Abstract/Notes: Three-quarters of 3-6 year-old children in the U.S. spend time in childcare; many spend most of their waking hours in these settings. Daily physical activity offers numerous health benefits, but activity levels vary widely across centers. This study was undertaken to explore reasons why physical activity levels may vary. The purpose of this paper is to summarize an unexpected finding that child-care providers cited was a key barrier to children's physical activity.

Language: English

DOI: 10.1186/1479-5868-6-74

ISSN: 1479-5868

Language: English

DOI: 10.1086/461096

ISSN: 0013-5984

Abstract/Notes: Pre-school education is important in terms of children's acquisition of social rules and rearing them as socialized individuals. However, it seems that there are limited studies regarding the issue of which pre-school education approach or pre-school education program is more effective on the development of children's perception of social rule. Therefore, with this research it is aimed to study the social rule perceptions of 5-year old children who get education according to three different programs Montessori Approach, Multiple Intelligences Theory-Based Education and Preschool Education Program Implemented by the Ministry of Education *Dependent variable of this experimental study is the social rule perception of 5-year old children while independent variables are three different preschool education programs Montessori approach, education based on multiple intelligences theory, Preschool Education Program implemented by the Ministry of Education with effects on children’s perception of social rule. Total of 62 children participated in this study, including 21 children attending a university kindergarten where Montessori Approach is applied, 19 children attending nursery class within primary school where education based on Multiple Intelligences Theory is implemented within the scope of EU Project called “If there are multiple intelligences there is no unsuccessful child ” and 22 randomly selected children attending an independent kindergarten and nursery class within primary school where Preschool education program of Ministry of Education is implemented. Age of these children showing normal development ranged from 60 to 66 months. "Conception of Moral and Social Rules Scale" that was used to evaluate social rule perception of the children participating in this study, was developed by Smetana 1981 . The scale which consists of 10 conventional pictures showing transgression of moral and social rules, includes two sub-scales. They are: "Conception of Moral Rule" and "Conception of Social Rule" subscales. In this study, only " Conception of Social Rule" sub-scale was used according to the purposes of the research. Conception of Social Rule sub scale consists of 5 pictures showing transgression of social rules. Children were asked 5 questions consecutively for each of these pictures. Each question asked aimed to create data for 5 sub dimensions of the scale. Sub dimensions of the sub scale are; Seriousness in Social Rules, Absence of Authority in Social Rules, Absence of Social Rules, Generalization of Social Rules and Punishment in Social Rules. Conception of Social Rule sub scale of Conception of Moral and Social Rules Scale was applied to the children in working group in a pre-test and post-test form. Pre-test data were collected at the beginning of the academic year, while post-test data were collected at the end of the academic year. No intervention that would affect children’s perception of social rule in a desired direction was made to the education programs of the institutions where different pre-school education programs are implemented. Single-factor ANCOVA was used in order to determine whether social rule perception of the children included in the study differs according to the preschool education program they attend. Bonferroni test was used in cases where ANCOVA was significant. According to the Covariance Analysis results significant difference was found F 2,58 = 7.210, p .05]. Results of Bonferroni test, which was implemented to determine the pre-school education program or programs that cause the significant difference obtained from Seriousness in Social Rules, Absence of authority in Social Rules and Punishment in Social Rules sub-dimensions in accordance with Covariance Analysis, show that Seriousness in Social Rules, Absence of authority in Social Rules and Punishment in Social Rules sub-dimensions scores of the children who receive education according to Montessori approach are significantly higher than the scores of the children who receive education according to the other preschool education programs. In this study which compares social