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Book Section

Scenario of Early Childhood Education in Rural India

Book Title: Handbook of Research on SDGs for Economic Development, Social Development, and Environmental Protection

Pages: 206-222

Asia, Early childhood care and education, Early childhood education, India, Montessori method of education, Montessori schools, South Asia

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Abstract/Notes: SDG-4 is composed of seven outcome targets and three means of implementation, and early childhood education is one of them. It has been mentioned that by 2030, we should ensure that all children have access to quality early childhood upliftment, care, and pre-primary education so that children are p...

Language: English

Published: Hershey, Pennsylvania: IGI Global, 2022

ISBN: 978-1-66845-113-7


Women’s Role in Early Childhood Education in Europe

Available from: Springer Link

Publication: International Journal of Early Childhood, vol. 25, no. 1

Pages: 67-75

Europe, Feminism

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Abstract/Notes: The history of education is mainly a history of male educators and their ideas and systems of education, whereas the history of early childhood education is to a large extent a field of history where women have been the actors and to some extent also the writers about early childhood education. But this history is coloured by the withdrawn and to a large degree subordinate status of women, which is also reflected in the way history is written: A history of invisibility and anonymity, which also may have affected the place early childhood education has had in general educational history...

Language: English

DOI: 10.1007/BF03174635

ISSN: 0020-7187, 1878-4658

Doctoral Dissertation

Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice

Available from: Stephen F. Austin State University

Cosmic education, Social justice

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Abstract/Notes: This inquiry focused on the lived experiences of Montessori teachers in implementing Montessori’s Cosmic Education as a tool for social justice in their classrooms in order to more fully understand Cosmic Education’s meaning, purpose, and practice. The researcher also sought to understand how Cosmic Education could be an effective pedagogy of place, providing historical and social contexts in which students may develop and grow. The study used a post-intentional phenomenological design (Vagle, 2014), and was based on a series of interviews with five Montessori teachers from different classroom age levels. The data were analyzed using poetic inquiry through the form of found poetry. Emerging themes of Cosmic Education as a pedagogy of place and how that pedagogy of place contributed to agency in social justice were identified.

Language: English

Published: Nacogdoches, Texas, 2017


Parent Education: Seeing the Child's Perspective

Publication: NAMTA Journal, vol. 21, no. 1

Pages: 1-13

David Kahn - Writings, Early childhood care and education, Early childhood education, Montessori method of education, Parent and child, Parenting - Study and teaching

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Abstract/Notes: Notes that the critical art of parent education is to bring the parent into the child's world view. Describes current publications from NAMTA's parent education tool kit which support the child's perspective. Includes strategies for generating parent discussion to merge the parent's point of view with that of the child in dealing with conflict. (HTH)

Language: English

ISSN: 1522-9734


The Use of Pedagogical System of Maria Montessori in Ukrainian Education

Available from: Anthropological Studies. Pedagogy Series

Publication: Human Studies: Series of Pedagogy, vol. 9, no. 41

Pages: 88-99

Eastern Europe, Europe, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: The article reveals the peculiarities of the formation and development of the pedagogical system of M. Montessori, which is relevant in the current trend of education to implement the ideas of child-centeredness. The main philosophical principles of this pedagogical system are analyzed and its advantages in the process of raising a child in the conditions of independent development are determined. The system of preschool education as an initial and important link in the process of educational practice is singled out. The requirements for the creation of a special educational space in the process of child development are determined, the peculiarities of methodological bases in the preparation of teachers to work with children of preschool and primary school age are characterized. The conditions of activity of the Smiley school, which works according to the M. Montessori system in the city of Ivano-Frankivsk, are described. The conditions of adjustment of activity of children and teachers for the purpose of individualization of educational process, assistance of development of children in the nature-friendly environment, working out of own strategies of cooperation of parents of pupils and teachers are allocated. The pedagogical level of the Montessori system contributes to the implementation of the principles of child-centered theory and meets the conditions of child development in a democratic society, because it treats the problem of adult-child interaction in educational activities as free and appropriate children's activities in specially organized didactic conditions. The methodical level of the Montessori system reveals specific methods and means of education and training of children, experimentally tested methods of working with a set of original didactic Montessori materials. Pedagogy M. Montessori puts the interests of the child in a prominent place in the organization of education, providing conditions for individual development. This approach ensures the implementation of the basic humanistic traditions of Ukrainian ethnopedagogy, where the child is a subject of social development. The Ukrainian model of Montessori school created during the last decades confirms the relevance of this system to meet the modern demands of society in the education of a free, independent, proactive, civic responsible, intellectually literate person. The article emphasizes the advantages of using Montessori pedagogical technology in working with children of preschool and primary school age in one educational space, where the child's development system is implemented consistently on the basis of continuity.

Language: Ukrainian

DOI: 10.24919/2413-2039.9/41.175703

ISSN: 2413-2039

Doctoral Dissertation

Promotion of Peace and Peace Education Through Schooling: Perspectives and Experiences of Girls and Boys in Mauritius

Available from: British Library - EthOS

Africa, East Africa, Mauritius, Peace education, Sub-Saharan Africa

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Abstract/Notes: This thesis explores young boys' and girls' perceptions and experiences of their schooling in the small island developing state of Mauritius. It brings to the forefront problems related to cultural and structural violence that can hamper a peaceful schooling in three state secondary schools: a single-sex girls' school, a single-sex boys' school and a mixed school which also promote the educational theories of M. K. Gandhi and Rabindranath Tagore. The findings reveal that there can be a 'fideistic' attitude to Gandhi and Tagore in this context, which highlight the need for a critical peace education that question taken-for-granted assumptions. It also shows that in schools, problems can be hidden and not discussed. The methodology was based on a participatory worldview that asserts the importance of a 'holistic inquiry' and learning from the 'Other' for peaceful coexistence. In this regard, there can be serious ethical challenges for a 'native' researcher to conduct participatory research with young people in a small-connected community like Mauritius. The research also brings together various philosophies of education and peace for the promotion of peace education. It builds on commonalities from the East and West to highlight the importance of the 'holistic' in peace education. It promotes the concept of 'wholeness' as much emphasised in the East. The research was informed by M.K. Gandhi's, Rabindranath Tagore's and Maria Montessori's educational theories for peace. It was also gender-sensitive and promoted a 'peace-focused-feminism', which is grounded in the Eastern philosophies of 'Yin' and 'Yang', 'Shakti' and 'Shiva' and 'Prakriti' and 'Purusha'.

