Abstract/Notes: The results of study on Montessori's thought of early childhood education which has contributed to the development of child education in twentieth century are in the following: First, Montessori offers the idea of 'the new children.' His study focuses on children's natural ability of sensitivity and abserbent mind which enable them to choose voluntarily. Second, the aim of child education, according to Montessori, is to encourage physical and psychological development of a child by providing materials under prepared environment. Third, the methods of education presented by Montessori are to provide materials from the five areas under prepared environment and the instruction of the teacher encouraging voluntary choices of children. Fourth, the requirements for the teacher which Montessori emphasizes are pure mind, affection, patience, devotion, insight and sensitivity. Fifth, for expansion and practical application of Montessori education in Korea, it is required to establish the officially licensed Montessori institutes for tranining the teacher.

Language: Korean

Abstract/Notes: New knowledge and skills acquired through the synergy of individuality and diversity will lead the society and culture in the 21st century. Contrasted with the isolation and exclusiveness in the 20thcentury, the synergy of individuality and diversity will be made through the mutual understanding and respect among people. In early childhood, children are beginning learners in their society, immature in body and mentality. They require social learning skills that will embrace the diversities within their culture. Korea is divided into South and North for over 60 years. As South Korea embraces the advanced society, understanding the South and North and the national education for the advanced society should be included in the early childhood education curriculum. The great scholars supported the premise that early childhood is the fundamental period for forming the personality and learning the basic knowledge and skills for the present and future. The encouragement of this global trend for individuality and diversity in current Korean early childhood program is in the beginning stages. Mixed racial families are becoming more prevalent in the Korean society. In the education area, the teaching method is just as important as the content. The type of teaching method, whether it is an experience or instructional-based method, depends on the learner and the knowledge trait. The teaching method has to focus on the learner and the characteristic of knowledge.

Language: Korean

ISSN: 1226-9417

Language: English

Published: Moraga, California, 2016

Abstract/Notes: This research examines integrated drama curriculum for first-grade students taught by a drama specialist and a first-grade classroom teacher during a 6-week drama program at a private school in the Midwestern United States. Specifically, how drama is integrated with math, what unique knowledge and content of drama are delivered, and what roles drama serves in an integrated program are explored through a qualitative case study. During the drama sessions students` kinesthetic exploration and representation, re-creation of the story, and on-stage performance enabled them to reinforce math learning as well as experience art forms of drama. Adopting their learning of basic knowledge and skills of drama performance, the students used their body for communication and elaboration of their ideas with creativity. Based on the findings, important contributions to a successful integration are suggested. / 본 연구는 미국 중서부 지역의 한 사립학교에서 이루어진 6주간의 드라마 프로그램에서 드라마 특별교사와 담임교사가 초등학교 일학년 학생들에게 가르치는 통합 드라마 교육과정을 살펴보았다. 구체적으로, 드라마가 수학과 어떻게 통합되는지, 드라마의 어떤 지식과 내용이 가르쳐지는지, 또한 드라마가 통합 프로그램에서 어떠한 역할을 수행하는지를 질적 사례 연구를 통해 살펴보았다. 드라마 수업 동안, 아동들은 신체운동 탐색과 표상, 이야기의 재구성, 공연하기를 통해 드라마에서의 기본 지식과 기술들을 배웠으며 수학 학습을 강화하였다. 자신들의 신체를 이용하여 수학 내용에 대해 비언어적으로 표현하는 경험을 다양한 방법으로 체험하였으며, 수학 문제가 포함된 이야기를 토론을 통해 재구성하였다. 이렇게 재구성한 이야기를 공연하는 동안 아동들은 드라마에 관한 기초 지식과 기술들을 적용시켰으며, 상상력을 이용해 자신의 아이디어를 정교화 하였다. 결론에서는 연구 결과에 기초하여 성공적인 통합교육과정에 필요한 요소들이 논의되었다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: The purpose of this study was to investigate the reliability of the ADHD Rating Scale(DSM-IV) using teachers in Early Childhood Center. To do this, ADHD Scales using teacher was discussed with a specialist group consisting of 3 doctors in degree at Early Childhood Education and Child Development and 3 teachers of early childhood centers. And then the data was collected in 1 class(four-years) at early childhood center. So, the subjects of this study were 32 children(boy 18/girl 14) and their 2 teachers. Statistics used for data analysis were Frequency, t-test, inter-observer and test-retest reliability. The major findings of this study were as follows: First, the prevalence of children with ADHD based on teachers rating are 3(teacher1) and 4(teacher2). Second, according to the item analysis of ADHD, teachers are rating similar on children with ADHD Scale(DSM-IV). Third, inter-observer and test-retest reliability were significant. In conclusion, it is considered that the ADHD Rating Scale(DSM-IV) has validity using teachers in Early Childhood Center. / 본 연구에서는 ADHD진단 검사 중 오늘날 가장 널리 사용되고 있는 도구인 「정신장애진단 및 통계편람(DSM-IV)」을 유아교육기관에서 교사가 사용하였을 때, 타당도가 어떠한지 살펴보았다. 전문가와 교사집단과의 사전 연구를 통해 ADHD진단척도와 연구대상을 위한 기준이 제시되었고, 4세아 1개 반(유아 32명, 담임교사 2명)이 선정되었다. 교사들은 학기가 시작된 지 6개월과 9개월 이후 2회에 걸쳐 유아의 ADHD성향을 측정하였다. 그리고 평정자 간 신뢰도와 검사-재검사 신뢰도를 살펴보았다. 연구결과는 다음과 같다. 첫째, 한 교실에서 교사가 평가한 ADHD 성향유아는 3명(교사1)과 4명(교사2)으로 밝혀졌다. 둘째, ADHD에 대한「정신장애진단 및 통계편람(DSM-IV)」의 문항분석 결과, 교사들의 의견이 대부분 비슷하였다. 셋째, 교사들의 평정자 간신뢰도와 검사-재검사 신뢰도는 통계적으로 유의하였다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: Early childhood settings in Aotearoa New Zealand are informed by an internationally recognised curriculum, Te Whāriki (Ministry of Education, 1996). This whāriki, or woven mat, includes references to the spiritual; the principle of kotahitanga/holistic development intersects with the strand of mana atua/wellbeing. Qualitative case study research in a Montessori casa, a private preschool, and a Steiner kindergarten found the concept “everyday spirituality” illuminating. Three themes were identified: spiritual withness, spiritual in-betweeness and spiritual elsewhere. These relational spaces are proposed as a way of reconceptualising holistic approaches to pedagogy and wellbeing in early childhood educational contexts.

