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874 results

Article

Texnokratik Jarayonda Maktabgacha Ta’limning Mualliflik Metodikalari [Authority Methods of Preschool Education in the Technocratic Process]

Available from: Interpretation and Researches

Publication: Interpretation and Researches, vol. 1, no. 8

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Abstract/Notes: Mazkur maqola rivojlanib borayotgan texnokratik jamiyatda bolalar tarbiyasi doimo muhim ekanligi, Maria Montessori bolalarning o'z-o'zini o'rganish va rivojlantirish qobiliyatlariga ishonish va ularning o'rganish jarayonlarida o'z-o'zining yo'li bilan bormasligi xususida fikr yuritilgan. [This article discusses the importance of child education in a developing technocratic society, Maria Montessori's belief in children's self-learning and self-development abilities, and that they should not go their own way in their learning processes.]

Language: Uzbek

ISSN: 2181-4163

Book

Z dějin předškolní výchovy [On the History of Preschool Education]

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Language: Czech

Published: Praha, Czechia: SPN, 1982

Edition: 2nd ed.

Series: Učebnice pro stř. školy

Doctoral Dissertation (Ed.D.)

Preschool STEM Education: Perspectives on the Education-Practice Gap and Professional Development

Available from: California State University - ScholarWorks

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Abstract/Notes: This research revolved around Johnson's (2013) definition of early childhood science, technology, engineering, and math (STEM) education, emphasizing the integration of science and math instruction with scientific inquiry, engineering design, mathematical analysis, and 21st-century interdisciplinary skills. Johnson recommended using an approach called integrated STEM, which aims to create a meaningful integration of STEM disciplines in the context of real-world challenges and problems. Given the swift advancements in science and technology, early exposure to STEM concepts is crucial for children. Research has indicated introducing STEM in preschool equips children with foundational skills to explore complex concepts in elementary school. Early childhood experiences have a substantial impact on cognitive and academic development, fostering brain development and enhancing lifelong cognitive and academic outcomes. Young children naturally exhibit qualities like prediction, hypothesizing, analysis, and curiosity. They actively engage with their surroundings, constructing scientific and mathematical understanding through hands-on STEM activities, and developing competence, knowledge, and problem-solving skills. This study employed narrative inquiry and autoethnography to explore early childhood educators' needs, talents, and challenges in integrating STEM curricula. It addressed critical questions about STEM education, such as its ideal form, optimal introduction timing, and ensuring equitable access for all preschoolers. The research examined educators' STEM knowledge and identified implementation barriers that affect STEM self-efficacy. This research underscores the importance of introducing STEM education early in childhood and highlights the need for comprehensive policies and equitable funding. The study's results bridge the knowledge–doing gap and emphasized the significance of adequately preparing educators to provide STEM-related curricula.

Language: English

Published: San Francisco, California, 2023

Master's Thesis

The Impact of Role-Play on the Self-Regulation of Preschoolers Following the COVID-19 Pandemic

Available from: St. Catherine University

Action research, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: This Action Research Project examined the impact of role-play on preschoolers’ self-regulation development in a Montessori primary classroom. The class consisted of 18 students; ages 3-5 years old. Four of the nine students in the intervention had delays, disruptions, or modifications to their Montessori experience, possibly due to the COVID-19 pandemic. Role-play scenarios were performed by the students for four weeks. The results show that role-play positively impacted self-regulation in the primary classroom. The average percentage of self-regulated behaviors increased by 28.5% from the pre-intervention week through the last intervention week. Modeling of self-regulated behaviors increased, and modeling of dysregulated behaviors decreased during the intervention. Role-play is a fun and engaging way to help young children learn, practice, and model self-regulated behaviors in the classroom.

Language: English

Published: St. Paul, Minnesota, 2023

Article

✓ Peer Reviewed

Multimodal Directive Interactions in a Preschool Classroom

Available from: International Journal of Education and Research

Publication: International Journal of Education and Research, vol. 11, no. 12

Pages: 15-28

Americas, Early childhood care and education, Early childhood education, Language development, Language education, Montessori method of education, Montessori schools, North America, Preschool children, Preschool education, United States of America

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Abstract/Notes: Preschool teachers use language to instruct children in classrooms around the globe. The present article contributes to the literature on directives used by preschool teachers in the classroom by presenting an eight-month ethnography of a preschool class. The study investigated the directives used by preschool teachers and students and the multimodal resources that were used, including verbal directives, songs, gestures, forms of eye contact, visual cues, and material objects. The study also analyzed ways in which preschool children were socialized to speak and act in culturally appropriate ways through directives. Analyses of observations and interviews show that directives were a major feature of the multidirectional language socialization of children in the classroom. Teachers and students used a variety of multimodal resources, including their verbal discourse, intonation, gestures, and objects to use discourses in the classroom to socialize children into appropriate modes of interaction in the classroom.

Language: English

ISSN: 2411-5681

Master's Thesis (M.A.)

