Abstract/Notes: This study investigated the effect of using activities based on the Montessori approach in science academic achievement of the fourth grade students. A quasiexperimental design was used wherein the students were equally divided into two groups: the experimental and the control group. Both groups consisted of 31 students. To achieve the aim of the study, Montessori Hall has been set up with six dimensions, and each corner has several shelves comprised different materials used for conducting the science activities. In addition, a teacher guide was prepared to be used by the teacher to implement the Montessori approach for the experimental group. Finally, an achievement test that consisted of seven multiple choice questions (MCQs) and five short answer questions was constructed and administered to both study groups. The results of the study indicated that there were statistically significant differences at the level of significance (P ≤ 0.05) between the mean values of the experimental and the control groups in the academic achievement in favor of the experimental group. In light of the study results, the study recommends holding training workshops for teachers on how to use the Montessori approach in teaching science classes.

Language: English

Abstract/Notes: Like the whole world, our Indian society too has undergone many changes. Indian women have become very aware of their rights. Now she does not want to depend on her husbands, for this she tries to be selfsufficient and independent. But the circumstances are not so simple. Managing work and family responsibility can be very difficult for the women employees. And if the woman is a mother, things get even more difficult, because responsibility also gets bigger. A woman who work or do any business or other work especially working mothers has to perform multiple roles in balancing their work life and personal life. Each role has its own set of demands and when such role demand overlaps/interacts, a difference is created leading to stress, attrition, absenteeism and other health issues etc. Thus, there is an increasing need for organizations to address these demands of working mothers by implementing innovative HR policies. Worklife balance is one such HR practice that enables the employees particularly working mothers to give proper prioritization between work and lifespan roles. Hence, work-life balance has become a growing concern in all the sectors. Indian women have created a history in every domains of life today. She is now more being confident and positive. The present paper based on empirical research, delivers a deep insight of work-life balance of working mothers the problems faced by them in different phases of life. With the passage of time the relevance of work life balance becomes very important for working women when family responsibilities increase and care for children and other dependent become priority.

Language: English

DOI: 10.33564/IJEAST.2019.v04i07.018

ISSN: 2455-2143

Abstract/Notes: This chapter examines the extent to which the composition of classes affects learning outcomes. The aim is to explore peer effects when students are organized into classes on the basis of ability, ethnicity, or gender, as well as the effects of multigrade and multi-age classes and class size. The argument is defended that these composition factors affect only the probability that differential instruction and learning occur and that, at best, their influences are indirect. Teachers appear not to change their teaching activities when class composition is changed and most often the power of peer effects is rarely realized. Any direct effects of class composition are less related to learning outcomes and more related to equity and expectation effects by teachers and other participants (students, parents, and principals). Whether a school tracks by ability or not, reduces class sizes, implements multigrade/multi-age or single-level classes, or has coeducational or single-sex classes, appears less consequential than whether it attends to the nature and quality of instruction in the classroom, whatever the between-class variability in achievement. The learning environments within the classroom, and the mechanisms and processes of learning that they foster, are by far the more powerful. Good teaching can occur independently of the class configuration or homogeneity of the students within the class.

Language: English

DOI: 10.1016/S0883-0355(03)00015-6

ISSN: 0883-0355

Abstract/Notes: Montessori education is a popular way of education in the world. Although this method has been passed around the world for many years, it became popular in China's education system in the 1990s. However, parents in China either choose to believe in Montessori's influence and significance on their children or choose to keep their children educated only in traditional Chinese culture. There are some kindergartens in China where China Sinology and Montessori education coexist. Current studies lack discussion on the impact of the integration of Montessori education and Sinology education on children. Both Montessori education and Sinology have their special advantages for children's cognitive development. This research aims to explore the influence of the Montessori teaching method and Chinese traditional education on the language cognitive development of 3–6 years-old-children.

Language: English

ISSN: 2411-5681

Abstract/Notes: This article examines the impact of four peace education programs involving Pakistani youth to illuminate peace education’s role in peacebuilding efforts in conflict contexts. It argues that alumni tried to replicate their individual transformations as stimulated by these peace education programs. They did so through community-level projects modelled after the same program processes that had transformed them. Impact on peacebuilding was supported by peace education programs combining different theories of change, focusing on follow-on projects, and providing support structures for alumni. Because alumni modelled their projects after their program experiences, programs should be more transparent in order to maximize impact.

Language: English

DOI: 10.1016/j.ijedudev.2019.02.006

ISSN: 0738-0593

Abstract/Notes: This paper comprises reviews of multigrade teaching in three countries: Peru, Sri Lanka and Vietnam. For each country, we describe the context for multigrade teaching, the country's education system, the place of multigrade teaching within the system, problems associated with multigrade teaching and current strategies for multigrade teaching. We conclude by noting some common experiences for multigrade schools across the countries, including those of isolation and dispersion, lack of physical facilities, poor teacher backgrounds and conditions, limited classroom teaching and learning strategies and pupils' deprived backgrounds. Also common across the three countries is a national commitment to improving the situation for multigrade classrooms.