Language: English

Published: Dordrecht, The Netherlands: Springer Netherlands, 2009

ISBN: 978-1-4020-9018-9

Series: International Handbooks of Religion and Education

Abstract/Notes: Classist perspectives embedded in our meritocratic society permeate early childhood education. Curricula, instructional practices, and classroom interactions have the potential to send messages to children about who and what is valued by society; frequently influenced by the characteristics and abilities of a middle-class child. In order to best serve the needs and abilities of children from any social class, early childhood educators should be well versed in social-class sensitive pedagogy, a pedagogy that helps teachers to be inclusive of social class diversity in their classrooms. This chapter argues that aspects of Montessori theory, such as the four planes of development and the prepared adult, complement social-class sensitive pedagogy in ways that all early childhood educators may apply to their own teaching.

Language: English

Published: Bingley, United Kingdom: Emerald Group Publishing Limited, 2015

ISBN: 978-1-78560-293-1 978-1-78560-292-4

Abstract/Notes: This action research study examined the impact of creative movement presentations on dance participation and student attitudes towards dance in one outdoor Montessori early childhood classroom during the COVID-19 pandemic. Participants were 13 kindergarten and lower elementary students, ages 5-8, and the researcher, their teacher. Students were presented creative movement activities eight times during circle time over four weeks. They were also given opportunities to dance freely once a week for six weeks and asked three times to respond to statements regarding their attitudes towards dance; pre-intervention, mid-intervention, and post-intervention. Data was collected using observations of dance participation, field notes about circle time presentations, and student self-assessment regarding their attitudes towards dance. There was some improvement in attitudes towards dance and an increase in dance participation. Many children expressed enjoyment and the researcher felt inclined to continue providing free dance opportunities and creative movement presentations at circle. The researcher encourages other educators to incorporate dance opportunities in class free time and curriculum lessons.

Language: English

Published: St. Paul, Minnesota, 2021

Abstract/Notes: Philosophical, theoretical and scientific interest in early childhood has a very long history. The idea that the early years are the foundation of children's long term prospects is one of the most ancient, enduring and influencing themes shaping early childhood policy and provision today. The motivation and purpose for this study stems from a desire to de-familiarise that which is already known in order to reflect upon, and identify new understandings of early childhood education in relation to universal values and beliefs concerning young children's learning and development. Using an interpretative paradigm, which Habermas (1984, p.109) would describe as a "double hermeneutic" as the process involves striving to re- interpret the already interpreted world, I argue that the principles, practices and provision of early childhood education in the United Kingdom today have strong roots in the innovative pedagogies of four influential women of the 19th and 20th century: Margaret and Rachel McMillan, Maria Montessori and Susan Isaacs. This study adopts a historical stance and firstly examines how early childhood education began through exploring and reflecting upon the early philosophers of the past whose ideas, values and beliefs were influential in shaping the key women pioneers' thinking. The study then moves on to examines the roots and legacies of the four women and the contribution they each made to early childhood education today. The contribution of my thesis to current knowledge and understanding of early childhood education lies firstly in the way I have synthesised the lives and work of the four women who form the focus of this thesis and secondly, in my demonstration of the way much of what constitutes effective early childhood provision has been shaped through the course of history.

Language: English

Published: Sheffield, England, 2011

Abstract/Notes: The purpose of this study was to compare the attitudes of preschool children toward their program experiences and school adjustment, in order to ascertain whether differences existed among program type, age, and gender variables. A total of 90 preschool boys and girls 3 to 5 years of age from a church-related program, a Montessori program, and a Head Start program participated in the study. Children were surveyed using a self-report instrument, and teachers rated the children's adjustment to school environments. Results indicated that the attitudes toward program experiences of those children in the church-related program were different from those of children in the Montessori and Head Start programs. Results suggest that, in view of the increased emphasis on early childhood programs and the establishment of numerous preschool programs, such programs for young children should be evaluated from many points of view, including that of the preschool child.

Language: English

Published: [S.I.], 1986