Thesis (M.A. In Education)
The Development and Preliminary Validation of an Early Childhood Normalisation Observation Schedule (ECNOS) for Early Childhood Montessori Settings
Available from: University of Western Australia - Institutional Repository
Abstract/Notes: Maria Montessori (1870-1952) proposed four planes or stages in children's development, within which were sensitive periods. Normalisation, a transformative process, typically occurs during the first plane of development (birth to six years) and is the essence of Montessori education philosophy. It is a time when children exercise self-discipline and concentration. No direct observation protocols exist to assess normalisation. This research developed the Early Childhood Normalisation Observation Schedule, through three sequentially linked phases. A systematic review of the literature, referral to expert panels and cognitive interviews, and two separate observation studies demonstrated rates of children's normalisation behaviours in authentic Montessori classes.
Published: Perth, Australia, 2023
Mediakasvatus montessoripedagogisessa varhaiskasvatuksessa / Media education in Montessori pedagogical early childhood education
Available from: Theseus (Finland)
Abstract/Notes: The aim of the thesis was to map what media education is like in Montessori-pedagogical early childhood education. The purpose was to examine how Montessori pedagogy developed more than a hundred years ago meets children's digitized growth environment and media culture. The research was qualitative. The theoretical basis of the work was research on children's media use and media education, the national foundations of the early childhood education plan and the principles of Montessori pedagogy. The data collection method was a semi-structured thematic interview. The interviewees were six early childhood education teachers who worked in Montessori kindergartens for 3-6 year olds in the capital region. The transcribed material was analyzed using theory-driven content analysis. In the research questions, I clarified the Montessori educators' views on media education and its challenges, as well as the special features of Montessori pedagogical media education. In addition, it was mapped how different media content and information and communication technology were utilized in the pedagogical practices of Montessori kindergartens. The key result was that the Montessori educators had a positive attitude towards media education and were more aware than before, but there was also a need for development. The goals of teaching media literacy and information and communication technology skills were seen to be the child's inclusion, supporting agency and equality. Media education aimed to strengthen children's active media skills, i.e. children's own production and expression. A critical attitude towards media devices and content was also considered important. Learning in Montessori pedagogy is based on the concreteness and sensibility of Montessori tools, which is still seen as a working method. Therefore, supplementing the prepared learning environment with technology should be done pedagogically. On the other hand, the child-oriented nature of Montessori pedagogy, the learning of phenomena, and the effort to help the child function in their own everyday life create a good starting point for reforming Montessori pedagogy as needed with media education tools, applications, and content. Awareness of media education and supporting technical skills are ways, which strengthen the position of media education in Montessori pedagogical early childhood education.
Published: Helsinki, Finland, 2019
Visions of Early Childhood Education in the 21st Century: The Present Situation and Future Direction of Montessori Education in Korean Kindergarten
Available from: The Korean Society for Early Childhood Education
Publication: International Journal of Early Childhood Education, vol. 6
Abstract/Notes: The present study was intended to investigate the current status of Montessori education practices in Korea and to suggest future direction for its improvement and successful implementation of Montessori education in Korean kindergarten. This study was conducted by self-administered questionnaire survey. Subjects served for the study consisted of 85 Montessori teachers among 30 Montessori Kindergartens located in Seoul area, sampled from Korean Montessori kindergarten, using random sampling method. Data were analysed by IBM-PC computer, using SAS program. Statistical methods employed were frequency of item, t-test, and ANOVA. The summary of the research findings was as follows: It was revealed that Korean Montessori teachers who have worked for Montessori Kindergarten with the large amount of Montessori materials on hand had considerably higher recognition of the practical application of Montessori materials and teaching method of Montessori`s theory and program than Montessori teachers with small amount of materials in their Montessori kindergarten. However, the educational instruments for assessing the whole development of children held in stock by Korean Montessori kindergarten generally were below the mean number of holdings. Therefore, the author suggests the importance of educational assessment instruments for Montessori children and those proper application methods.
ISSN: 1226-9557, 2733-9653
Pedagogical Documentation in Early Childhood Education: Process-Oriented Procedures for Documenting Education and Development
Available from: SpringerLink
Abstract/Notes: Today, the documentation of children's education and development is an important part of educational work in early childhood education. This book systematises the topic of pedagogical documentation based on current empirical research. The book analyses different pedagogical reasons for documentation and then presents and discusses different procedures of pedagogical documentation in theory and empirical practice : Portfolio, Learning Stories, pedagogical documentation in the room, project documentation and digital pedagogical documentation. Pedagogical documentation is discussed in the tension between a social constructivist understanding of education on the one hand and a diagnostic logic of fostering on the other. The book is intended as a part of pedagogically oriented childhood research, which also wants to contribute to the reflection and improvement of pedagogical practice.