rule conception of the preschool children getting education according to Montessori approach, education program based on the theory of multiple intelligence and pre-school education program implemented by the Ministry of Education; it’s observed that the children who receive education according to Montessori approach had significantly higher scores than the children who receive education according to the other pre-school education programs in Seriousness in Social Rules, Absence of Authority in Social Rules and Punishment in Social Rules sub-dimensions of social rule conception sub scale. This situation indicates that the children receiving education based on Montessori Approach take social rules more serious and their perception regarding importance of obeying the rules even in absence of the authority mother-father, teacher etc. is higher. These children obey the rules not because the authority wants them to do so, but because they comprehend the importance and necessity of acting in accordance with the rules. In other words, the children getting education in Montessori Approach have internalized social rules. The researchers state that children's conception of social rules may develop as they experience the rules and practices of the social system in which they exist Smetana, Schlagman and Adams, 1993; Smetana, 1984 . This means that, Montessori Approach is able to offer this experience to the children in a better way than the other pre-school education programs. Another sub-dimension where difference between the means was statistically significant was Punishment in Social Rules sub dimension. According to these finding obtained, perception of punishment in case of breaking social rules is higher in children getting education according to Montessori Approach than the children getting education in other pre-school education programs. This means the children that receive education according to Montessori Approach are more decisive in necessity of obeying social rules and punishing those who transgress social rules. It was identified that scores regarding Absence of Social Rules and Generalization of Social Rules sub dimensions of Social Rule Conception sub scale did not differ depending on the pre-school education program attended. In other words perception of all the participant children is found to be equivalent to each other regarding the necessity of obeying social rules even if there is no verbally expressed rule and acceptance of social rules in every environment lived in. In any case, pre-school educational institutions provide the best environment for children so that they acquire social rules and understand the importance of these rules. Seçer and Sarı 2006 , who studied moral and social rule conception of the children who attend and who do not attend preschool educational institution, determined that mean score of the children attending pre-school educational institution received from Absence of Authority in Social Rules, Generalization of Social Rules and Absence of Social Rules sub dimensions is significantly higher than those who do not attend pre-school educational institution. / Bu çalışmada, üç farklıprograma Montessori Yaklaşımı, Çoklu Zekâ Kuramına DayalıEğitim ve Milli Eğitim BakanlığıTarafından Uygulanan Okul Öncesi Eğitim Programı göre eğitim alan okul öncesi çocukların sosyal kural algılarıincelenmiştir. Normal gelişim gösteren ve yaşları60 ile 66 ay arasında değişen toplam 62 çocuk çalışmaya katılmıştır. Çocukların 21 tanesi Montessori Yaklaşımına göre, 19 tanesi Çoklu Zekâ Kuramına göre, 22 tanesi ise Milli Eğitim Bakanlığıtarafından halıhazırda uygulanan okul öncesi eğitim programına göre bir eğitim-öğretim yılıboyunca okul öncesi eğitim almışlardır. Deneysel bir çalışma olan bu araştırma da ön-test ve son-test verileri, Smetana 1981 tarafından geliştirilen Ahlaki ve Sosyal Kural AlgısıÖlçeği’nin Sosyal Kural Algısıalt ölçeği kullanılarak toplanmıştır. Araştırmada elde edilen verilerin analizinde betimsel istatistiklerin yanısıra, araştırmanın amaçlarınıtest etmek amacıyla, ANCOVA, ANCOVA’nın anlamlıolduğu durumlarda Bonferroni Testi kullanılmıştır. Araştırma sonucunda çocukların Sosyal Kural Algısıalt ölçeğinin Sosyal Kurallarda Ciddiyet, Sosyal Kurallarda Otoritenin Yokluğu ve Sosyal Kurallarda Ceza alt boyutlarına ait puanların çocukların eğitim aldığıokul öncesi eğitim programına göre değiştiği saptanmıştır. Bonferroni çoklu karşılaştırma sonuçları, farklılığın Montessori Yaklaşımı’na göre eğitim alan grubun lehine olduğunu göstermiştir. Sosyal Kuralların Yokluğu ve Sosyal KurallarıGenelleme alt boyutlarına ait puanların ise çocukların eğitim aldığıokul öncesi eğitim programına göre anlamlıbir şekilde farklılaşmadığıtespit edilmiştir.

