Abstract/Notes: The history of pre-education is quite recent. In fact, in order for this education to start, it was necessary to wait for the formal education to spread to the whole society. Pre-school education, which emerged and designed to meet the needs of post-industrial societies, gave importance to the cognitive, affective and psychomotor development of students. Especially the educational needs of post-war societies also required pre-school education. In this context, three different approaches to pre-school education have emerged. The common point of these approaches is that they adopt a democratic education model and reject the authoritarian teacher role in the traditional education model. Thus, a reflection of humanity’s democratization adventure in the modern age has also shown itself in education models.

Language: English

Abstract/Notes: Early Childhood and Care Education (ECCE) has attracted global focus as governments of members of United Nations (UN) strive to meet target 4.2 of the Sustainable Development Goals (SDGs), to ensure that all girls and boys have equal access to quality care and preprimary education by 2030. ECCE specialists and stakeholders in Nigeria are involved in various ways, including the organization of workshops for caregivers and teachers to meet the target. In this paper, we present the perceptions of trainees on their learning experiences in a 3-day workshop organized for caregivers/teachers, focusing on child-centered approaches/methodologies in early years. Using a descriptive survey design, all the trainees rated the extent they learnt the methodologies in a Likert-questionnaire. The results suggested that the trainees’ perceptions on the learning of all the methodologies were positive and were neither influenced by their teaching experiences nor their age. Furthermore, their positive perceptions were highest for the following approaches/methodologies: Using circle time; Developing children’s physical domain; Making children learn through play; and Developing children’s cognitive domain. Moreover, their perceptions were lowest for the following: Developing practical ideas for including communities/parents in the classroom; Principles of Montessori approach; Preparing assessment report in early years. Based on the result of this study, we concluded that the workshop enhanced the competence and confidence of the trainees to render care and teach in their schools and made recommendations for sustaining the gains.

Language: English

ISSN: 2782-7666

Abstract/Notes: Maria Montessori is best known for her legacy as an educator. She is the founder of a system of schools that has achieved worldwide success. Instrumental to her teaching method is the idea of fostering engagement by offering children individual choice and harnessing intrinsic motivation. For this reason, she is nominated as a noteworthy felicitator or happiness-enabler. In this article, I discuss Montessori’s life with a special emphasis on her teaching philosophy and methods. I briefly discuss psychological research as it relates to choice-related topics such as perceived personal control and autonomy. I also discuss some limitations of choice as an avenue toward happiness.

Language: English

DOI: 10.5502/ijw.v1i2.4

ISSN: 1179-8602

Abstract/Notes: This article describes a multiage classroom led by three co-teachers who facilitate the education of 42 students ages six through nine years. The classroom is located in a public school district that practices inclusion and subscribes to the principles of whole schooling. A literature review defines the concepts of co-teaching, multiage education, and inclusion and demonstrates how the co-teachers practice the principles of whole schooling. A rich description of the classroom follows so that the reader may fully understand how to implement similar teaching strategies. Implications for practice are discussed. (Contains 2 tables.)

Language: English

ISSN: 1710-2146

Abstract/Notes: Iteration during the design process is an essential element. Engineers optimize their design by iteration. Research on iteration in Primary Design Education is however scarce; possibly teachers believe they do not have enough time for iteration in daily classroom practices. Spontaneous playing behavior of children indicates that iteration fits in a natural way of learning. To demonstrate the importance of iteration for the design performance and understand what occurs in an optimized situation a study was conducted in a Dutch Montessori school. Four conditions were chosen to shape the design assignment; iteration, freedom of choice, collaboration and presentation. The choice for these conditions was inspired by the work of Montessori, and because of the positive effects on design performance during previous design and technology projects. This led to a concrete assignment, suitable for 6–8 years old, “Fold a piece of aluminum foil so it can hold the weight of marbles when it lies on the water. The more marbles it can hold the better.” Self correction was possible as the challenge lays in the ease to improve countable results. Clear results of iteration could be determined; an increasing sense of control and detailed insight in what to do for maximum results were found amongst the pupils. Additional literature about capability development and metacognition confirmed the value of the four conditions in relation to the observed results.

