Abstract/Notes: Celem badań w niniejszym szkicu była próba odtworzenia specyfiki i kierunków przeobrażeń, jakie w dziedzinie wychowania przedszkolnego w Łodzi nastąpiły w latach 1924-1939. Artykuł jest kontynuacją badań o tej problematyce (dla okresu 1918-1923); wyniki zaprezentowano wcześniej na łamach pisma Edukacja Elementarna w Teorii i Praktyce. Nowy problem badawczy stanowiła kwestia powołania z inicjatywy samorządu miasta Łodzi, pierwszej i kolejnych placówek przedszkolnych. Starano się prześledzić, w jaki sposób organizowano zaplecze materialne tych placówek, jak prowadzono pracę opiekuńczo-wychowawczą i dydaktyczną, czy uwzględniano nowe trendy pedagogiczne, z jakimi trudnościami się konfrontowano. W poszukiwaniu odpowiedzi sięgnięto do materiału źródłowego czasopiśmienniczego. Poddano kwerendzie dwa periodyki: pismo ogólnopolskie Przedszkole i o zasięgu lokalnym Dziennik Zarządu Miasta Łodzi. W wyniku badań stwierdzono, że nowy kierunek w wychowaniu przedszkolnym w Łodzi został wytyczony od połowy lat 20. XX w. dzięki powoływaniu publicznych placówek dla dzieci w wieku przedszkolnym oraz zatrudnieniu na stanowisku miejskiej inspektorki wychowania przedszkolnego Janiny Pawłowskiej. Wniosek z badań: znaczące zmiany, jakie w latach 1924-1939 dokonały się w łódzkich przedszkolach odnotowano w sferze wychowawczo-dydaktycznej, zwłaszcza w pracy z dzieckiem i jego rodziną. W myśl nowatorskich rozwiązań pedagogicznych starano się modernizować istniejące przedszkola i zakładać nowe, wyposażać w nowoczesne pomoce dydaktyczne, podnosić jakość pracy wychowawczej oraz wprowadzać do przedszkolnej przestrzeni nowe formy współpracy z rodzicami. / The purpose of this study was the attempt to recreate the nature and directions of transformations which took place in preschool education in Łódź in 1924-1939. This article is a continuation of the research (related to the period of 1918-1923) the results of which have already been published in Elementary Education in Theory and Practice [Edukacja Elementarna w Teorii i Praktyce]. The new research problem was the establishment of the first and other preschools by the local government of the city of Łódź. The attempt was made to study the manner in which the financial basis of these preschools was organized, the way the educational and care work was performed, whether new pedagogical tendencies were followed, and what difficulties had to be overcome. To find the responses to those questions, the author of this article examined source materials in journals. Two journals were surveyed: the nation-wide Przedszkole [Preschool], and the local Dziennik Zarządu Miasta Łodzi [Journal of the Management of the City of Łódź]. It was found that, since the mid-1920s, a new direction was defined in preschool education in Łódź due to the opening of public preschools for children and to the employment of Janina Pawłowska as a municipal preschool education inspector. It was concluded that major changes which occurred in Łódź preschools in 1924-1939 concerned the area of education and didactics, in particular in work with children and their family. Following the innovative pedagogical solutions, the authorities tried to modernize the existing preschools and open new ones, equip them with modern teaching aids, improve the quality of educational work, and introduce new forms of cooperation with parents to preschools.

Language: Polish

DOI: 10.35765/eetp.2023.1868.09

ISSN: 2353-7787

Abstract/Notes: Kindergarten, as an important carrier for children's transition from family to society, is a place for the development and practice of preschool education, and plays a role that cannot be ignored in today's preschool education. Therefore, it is of great practical significance to implement the achievements of contemporary excellent early childhood education concepts into the architectural design of kindergartens. In recent years, Montessori's educational philosophy has attracted widespread attention in China. The Montessori teaching method is based on early childhood education, early childhood psychology, physiology, and other aspects. Its core theory coincides with the domestic concept of quality education, and has become a key topic of preschool education in the Ministry of Education. The purpose of this paper is to effectively integrate Montessori education concepts with kindergarten design and provide theoretical support for kindergarten design. Montessori's educational philosophy specifically elaborates on the natural development concept, sensitive period education, and sensory education of young children. These concepts are embodied in the "environmental education" aspect of kindergarten architectural design. By creating indoor and outdoor environments suitable for children's development, arranging rich functional spaces, and designing reasonable scales, colors, and shapes, children can develop freely in a "prepared environment".

