Abstract/Notes: The Hartford Early Childhood Program involves more than 4,500 children from 4 years old to first grade level in over 200 classrooms. Classrooms are designed to offer children an environment that encourages them to learn independently. Ideas have been borrowed from the Montessori approach and the British Infant Schools and fitted to the needs of the Hartford school district's urban students. The program philosophy embodies new approaches that can be used in old school buildings such as formal education beginning at 3 years, mixed-age "family" grouping, interest centers, and emphasis on intrinsic motivation toward personel success. Future plans call for extension of the program to all public school classes in grades K through 2. Sources of more detailed information are provided for this program, specifically, and for Model Programs Childhood Education, in general. (Author/WY)

Language: English

Published: Palo Alto, California, 1970

Abstract/Notes: Childhood education goes with a lot of innocence, searching and exploring the environment that surrounds the young learners. The amount of energy and inquisitiveness displayed by children at this tender age is a marble to many parents and teachers alike. This small-scale research represents a sincere attempt to contrastively analyze Montessori and Al-Ghazali’s ideas on child education. The ideas of the two scholars, one from the West and the other from the East, till these days have great significance to their respective communities. In a way, this study should be seen as an initiative undertaken in the absence of a study discussing the differences and commonalities found in the ideas of the two scholars pertaining to child education. By employing the textual analysis method and using Montessori’s principles of child education as the framework, the researchers conducted a comparative analysis. In the course of analyzing the data, the researchers had identified six emerging themes in the ideas of Montessori and Al-Ghazali. The findings have also indicated that the principles of these two prominent scholars either intersect with each other or stand in total isolation. ********************************************************* Pendidikan kanak-kanak berlakumalalui proses pencariandan penerokaanterhadap persekitaran mereka. Keceriaan dan sifat ingin tahu yang dipamerkan oleh kanak-kanak dalam proses tersebut amatlah penting bagi para ibubapa dan guru Pandangan-pandangan Montessori dan Al-Ghazali tentang pendidikan kanak-kanak telah meninggalkan kesan yang amat penting dalam komuniti Barat dan Timur hingga ke hari ini. Kajian ini dilakukanuntuk membandingkan pandangan kedua-dua cendekiawan ini tentang pendidikan kanak-kanak. Secara tidak langsung, ia boleh dilihat sebagai usaha untuk mengisi kekurangan dalam bidang kajian. Kajian ini menggunakan kaedah analisa tekstual dan prinsip pendidikan kanak-kanak Montessori sebagai rangka kajian. Daripada kajian ini, terdapat enam tema yang boleh digarapkan daripadapandangan kedua-dua cendekiawanyang didapati secara bersilang atau terpisah di antara satu sama lain.

Language: English

DOI: 10.31436/jia.v15i2.759

ISSN: 2289-8077

Language: German

Published: Bern, Switzerland: Haupt Verlag, 2007

Edition: 1st edition

ISBN: 978-3-258-07092-6

Language: Italian

Published: Roma, Italy: Edizioni Universitarie Romane, 2019

ISBN: 978-88-6022-371-5 88-6022-371-7

Abstract/Notes: Research on the outcomes of Montessori education is scarce and results are inconsistent. One possible reason for the inconsistency is variations in Montessori implementation fidelity. To test whether outcomes vary according to implementation fidelity, we examined preschool children enrolled in high fidelity classic Montessori programs, lower fidelity Montessori programs that supplemented the program with conventional school activities, and, for comparison, conventional programs. Children were tested at the start and end of the school year on a range of social and academic skills. Although they performed no better in the fall, children in Classic Montessori programs, as compared with children in Supplemented Montessori and Conventional programs, showed significantly greater school-year gains on outcome measures of executive function, reading, math, vocabulary, and social problem-solving, suggesting that high fidelity Montessori implementation is associated with better outcomes than lower fidelity Montessori programs or conventional programs.

Language: English

DOI: 10.1016/j.jsp.2012.01.001

ISSN: 0022-4405

Language: Dutch

ISSN: 0924-5618

Language: Italian

ISSN: 1125-8527

Language: English

Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2019

ISBN: 978-90-79506-44-6

Series: The Montessori Series , 14

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734