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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
ISSN: 2005-0860, 2671-5821
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]
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]
Published: Malmö, Sweden: Malmö högskola, 2010
Series: Rapporter om utbildning , 1
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
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
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.
Child-centred pedagogy in early childhood education: the Montessori and Reggio Emilia approaches
Published: Italy, 2023
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
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.
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.
ISSN: 2953-7886, 2579-2881
From Italy, a New Approach to Education: Reggio Emilia Model Getting Deserved Attention
Publication: Public School Montessorian, vol. 5, no. 4
Date: Summer 1993
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
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.
Published: Lawrence, Kansas, 2008
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
A Study on the Relationship Between Early Childhood Mathematical Content Knowledge and Mathematics Teaching Efficacy of the Early Childhood Pre-Service Teachers / 예비유아교사의 유아수학교육내용 지식과 수학적 교수효능감과의 관계
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 17, no. 1
Abstract/Notes: This study aims to examine relationship between early childhood pre-service teachers' early childhood mathematical content knowledge and mathematics teaching efficacy. This study's subjects are 73 early childhood pre-service teachers from two four-year universities, A and B, situated in Daejeon Metropolitan City. Their mathematical content knowledge and mathematics teaching efficacy were analysed using a concept map and a questionnaire, respectively. The results are as follows. First, there was static correlation between early childhood pre-service teachers' early childhood mathematical content knowledge and mathematics teaching efficacy. Second, relationship between early childhood pre-service teachers' early childhood mathematical content knowledge and outcome expectation was not statistically significant. Third, there was static correlation between early childhood pre-service teachers' early childhood mathematical content knowledge and efficacy expectation. The above results mean that pre-service teachers' good learning of a specific subject's content knowledge leads to their excellent teaching, and therefore good learning of content knowledge is crucial. / 본 연구의 목적은 예비유아교사들의 유아수학교육내용 지식과 수학적 교수효능감과의 관계를 알아보는 것이다. 본 연구의 대상은 대전광역시에 위치한 4년제 A, B 대학 예비유아교사 73명이다. 유아수학내용지식은 개념도를 통해, 수학적 교수효능감은 질문지를 통해 분석하였다. 연구결과, 첫째, 예비유아교사의 유아수학교육내용 지식과 수학적 교수효능감과는 정적인 상관이 있었다. 둘째, 예비유아교사의 유아수학교육내용 지식과 수학적 교수 효능감 중 결과기대 효능감과의 관계는 통계적으로 유의미하지 않았다. 셋째, 예비유아교사의 유아수학교육내용 지식과 수학 교수 능력신념 효능감과는 정적인 상관이 있었다. 이와 같은 결과는 과목 내용지식을 잘 배우면 앞으로 잘 가르칠 수 있게 된다고 볼 수 있기 때문에 내용지식을 잘 배우는 것은 매우 중요하다고 할 수 있다.
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
Published: Lanham, Maryland: Rowman and Littlefield Publishers, 2021