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Article
Montessori Preschool Education: 유아교육에 관하여 [Montessori Preschool Education: About Early Childhood Education]
Available from: RISS
Publication: 人間理解 / Journal of Human Understanding and Counseling, vol. 3
Date: 1981
Pages: 23-31
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Language: Korean
ISSN: 2005-0860, 2671-5821
Book Section
Individuella utvecklingsplaner i Montessori- och Reggio Emiliaprofilerade förskolor [Individual development plans in Montessori and Reggio Emilia Profiled preschools]
Available from: DiVA Portal
Book Title: Barndom, lärande och ämnesdidaktik: Exempel från en forskningsmiljö vid Lärarutbildningen [Childhood, learning and subject didactics: Examples from a research environment at the Teacher Education]
Pages: 53-70
Europe, Nordic countries, Northern Europe, Sweden, Sweden
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Abstract/Notes: Vad har en förändrad barndom för betydelse för yngre barns lärande och utbildning? Denna rapport försöker förstå och förklara denna betydelse med hjälp av forskare från forskningsfältet Barndom, lärande och ämnesdidaktik på Lärarutbildningen på Malmö högskola. I rapporten tas begreppen barndom, lärande och ämnesdidaktik upp som sammanflätade och ömsesidigt relaterade till varandra. I fem olika artiklar presenteras: Förskolans ledarskap i en nystartad förskola ; Hur dokumentation och bedömning i förskolor med olika pedagogiska inriktningar kan se ut ; En översikt över historiedidaktisk forskning med inriktning mot yngre barn ; Svenskämnesundervisningens innehåll i skolans tidigare år ; En kartläggning av forskning om de yngre barnen i det idrottsvetenskapliga intresseområdet [What does a changed childhood mean for younger children's learning and education? This report attempts to understand and explain this significance with the help of researchers from the research field Childhood, learning and subject didactics at the Teacher Education at Malmö University. The report addresses the concepts of childhood, learning and subject didactics as intertwined and mutually related to each other. Five different articles are presented: Preschool leadership in a newly started preschool; What documentation and assessment in preschools with different pedagogical orientations can look like; An overview of history didactic research with a focus on younger children; The content of Swedish subject teaching in the school's previous years; A survey of research on the younger children in the sports science area of interest]
Language: Swedish
Published: Malmö, Sweden: Malmö högskola, 2010
Series: Rapporter om utbildning , 1
Article
Montessori, Reggio Emilia ve Waldorf Okullarının İstanbul ili Örneğinde İncelenmesi / Investigation of Montessori, Reggio Emilia and Waldorf Schools in the Example of Istanbul Province
Available from: DergiPark Akademik
Publication: Uluslararası Beşeri ve Sosyal Bilimler İnceleme Dergisi [International Humanities and Social Sciences Review Journal], vol. 3, no. 2
Date: 2019
Pages: 81-98
Asia, Comparative education, Middle East, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Turkey, Waldorf method of education - Criticism, interpretation, etc., Western Asia
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Abstract/Notes: Bu çalışmanın amacı alternatif okul olarak nitelendirilen düşünsel yapının Türkiye’deki uygulamalarını incelemektir. Alternatif eğitim, çocuğun mutluluğunu temel prensip olarak görme ve tüm sayıtlılarını bu prensip üzerine kurma gibi iddialarla karşımıza çıkmaktadır. Bu çalışmada alternatif okulları cazip kılan nedenler ve Türkiye’deki alternatif eğitim uygulamalarının aslına benzerlik ve farklılıkları incelmiştir. Araştırma nitel bir araştırmadır. Araştırma, İstanbul ilindeki Montessori, Reggio Emilia ve Waldorf yaklaşımını uygulayan eğitim kurumlarında görev yapan öğretmen ve idareciler ile yapılan görüşmeler şeklinde yapılmıştır. Bu amaca en uygun, yarı- yapılandırılmış görüşme formu hazırlanmıştır. Araştırmacının yaptığı gözlemlerde veri olarak kullanılmıştır. Araştırmada alternatif okullarda; okulun genel bilgilerine, öğretmenin görevlerine, sınıf yönetimine, uygulanan eğitim programına, çocuk gelişimine, veli-okul ilişkisine, okul yönetimine ve eğitim modeline ilişkin bulgulardan faydalanılmıştır. Yapılan çalışma sonucunda alternatif okulda okuyan çocukların iletişim becerilerinin yüksek olduğu ortaya çıkmıştır. / The aim of this study is to examine the practices of the intellectual structure, which is described as an alternative school, in Turkey. Alternative education comes up with claims such as seeing the happiness of the child as the basic principle and establishing all its assumptions on this principle. In this study, the reasons that make alternative schools attractive and the similarities and differences of alternative education practices in Turkey are examined. The research is a qualitative research. The research was conducted in the form of interviews with teachers and administrators working in educational institutions that apply Montessori, Reggio Emilia and Waldorf approaches in Istanbul. The most suitable semi-structured interview form was prepared for this purpose. It was used as data in the observations made by the researcher. In the research, alternative schools; The findings related to the general information of the school, the duties of the teacher, classroom management, the applied education program, child development, parent-school relationship, school management and education model were used. As a result of the study, it was revealed that the communication skills of the children studying in the alternative school were high.
