Abstract/Notes: Report of an international conference held at the Froebel Educational Institute, Roehampton, London in July 1970.

Language: English

Published: London, England: World Education Fellowship and Montessori Society in England, 1971

Language: English

Published: Boston, Massachusetts: Ginn and Company, 1912

Language: English

ISSN: 0277-9064

Language: English

Language: English

Published: Baroda, India: Acharya Book Depot, 1962

Language: English

ISSN: 0019-5634

Abstract/Notes: This study analyses five educational projects in India that are supported by German Agro Action (GAA) and the European Union (EU) and are executed on the ground by Indian NGOs. Located in different geographical parts of India, the projects follow different ideological and pedagogical approaches. The study does not claim, especially given the size and diversity of Indian society, to represent the Indian educational situation as a whole. Rather, it intends to elucidate some alternative approaches adopted by the specific projects to overcome the existing shortcomings of the Indian primary educational system. Using a range of qualitative indicators pertaining to the educational philosophy of the organisations, their curriculum, pedagogy, relationship with the state, relevance, effectiveness etc. the study critically reflects on each of the project, each of which works in areas where educational facilities are not easily accessible. The study thus helps further understanding about how the deficiencies of primary education in India, with regard to the underprivileged sections of the Indian society in particular, can be innovatively addressed. It should be noted that all findings and interpretations are those of the study team and do not necessarily represent those of GAA.

Language: English

Published: Bonn, Germany, Nov 2006

Abstract/Notes: This study examined the effects of the Montessori Method on preschool children's readiness to primary education. The research group is composed of five-six year olds attending SU MEF Ihsan Dogramaci Application Nursery School in 2009-2010 school year in Selcuklu county of Konya. The participants composed of five-six year olds were unbiasedly chosen. A total of 50 children were included in the study, 25 being in the experimental group and 25 being in the control group. In the study, Metropolitan Readiness Test was used to determine preschool school children's school readiness levels, B form of PKBS Preschool and Kindergarten Behavior Scale was used to determine preschool children's social skills, FTF-K attention gathering skills test for five-year old children was used to determine preschool children's attention gathering skills. The tests were administered to children before and after experimentation, and it was applied to experimental group again six weeks later. Mann Whitney U test and Wilcoxon signed-rank test were used to analyze the data. The general conclusion of the results obtained is that The Montessori Method makes positive contribution to preschool children's readiness to primary school and is more efficient than current preschool education program.

Language: English

ISSN: 1303-0485

Abstract/Notes: The aim of this article is to determine the relationship between architecture and teaching, providing functional architecture models that are capable of absorbing the teaching load for movement and, fundamentally, for the development of kinesthetic intelligence (Howard Gardner). For this, we will establish a metric range of spatial proportions, m2/student ratio, in accordance with the activities performed on the BAPNE method. This study will focus on students of Pre-school and Primary Education, providing specific standing architectural models and the minimum requirements for a classroom, as well as determining whether a space is suitable or not for the proposed activities. The method includes analyzing architecture of the basic teaching room, approaching other education systems (Dalcroze, Montessori) and determining the differences between those systems and BAPNE. This study is carried out by architects and engineers, directly noting the architectural needs that current teaching requires for user stimulation.

Language: English

DOI: 10.1016/j.sbspro.2017.02.211

ISSN: 1877-0428

Abstract/Notes: Within the current standards-based framework of early primary education, teachers must negotiate the integration of assessment with traditional, developmental orientations to teaching and learning. The purpose of this qualitative study was to examine teachers' approaches to early primary assessment within five different school contexts: public, independent, Froebel, Waldorf, and Montessori. Data were collected from 12 kindergarten to Grade 2 teachers through in-depth interviews followed by ethnographic observations of eight classrooms. Data were thematically analyzed to identify core approaches to assessment across the contexts related to the following themes: (1) diverse conceptions of assessment, (2) commitments to student-oriented assessment, (3) knowing children through a practice of observation, and (4) assessment of academic standards. Underpinning these assessment themes was the fundamental commitment of early-primary educators to whole-child teaching and assessment. The article concludes with suggestions for future research that explore the intersection between teaching and assessment in play-based pedagogical contexts, alternative educational approaches, and systems of high accountability, with the aim of supporting teachers in bridging developmental and academic priorities in the early primary grades.

Language: English

DOI: 10.1080/02568543.2014.944722

ISSN: 0256-8543, 2150-2641