Language: English

DOI: 10.1007/s10798-014-9271-2

ISSN: 1573-1804

Abstract/Notes: Early childhood (EC) is the right period to start emphasizing on teaching young children about diversity, equity and inclusion. The new vision of the Kingdom of Saudi Arabia 2030 target to boost educational system through continuous invest in and teachers' education and professional training focused on integrating multicultural education into the curricula. The current study dealt with two main dimensions: The first dimension revealed the different curricula, teaching strategies, and assessment of children's learning in kindergartens in the public and private sectors. The second dimension focused on investigating how these applied curricula take into account the principles of diversity, equity and inclusion for children from different cultural backgrounds. The current study used the descriptive analytical approach through the application of the questionnaire, which targeted a number of government and private kindergartens in various major cities in the Kingdom. The results revealed the interest of private kindergartens in applying modern and diverse curricula in terms of teaching and assessment strategies and in terms of respect for diversity, equity and inclusion for all children, which meets their different needs. Teachers in private kindergartens expressed their confidence and competence to teach children from different cultures, and that the applied curricula ensure respect for their cultural backgrounds in terms of teaching methods that are free of racism in any form. Continuous professional training and the employment of teachers from different cultures contributed to raising the cultural awareness of children in private kindergartens compared to government ones. The current study recommended decision-makers to update the curricula in government kindergartens in line with the global trend towards integrating children from different cultures and backgrounds in the classroom.

Language: English

ISSN: 0827-3383, 1917-7844

Abstract/Notes: This study aims to determine the implementation of Montessori curriculum management along with the supporting and inhibiting factors for the implementation of Montessori curriculum management in improving the quality of learning in Askara Montessori Kindergarten, Kramatjati, East Jakarta. This study uses a descriptive qualitative approach by using data collection methods of observation, interviews and documentation. The data analysis technique stage includes data reduction, data presentation and data verification, while checking the reliability of the data is carried out by extending participation, observing accuracy, triangulation and consulting with supervisors. The results of his research indicate that the implementation of Montessori curriculum management in improving the quality of learning, namely planning includes making a training schedule for teachers, both bringing in experts and attending training outside of making head work plans / annual programs, making supervision guidelines. Then the implementation includes: supervising learning planning including RPPH, RPPM and RPPS, monitoring and evaluating by fostering teachers with motivation. Evaluation includes reporting the results of supervision starting from planning, implementing and evaluating learning, then reporting the results of child development to parents. While the driving factors for change management strategies in improving teacher performance include infrastructure and facilities that include quite complete Montessori tools.

Language: English

DOI: 10.53625/ijss.v2i3.3631

ISSN: 2798-3463, 2798-4079

Abstract/Notes: Research involving children, deemed to have difficulties with conventional means of communication, can perpetuate reductive forms of representation of children’s knowledges and experiences. This article focuses on the possibilities and opportunities that visual and creative methods can offer to researching with children. Children advance their views in and through spontaneous and concrete forms of participation. Autonomy in aesthetic acts is central to this methodology; to explore practices that produce and reproduce presuppositions deriving from societal attitudes affecting research with children, their agency and self-presentation. This cross-cultural study was conducted in Central Italy and North West England: children contributed their perspectives and experiences through participation in a series of creative encounters resulting in aesthetic and embodied outcomes of sociological and educational significance. The study contributes to the debate on children’s autonomy and the value and quality of participation through artistic practice. Examples from the corpus of data, which includes a series of artefacts and over 900 photographs from each geo-cultural context, are presented. The study shows that it is possible to harmonise power imbalances in spaces of creative freedom, in research and education, where children’s choices and agency are respected.

Language: English

DOI: 10.1080/13645579.2019.1672280

ISSN: 1364-5579

Abstract/Notes: This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature.

Language: Turkish

DOI: 10.7176/JSTR/6-06-12

ISSN: 2422-8702

Abstract/Notes: Recognizing the inherent attention in examining how educational practices affect our future, there is little known about society's demands related to early childhood education. This paper aims to analyze the current preschool enrolment situation in the Euro-Western world and the demands of society, focusing attention on the characteristics needed in the prepared environment and in teacher training practices that inclusive education offers. Different socio-cultural theories have been analyzed, and practices regarding human development have been presented as they guarantee an integral development of the child, one which respects infant developmental stages and offers the right scaffolding and environment to stimulate a child's interest and potential. All these aspects are claimed in society, and are reflected in the Montessori Pedagogy principles, where thanks to the observation and knowledge regarding children's needs, educators can prepare stimulating environments that lead to personal formative development.

Language: English

DOI: 10.46328/ijres.1272

ISSN: 2148-9955