Language: Turkish
ISSN: 2667-8144
Article
A Comparative Analysis Between Traditional and Alternative Early Childhood Education, Such as the Maria Montessori Method, Reggio Emilia Pedagogical Approach
Available from: Armenian Journal of Special Education
Publication: Armenian Journal of Special Education, vol. 7, no. 2
Date: 2023
Pages: 65-77
Comparative education, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc.
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Abstract/Notes: This article aims to conduct a comparative analysis between early childhood traditional education and alternatives in primary education, such as the Maria Montessori method and Reggio Emilia approach. This article will be relevant and advisable for educators and parents to understand the key differences between each approach. There is no doubt that early childhood education plays an essential role in educating young minds. The question is how to find the best way to educate young children, what to choose: teacher-centered or child-centered models of teaching? Furthermore, from a parental view, the question is not only which method works the best, but also which one is more beneficial for “My Child”. Parents have difficulty choosing the right teaching option specifically for their children, which would help them become successful members of modern society in the future. Taking into consideration our teaching experience of more than twenty-five years, along with researching many pedagogical and educational books and articles, we came to an interesting conclusion about both – traditional and alternatives in teaching young minds. Alongside, we discovered that no matter how beneficial is the true idea of any teaching method, unfortunately, not every school is a true barrier to the philosophy, theory, and teaching approach behind the school's name brand.
Language: English
DOI: 10.24234/se.v7i2.8
ISSN: 2953-7886, 2579-2881
Report
Child-centred pedagogy in early childhood education: the Montessori and Reggio Emilia approaches
Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc.
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Language: English
Published: Italy, 2023
Article
From Italy, a New Approach to Education: Reggio Emilia Model Getting Deserved Attention
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 5, no. 4
Date: Summer 1993
Pages: 9
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Language: English
ISSN: 1071-6246
Doctoral Dissertation (Ph.D.)
Access to the General Early Childhood Curriculum: An Investigation of Participation in the Montessori Early Childhood Curriculum and Provided Instructional Supports
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This study investigated factors that affect access to the general early childhood education curriculum of 4 kindergarten-aged children with disabilities attending an inclusive Montessori program; it replicated with adaptations, components of a previous study on access. Factors included curriculum participation, engagement, type of involvement, and provided instructional supports. Quantitative and qualitative methods were employed to analyze video data of each child recorded during the daily open work period. The children in the present study exhibited slightly higher engagement and received more instructional supports than in the previous study. The general conclusions were that the 4 children participated in the Montessori curriculum to varying degrees due to a complex set of associated factors related to child characteristics, teacher skills, instructional support, and attributes of the Montessori educational approach.
Language: English
Published: Lawrence, Kansas, 2008
Book Section
Early Childhood Montessori Mathematical Education: The Montessori Early Childhood Inclusive Classroom: Creating a Cherished Experience
Available from: Rowman and Littlefield
Book Title: The Inclusive Classroom: Creating a Cherished Experience through Montessori
Pages: 45-81
Children with disabilities, Inclusive education, People with disabilities
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Language: English
Published: Lanham, Maryland: Rowman and Littlefield Publishers, 2021
ISBN: 978-1-4758-5635-4
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
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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.
Language: English
Published: Perth, Australia, 2023
Article
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
Date: 2009
Pages: 55-63
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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.
Language: English
DOI: 10.1177/183693910903400408
ISSN: 1836-9391, 1839-5961