Teacher Perceptions and Ideologies of Multilingualism in the South African Montessori Preschool Environment

Available from: Stellenbosch University (South Africa)

Africa, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Multilingualism, South Africa, Southern Africa, Sub-Saharan Africa, Teachers, Teachers - Attitudes

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Abstract/Notes: The linguistic environment of preschools in South Africa is considerably under-researched. In this study, research was undertaken to discover how South African Montessori preschool teachers approach the issue of multilingualism in their classrooms and their perceptions of the value of speaking multiple languages. Teachers working in Montessori schools in Cape Town were interviewed about their experiences and ideologies of multilingualism in the classroom. Data was analysed through a Bakhtinian lens to uncover the tensions surrounding these beliefs and experiences of South African multilingualism. It was found that although many teachers supported the idea of multilingualism, they faced significant practical and administrative barriers to its implementation in the classroom. Furthermore, it was notable that much of the work to teach or introduce additional language in the preschool space was performed by underpaid, undertrained, and under-valued non-teaching staff, such as cleaning staff and classroom assistants.

Language: English

Published: Stellenbosch, South Africa, 2023

Doctoral Dissertation (Ph.D.)

Intersections of Home and School: An Analysis of Directive Interactions of Korean American Children at Home and in Preschool

Available from: ProQuest - Dissertations and Theses

Americas, Early childhood care and education, Early childhood education, Montessori method of education, Montessori schools, North America, Preschool children, Preschool education, United States of America

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Abstract/Notes: This study investigated the use of directives by three bilingual Korean American children and their families in central New Jersey in the contexts of home and school. Directives are a crucial part of language socialization in the home (Bhimji, 2002; Blum-Kulka, 1997; Kent, 2012) and they are a critical part of the teacher’s repertoire in the classroom since directives aid teachers in the daily task of instructing the learning processes of students (Waring & Hruska, 2012). While directives play an important role in the language socialization practices of children in the home and school, there is little research on how directives are used by bilingual children in both settings of home and school. The study addressed this gap in research by examining the directive repertoires of three bilingual Korean American children and their families in their homes and by analyzing how the children’s directive repertoires intersected with the use of directives in their preschool classroom. The study consisted of an eight-month ethnography of three Korean American children and their families. The participants included three Korean American children, their parents, siblings, and teachers in their preschool class. The children were recruited from a preschool class in which the researcher had previously volunteered. The data was collected through field observations in the three homes and preschool class, interviews of children, parents, and teachers, and a collection of material artifacts in order to capture the use of directives of participants. All observations were audio-and video-recorded. The study contributed to an increased understanding of the bilingualism and biculturalism of Korean American children with a focus on their use of directives. It also shed light on the educational experiences and challenges of bilingual Korean American children in a monolingual preschool class. The study has implications for families and teachers of young bilingual children and learners of English in preschool.

Language: English

Published: New Brunswick, New Jersey, 2016

Article

The Utilization of Montessori – Pedagogy and Its Methods for Preschoolers and Schoolers in Russia

Available from: Zenodo

Publication: Eurasian Journal of Social Sciences, Philosophy and Culture, vol. 3, no. 12

Pages: 126-131

Asia, Early childhood care and education, Early childhood education, Eastern Europe, Europe, Montessori schools, Russia, Western Asia

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Abstract/Notes: This article deals with the emergence of Montessori pedagogy, its study, implementation in the educational system, methods of use and observation, results and research, main problems during the period of the article for preschool and school educational in Russia. Moreover this article is devoted to the parents who concluded that their uncommon youngster should have been given an exceptional instruction that would transform him into a free, capable individual.

Language: English

DOI: 10.5281/zenodo.10403998

ISSN: 2181-2888

Article

✓ Peer Reviewed

The Emotional Effect of the Montessori Education on Preschoolers Aged 3-6 in EFL Classes in the Schools of Turkey

Available from: Humanitarian and Natural Sciences Journal

Publication: Humanitarian and Natural Sciences Journal, vol. 5, no. 1

Pages: 540-561

Asia, Foreign language education, Language acquisition, Language development, Middle East, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Turkey, Western Asia

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Language: English

DOI: 10.53796/hnsj51/36

ISSN: 2709-0833

Article

✓ Peer Reviewed

Analysis of the Application of Montessori Humanistic Education in Preschool Education Under Different Background

Available from: Hill Publishing

Publication: The Educational Review, USA, vol. 7, no. 9

Pages: 1413-1417

Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: Today, with the implementation of quality education, humanistic culture is integrated into preschool education. Under different backgrounds, the integration of humanistic thought in preschool education can help children grow up and receive a better education. Montessori's teaching thought has exerted a vital influence on the early childhood education system in China and is highly praised by many early childhood educators, which is of great practical significance to the development of children. Based on this, this article takes Montessori's education idea as the main starting point, carries on the elaboration from the thought outline and the core goal two aspects, analyzes the current country's preschool education situation, and inquires into its existence the question. Finally, from esteem heredity, enviromnent education, and sense organ education, this paper carries on a brief discussion of the practice of Montessori education through countermeasures, to further enrich the theoretical system of preschool education in China and make important contributions to the practical exploration of preschool education.

Language: English

DOI: 10.26855/er.2O23.09.034

ISSN: 2575-7946, 2575-7938

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