Language: English

DOI: 10.1016/S0738-0593(01)00013-X

ISSN: 0738-0593

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.

Language: Turkish

DOI: 10.29228/JASSS.52208

ISSN: 2148-4163

Abstract/Notes: This paper highlights the differences and similarities between a Kindergarten outside Bremen in Lower Saxony, Germany and a Primary School Junior Infant Class in County Cork, Republic of Ireland. Both are concerned with the education of the young child but whereas the Kindergarten is attended by three to six year olds, the Junior Infant Class caters almost exclusively for four to five year old children. A case study account of both groups is given and an analysis of the activities which took place in each using the ‘Target Child Observational Schedule’ [Sylva et al., (1980)] is presented in bar‐graph form. The paper concludes that Erzieherinnen, Kinderpflegerinnen and Junior Infant Class teachers need to engage in more interaction with the children in order, in particular, to raise the frequency and quality of linguistic interaction. An increase in the structure of the children's play would help to enhance cognitive development. [Cet article souligne les differences et les similitudes entre un Jardin d'Enfants en Basse Saxonie, près de Brème (Allemagne) et une classe maternelle dans le comtè de Cork (République d'Irlande). Les deux établissements sont charges de l'éducation de jeunes enfants, mais tandis que les élèves du Jardin d'Enfants sont ages d'entre trois et six ans, la classe de maternelle ne s ‘occupe pratiquement exclusivement que d'enfants de quatre a six ans. On donnera un compte‐rendu de l'étude de cas faite sur les deux groupes, ainsi qu'une presentation sous forme de graphique en barres de l'analyse des activites proposées de part et d'autre, basée sur le Programme d'observation cible de l'enfant du Professeur Kathy Sylva (1980). En conclusion, nous avancerons que les Erzieherinnen, les Kinderpflegerin et les enseignants de la classe maternelle doiventfaire preuve de davantage d'interaction avec les enfants afin, en particulier, d'élever le niveau auquel de tels enfants parlent. Une structuration accrue des activites ludiques des enfants aurait également pour résultat un développement cognitif plus rapide. / Este ensayo trata de las diferencias y semejanzas entre un prescolar en la baja Sajonia, en las afueras de Bremen, Alemania, y una Clase Junior Infantil en la Escuela Primaria del Condado de Cork, en la República de Irlanda. Los dos sistemas se ocupan de la education de niños en la primera infancia pero, mientras que el prescolar se ocupa de niños entre las edades de tres y seis años, la Clase Junior Infantil se dedica casi exclusivamente a los niños de cuatro a cinco anos de edad. Este papel describe un caso particular de cada uno de estos dos grupos asi como de las actividades que tuvieron lugar en cada uno de ellos, utilizando Target Child Observational Schedule (1980) de Kathy Sylva, y que se presentan a manera de gráfica de barras. Es estudio llega a la conclusion de que los educadores de Erzieherinnen, Kinderpflegerin y de las Clases Infantiles Junior necesitan aumentar la interactión con el niho para elevar, especialmente, el nivel en el que estos nihos hablan. Un incremento en la estuctura del juego de los nihos también resultaria en la mejora del desarrollo cognitivo.]

Language: English

DOI: 10.1080/0966976950030303

ISSN: 0966-9760

Abstract/Notes: This paper presents perspectives from early childhood practitioners of pre-school children’s (n = 100) social and emotional competencies upon entering pre-school and again after term three of the pre-school year. This research reports findings from five pre-school settings within rural and urban locations. A quantitative approach is used with pre-school practitioners completing the Strengths and Difficulties Questionnaire and an Emotional Regulation Questionnaire to rate the children’s social and emotional competencies. Our findings indicate that many of the social and emotional competencies increase by the end of term three of the pre-school year. We report higher proficiencies in emotional competencies in comparison to their social competencies. Overall the findings suggest that children can transform their competencies during the pre-school year.

Language: English

DOI: 10.1080/09669760.2020.1865134

ISSN: 0966-9760

Abstract/Notes: Extant research studies have found that autonomy support has a positive impact on the perceived competence and intrinsic motivation of students. However, few studies have investigated how autonomy supportive classrooms can be implemented. Montessori education is established upon the philosophy of helping each child attain self-mastery and independence. It emphasizes that students be given autonomy to engage freely with their learning environment. This case study of an upper-elementary Montessori classroom found that the Montessori philosophy of education guided how teachers used autonomy supportive strategies. Teachers supported student organizational autonomy by allowing them choice in terms of school work and work partners. They fostered cognitive autonomy by encouraging student independent thinking, encouraging self-initiation, and honoring students’ voice. When implementing control, they acknowledged and respected student feelings, provided rationales for expected behavior, and suppressed criticism. Students surveyed rated themselves highly in terms of intrinsic motivation for schoolwork. Five guidelines are derived from this study to help teachers implement autonomy support in K-12 classrooms.

Language: English

DOI: 10.5296/ije.v2i2.511

ISSN: 1948-5476