Language: Turkish

ISSN: 1302-1796, 2667-4750

Abstract/Notes: The birth of Montessori’s Case dei Bambini (“Children’s Houses”) and the adoption of her innovative teaching method constitute an interesting chapter in the renewal of educational practices in Italy in the early years of the 20th century. Spreading from North to South, the biggest impact was felt where the social question was most acute. Milan, Rome and Città di Castello (the location of the Villa Montesca belonging to Leopoldo Franchetti and his wife Alice Hallgarten), together with very small communities such as those of Ferruzzano and Saccuti in the province of Reggio Calabria, were ideal contexts in which to test the assumptions of Maria Montessori’s approach to pedagogy. Specifically, this paper examines the experience of the Children’s Houses and nursery schools set up in Calabria by the Associazione Nazionale per gli Interessi del Mezzogiorno d’Italia (ANIMI, the National Association for the Interests of the Italian Mezzogiorno). The use of partly unpublished materials kept in the Association’s Historic Archive makes it possible to reconstruct the enthusiasm for the Montessori method of some teachers who were not from Calabria and to assess its positive effects on the children, who were among the country’s most neglected, often condemned to a series of privations. 

Language: Italian

DOI: 10.36253/rse-10369

ISSN: 2532-2818

Abstract/Notes: This article aims to compare Montessori’s perspective of the classroom as community of self-regulated learners to the current research on classroom management, highlighting the importance of the teacher’ attitude in promoting an inclusive and cooperative school setting. The methodology used is a semi-structured interview administered to a Montessori teacher who works in an Apulian Children’s house. The data were collected in order to capture the teacher’s opinion about the topicality of Montessori’s idea of discipline and classroom management in early childhood education.

Language: English

DOI: 10.6092/issn.1970-2221/12187

ISSN: 1970-2221

Abstract/Notes: The article explores the educational value that Ellen Key (1849-1926), Rudolf Steiner (1861-1925) and Maria Montessori (1870-1952) attributed to children's stories. In the late nineteenth and early twentieth century these three important authors contributed to the renewal of the educational theories and practices. They dedicated a part of their pedagogical reflections to the educational meanings of children's stories; consider, e.g., the many pages of Ellen Key on children's literature, the recommendations of Rudolf Steiner on the educational relevance of fairy tales and mythology or, finally, Maria Montessori's reflections on fairy tales. The article examines these ideas from a historical and pedagogical point of view.

Language: English

DOI: 10.6092/issn.1970-2221/6374

ISSN: 1970-2221

Abstract/Notes: This paper examines some historical parallels in the field of children’s literature and education between Sweden and Italy in the late nineteenth and early twentieth centuries. Sweden and Italy are at the opposite ends of Europe, but they exhibited some interesting similarities in children’s book and pedagogy during those decades. Suffice it to say that two of the most important European education experts of the time – the Swede Ellen Key and the Italian Maria Montessori – were in relationship, appreciated each other’s work and exchanged ideas and remarks on educational and social issues. Parallels cannot obscure the large differences between the two nations, but there were also convergences that must be examined: researches on folktales, mass education and education of the élite were important issues in both countries. Moreover the convergences will intensify further in the coming decades, because Sweden and Italy belong to the same European context.

Language: English

DOI: 10.6092/issn.1970-2221/4362

ISSN: 1970-2221

Abstract/Notes: In the modernization era, at the beginning of the twentieth-century, the preschool institutions’question became the core of the padagogic debate in the Italian society. A relevant contribution was given by the women’s emancipation process that brouhgt towards a modern concept of assistance, such as the overcoming of the idea of nursery schools only as places for safekeeping. It was underlined, in fact, their important educational function to childhood care. Exactly in that period, two educational experiences occurred, attracting politicians’ and pedagogists’ attention: the birth of Rosa Agazzi’s pre-school, expression of a mostly agricultural and peasant Italy, and the Maria Montessori’s “Casa dei bambini” (Children’s house), designed into an upgrading town planning scheme, in the degraded districts of Rome and Milan.

Language: Italian

DOI: 10.6092/issn.1970-2221/1523

ISSN: 1970-2221

Language: Spanish

DOI: 10.15359/rca.22-1.5

ISSN: 2215-3896

Language: English

DOI: 10.1016/j.sbspro.2012.08.231

ISSN: 1877-0428