Published: Wiesbaden, Germany: Springer Nature, 2022
ISBN: 978-3-658-39736-4 978-3-658-39735-7
Integration of peace education into early childhood education programs
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 28, no. 2
Abstract/Notes: Preschool educators may observe that this unique historical period is an opportunity to integrate peace education into the educational program. The communication that has developed thanks to new technology has offered the opportunity for transformation. Teaching, nonviolence, conflict resolution, well-being, economic, political participation and interest in the environment can be considered as concepts of education for peace. This visionary idea includes global education, prevention of violence, character education and moral education. The educational program and methods of education for peace of preschool children (from birth to 8 years old) include different themes: 1) promote cooperation and resolve conflicts 2) respect for self and authority; 3) appreciation of diversity 4) the role of permeating cultural violence including television, video games, films and dramatic games stimulated by toys and representations of violent actions. These central themes contain the hope that the principles contained in the United Nations Convention on the Rights of the Child will be applied. Parents' participation seen as essential agents in decision-making concerning their children is a fundamental concept. The study of this event produced a visionary model, identified as education for peace, with the participation of parents. OMEP members act as catalysts for peace education efforts with an emphasis on intercultural education. Peace education was, is and will be a goal of pre-school and primary education for all educators around the world. There is a great need for activities in preschool, primary and other educational programs to reduce tensions peacefully.
ISSN: 0020-7187, 1878-4658
Early childhood care and education in india [Accueil et education de la petite enfance en inde / Cuidado temprano en la niñez y educación en india]
Available from: Taylor and Francis Online
Publication: International Journal of Early Years Education, vol. 2, no. 2
Abstract/Notes: A brief history of the development of Early Childhood Care and Education in pre and post Independent India has been given first. The current situation of ECCE, teacher training and research has been described and the Research — Policy — Program interface has been delineated. Among the myriad issues confronting ECCE in the country a few have been selected for discussion. [Un bref historique du développement de l'accueil et de 1'éducation de la petite enfance de la période pré — et post Indepnédance est donné pour débuter. La situation actuelle ,1a formation des enseignants et la recherche ont été décrites et la Recherche — Politique — Programme envisagé ont été délimités. Parmi les myriades de sujets auxquels l'Accueil et l'Education de la Petite Enfance ont été confrontées quelques‐uns ont été sélectionnés pour la discussion. / Primero ha sido descrita una breve historia acerca del desarrollo del Cuidado Temprano de la Niñez y Educacion en la India pre y post independiente. Se ha descrito la situación presente de ECCE, el entrenamiento del profesorado e investigatión y la Investigación — la Política — el Programa común ha sido delineado. Dentro de los muchos miríados temas que confronta la ECCE en el país unos pocos han sido seleccionados para discusión.]
Montessori Education and a Neighborhood School: A Case Study of Two Early Childhood Education Classrooms
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 6, no. 1
Abstract/Notes: Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.
Montessori Approach in Character Education in Early Childhood Education
Available from: Journal of Positive School Psychology
Publication: Journal of Positive School Psychology, vol. 6, no. 6
Abstract/Notes: Character education is an effort to form good values imprinted in a person and manifested in the form of behavior so they can distinguish themselves from others. This character education aims to form a strong and noble human being. All educational institutions realize how important the development of character education is for students in their institutions. However, the process of character education has not been fully able to run effectively in all educational institutions because schools emphasize more on increasing students' cognitive abilities. This study aimed to obtain an overview of the extent to which teachers understand the importance of character education in Early Childhood Education (ECE) and the Montessori Method in shaping the character of students. This study is quantitative with a descriptive approach. The sample in this study was ECE teachers in Panongan Sub-district, Tangerang Regency, totaling 112 people. The selection of samples was done using the Simple Random Sampling method. The instrument used was a survey distributed to respondents via Google form. The results of the study indicate that ECE teachers have understood the importance of character education and the Montessori Method which is integrated into 6 aspects of early childhood development through a character education process that is provided continuously at every level.