Language: English

Published: Nottingham, England, 2018


PPP Paradox: Promise and Perils of Public-Private Partnership in Education

Asia, India, Montessori method of education - Criticism, interpretation, etc., Public-Private Partnerships, South Asia

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Abstract/Notes: Public–private partnerships have been in use for a long time, and in many countries, to build roads and bridges, clean rivers, and manage waste. In the last two decades, they have slowly begun to make their presence felt in the field of public education. Several countries, including the United States and India, have recently enacted laws that include partnerships with private entities as a vehicle for education reform. This book discusses a swathe of PPPs in education and assesses their approach and contribution to genuine school change. This broad and even-handed survey of a variety of policy positions is followed by specific accounts of reform efforts in two case studies―one from a partnership in middle-school change in curriculum and instruction that took place in the state of Michigan in the United States, and the other from a partnership to bring Montessori education to government-run schools in Chennai, a large Indian city.

Language: English

Published: New Delhi, India: SAGE India, 2013

ISBN: 978-81-321-1128-3


The Effectiveness of Montessori Method Education on Visual-Motor Abilities of Students with Nonverbal Learning Disorders

Available from: Rooyesh-e-Ravanshenasi Journal (RRJ)

Publication: Rooyesh-e-Ravanshenasi Journal, vol. 10, no. 10

Pages: 133-144

Asia, Iran, Middle East, Montessori method of education, Montessori schools, South Asia

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Abstract/Notes: The purpose of the present study was to investigate the effectiveness of Montessori method education on the visual-motor abilities of students with nonverbal learning disorders. For the purpose of this study, 4 first grade male students with nonverbal learning disabilities who were studying at Nabi Akram primary school in Bonab, during the academic year of 2019-2020, were selected based on the bender visual - motor gestalt test. In this research, which is a single-subject design with multi-baselines (ABA), each participant was first carefully observed according to the criteria of nonverbal learning disability and their visual-motor cognitive abilities accurately measured and recorded. Then, during the intervention phase, each participant received the Montessori method education during the 10 sessions for 45 minutes separately. The performance of the participants is also observed in the follow-up sessions. Finally, the data was analyzed by analyzing the visual diagrams, percentage of all non-overlapping data (PAND), calculating the effect size index and recovery percentage. The results of the research showed that the Montessori method education increased the visual-motor abilities of all four participants. As a result, Montessori education can be used as part of empowerment programs for students with nonverbal learning disabilities.

Language: English, Persian

ISSN: 2383-353X


Introduction of Montessori Education to a Remote Indigenous Early Childhood Program: A Study of the Ways in Which Aboriginal Students Respond

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 4, no. 2

Pages: 33-60

Australasia, Australia, Australia and New Zealand, Indigenous communities, Indigenous peoples, Montessori method of education, Oceania

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Abstract/Notes: This article explores the ways Ngaanyatjarra students in Australia respond to Montessori pedagogy in a remote Aboriginal early childhood context. The article initially presents key literature pertaining to early childhood education, Aboriginal education, and Montessori education in Australia. The qualitative methodology underpinning the research is subsequently outlined. The approach emphasized in this research is that of interpretivism. The data analysis process highlighted three headings: concentration and engagement, student autonomy, and student independence. The findings of this research indicate the potential for Montessori pedagogy as a viable alternative practice of education for remote Aboriginal early childhood contexts, as Montessori pedagogy may align more harmoniously with the cultural dispositions of Ngaanyatjarra students. Finally, recommendations are presented in light of the research.

Language: English

DOI: 10.17161/jomr.v4i2.6715

ISSN: 2378-3923


Montessori Mathematics in Early Childhood Education

Available from: Gale Academic Online

Publication: Curriculum Matters, no. 3

Pages: 6-28

Australasia, Australia and New Zealand, Montessori method of education - Criticism, interpretation, etc., New Zealand, Oceania

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Abstract/Notes: Mentioned in AMI 2009 - The Montessori movement recently celebrated a century of international education, spanning from early childhood through to tertiary experience. The first Casa dei Bambini, or children's house, was opened in Rome, Italy, on 6 January 1907, and within three years the influence of Montessori education began to reach New Zealand shores. This article outlines the Montessori approach to early childhood curriculum in general, and discusses findings from a small research project examining mathematical concept development in children prior to school entry. Initial findings of the project indicate that the Montessori approach may have a positive impact on children's numeracy knowledge and strategies at age five. This research arose from the involvement of the authors of this paper in the development and delivery of teacher education degrees at early childhood education (ECE) and primary levels that include a Montessori specialty in their final year. Our experience in sharing both the Numeracy Development Project and the Montessori mathematics curriculum has resulted in many discovery moments for our students. This has led us to suggest that wider understanding and dissemination of Montessori curriculum ideas may help to progress discussion on early mathematics development.

Language: English

DOI: 10.18296/cm.0086

ISSN: 1177-1828, 2253-2129

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