Language: English

Published: Hamilton, New Zealand: Australian Comparative and International Education Society, 1983

Abstract/Notes: The purpose of this study is to analysis of Montessori sensory education and the math education content commonly included in the national curriculum. The study is based on the theoretical ground that diverse, specific and systematic activities and teaching tools would help efficient teaching of abstract math concepts to young children considering their developmental characteristics. First, the math education content commonly included in the national curriculum(2007 Kindergarten Curriculum and Standard Childcare Curriculum) was analyzed and then used as reference in determining the amount of math education content included in Montessori sensory education. According to this study, even though Montessori sensory education demonstrated limited relevance to number and arithmetics, all other math content was sufficiently addressed. Therefore, the use of Montessori sensory education could be considered an efficient approach to enhancing basic math ability of young children. / 본 연구는 몬테소리 감각교구가 국가수준 교육과정에서 다루고 있는 유아 수학교육 내용을 어느 정도 다루고 있는지 비교함으로써, 유아의 수학적 기초 능력 향상을 위해 몬테소리 감각교구를 활용하기 위한 기초자료를 마련하는 데 그 목적이 있다. 이를 위해 2007년 유치원 교육과정 및 표준보육과정에서 공통적으로 다루고 있는 수학교육내용(수와 연산, 기하, 측정, 규칙성, 자료의 분석)에 따라 몬테소리 감각교구를 분석하였다. 본 연구 결과 몬테소리 감각교구는 수학교육 내용 중 수와 연산과는 비교적 관련성이 적었으나 모든 감각교구가 수학교육 내용을 충분히 다루고 있었다. 따라서 유아의 수학적 기초 능력 향상을 위한 방안으로 몬테소리 감각교구를 활용할 수 있다고 사료된다.

Language: Korean

ISSN: 2288-4467

Abstract/Notes: The present study was intended to investigate the current status of Montessori education practices in Korea and to suggest future direction for its improvement and successful implementation of Montessori education in Korean kindergarten. This study was conducted by self-administered questionnaire survey. Subjects served for the study consisted of 85 Montessori teachers among 30 Montessori Kindergartens located in Seoul area, sampled from Korean Montessori kindergarten, using random sampling method. Data were analysed by IBM-PC computer, using SAS program. Statistical methods employed were frequency of item, t-test, and ANOVA. The summary of the research findings was as follows: It was revealed that Korean Montessori teachers who have worked for Montessori Kindergarten with the large amount of Montessori materials on hand had considerably higher recognition of the practical application of Montessori materials and teaching method of Montessori`s theory and program than Montessori teachers with small amount of materials in their Montessori kindergarten. However, the educational instruments for assessing the whole development of children held in stock by Korean Montessori kindergarten generally were below the mean number of holdings. Therefore, the author suggests the importance of educational assessment instruments for Montessori children and those proper application methods.

Language: English

ISSN: 1226-9557, 2733-9653

Abstract/Notes: This study examines the baseline data of peace educational ideas in the level of recognition and practice among Korean kindergarten teachers. Data was collected through a questionnaire survey. Subjects served for this study consisted of 265 kindergarten teachers including 93 Montessori teachers and 172 traditional kindergarten teachers among 42 kindergartens located in Seoul and Kyungki province area, a using random sampling method. Data was analyzed by IBM-PC computer, using a SPSS program. Statistical methods employed were frequency: of item, t-test, and ANOVA. The authors developed a peace education activity, and applying the kindergarten based on the data obtained from this study and Montes-sort four domains for a peace education to be reviewed. The results of this study were as follows: There was no significant difference in the awareness of peace education between Montessori teachers and traditional kindergarten teachers. The teachers who had much more teaching experiences showed the higher awareness for peace educational practice than younger teachers with the shorter teaching career. Even though Montessori and traditional kindergarten teachers had the high recognition for a peace education did not have the systemically peace education program. Authors developed 12 activities of peace education included self-awareness (3 activities), community awareness (3 activities), cultural awareness (3 activities), and global environmental awareness (3 activities). The peace educational program on the basis of research data and the Montessori had four domains. The standards of a peace educational program are decided and accomplished on the basis of these four categorical interactions and all practical data available for the real state of affairs in a specific cultural community and country. In conclusion, standards of peace education are subject to change as the actual circumstances of country and the world change and teacher practice patterns for the peace education evolve. These parameters of peace education should be considered in peace education programs only.

Language: English

ISSN: 1226-9557, 2733-9653

Language: English

Language: German

Published: Berlin, Germany: LIT Verlag, 2009

ISBN: 978-3-8258-1650-6

Series: Impulse der Reformpädagogik , 24

Language: English

Published: Frankfurt am Main, Germany: Peter Lang, 1995

ISBN: 978-3-631-48917-8 978-0-8204-2914-4 3-631-48917-X 0-8204-2914-7

Series: Heidelberger Studien zur Erziehungswissenschaft (Frankfurt am Main, Germany) , 44

Language: English

Abstract/Notes: This paper aims to explore the influence of Montessori education and traditional education on children's learning psychology and compare the advantages and disadvantages of the two educational methods. First, the influence of Montessori education and traditional education on children's learning ability and attitude was explored through observation and comparative analysis. In terms of learning ability, Montessori education focuses on cultivating children's independent learning ability and practical ability, while traditional education pays more attention to the indoctrination of knowledge and examination results. In terms of learning attitude, Montessori education cultivates children's concentration and continuity, while traditional education may lead to children's interest in learning and motivation to learn. Next, the advantages and disadvantages of Montessori education and traditional education are analyzed. Finally, the integration and innovation of Montessori education and traditional education are discussed. In conclusion, Montessori education and traditional education have different influences in terms of children's learning psychology, and integrated education may provide better educational methods for children's all-round development.

Language: English

DOI: 10.54097/1y1s8e93

ISSN: 2957-9465

Abstract/Notes: Preschool educators may observe that this unique historical period is an opportunity to integrate peace education into the educational program. The communication that has developed thanks to new technology has offered the opportunity for transformation. Teaching, nonviolence, conflict resolution, well-being, economic, political participation and interest in the environment can be considered as concepts of education for peace. This visionary idea includes global education, prevention of violence, character education and moral education. The educational program and methods of education for peace of preschool children (from birth to 8 years old) include different themes: 1) promote cooperation and resolve conflicts 2) respect for self and authority; 3) appreciation of diversity 4) the role of permeating cultural violence including television, video games, films and dramatic games stimulated by toys and representations of violent actions. These central themes contain the hope that the principles contained in the United Nations Convention on the Rights of the Child will be applied. Parents' participation seen as essential agents in decision-making concerning their children is a fundamental concept. The study of this event produced a visionary model, identified as education for peace, with the participation of parents. OMEP members act as catalysts for peace education efforts with an emphasis on intercultural education. Peace education was, is and will be a goal of pre-school and primary education for all educators around the world. There is a great need for activities in preschool, primary and other educational programs to reduce tensions peacefully.

Language: English

DOI: 10.1007/BF03174500

ISSN: 0020-7187, 1878-4658