Language: English

DOI: http://dx.doi.org/10.26855/jhass.2023.08.010

ISSN: 2576-0556, 2576-0548

Abstract/Notes: In the classroom, teachers must strike a balance between direct teaching, teacher-led play, and student-led play. During the game, children can make the most of their creativity, language, social skills, self-control and other talents. The best learning happens when students are given a wide variety of activities and topics that they enjoy. Montessori education emphasizes helping children develop their sensory abilities. An organized, aesthetically beautiful and well organized Montessori environment gives children a sense of security and encourages discovery. Freedom of movement, choice and participation in independent activities helps children to discover their passions and potential. Montessori programs encourage the possibility of losing yourself in any activity. Having choice and feeling in control of the environment is associated with higher academic achievement. Children who have a regular family routine and are considered more organized show better results in cognitive, psychological and social development. In order to stimulate further research and better inform teachers about whether and why the Montessori method can be useful, this article aims to provide an overview of the evidence base for this method.

Language: Uzbek

DOI: 10.5281/zenodo.8268057

ISSN: 2181-3906

Abstract/Notes: This paper presents the socialization in preschool-age according to Montessori pedagogy and emphasizes the three elements – the favorable environment, the prepared teacher and the child. It describes the child’s path towards socialization and how he/she builds his/her sense of community, by focusing on the absorbent mind, sensitive periods, movement, concentration, the development of willpower, character and intelligence, the process of normalization, and formation of self-discipline. / В настоящия доклад се представят характеристиката и спецификата на социализацията в предучилищна възраст през погледа на Монтесори педагогиката. В него се акцентира върху трите елемента – подкрепяща среда, подготвен учител и дете. Описва се пътят, по който детето преминава в своята социализация и как изгражда чувството си за общност – започвайки от характеристиките на попиващия ум, сензитивните/чувствителните периоди, движението, концентрацията, нормализацията, изграждането на волята, характера, интелигентността и самодисциплината.

Language: Bulgarian

Published: Sofia, Bulgaria: St. Kliment Ohridski University Press, 2023

Pages: 198-204

ISBN: 978-954-07-5061-3

Abstract/Notes: Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3 to 6), on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children's outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking) significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori preschools is warranted.

Language: English

DOI: 10.3389/fpsyg.2017.01783

ISSN: 1664-1078

Abstract/Notes: The Day 1 Academies Fund aims to support a network of high-quality, full-scholarship, Montessori-inspired preschools in underserved communities. To provide insight into the fund's pedagogical inspiration, in this report I provide a high-level overview of the Montessori preschool landscape in the United States. This overview includes 5 key programmatic elements of a traditional Montessori approach to teaching and learning in classrooms serving preschool-aged children, the reported availability of Montessori programs that enroll 3- and 4-year-old children, and what is known about enrollees' demographics. To situate this information in the larger, publicly financed, early education policy context, I also provide similar data for state-funded pre-K and federally funded Head Start programs for preschoolers. In addition, I review research on children's outcomes after participating in U.S.-based Montessori preschool and elementary programs. This overview provides some context for understanding how the Day 1 Academies Fund eventually defines the constructs of high quality, Montessori inspired, and underserved. This review also suggests it could be useful for the Fund's stakeholders to undertake short-term research examining the current early education options of families with low incomes living in low-access-to-Montessori states as well as long-term research aimed at expanding the research base on the effects of Montessori programs aimed at preschoolers.

Language: English

DOI: 10.1002/ets2.12252

ISSN: 2330-8516

Language: English

DOI: 10.1177/002248718103200209

ISSN: 0022-4871

Abstract/Notes: 62 English-speaking preschool children were divided into three groups, a Montessori group (n = 21), a traditional preschool group (n = 21), and a homestaying group (n = 20) to compare their relative cognitive and social-emotional development. Significant differences in favour of the school groups were found for vocabulary, language comprehension, ability to judge the correctness of figural stimuli, visual memory, and perceptual organization. No differences were found for social-emotional development, and no relationship existed between type of preschool and level of development.

Language: English

DOI: 10.2466/pr0.1989.65.2.480

ISSN: 0033-2941

Abstract/Notes: This research was conducted to determine whether there is any effect of the Montessori approach-based STEM activities on the development of the problem-solving skills of pre-service preschool teachers or not. The mixed-method was employed in the research. The sample of the research consisted of 50 pre-service teachers, who were taking education in the Preschool Teacher Training Department of the Faculty of Education. A single grouped pretest-posttest pattern was created to determine the difference in the problem-solving skills of the pre-service teachers in the research. The quantitative data gathered during the process of the research were analysed with the statistical methods; the qualitative data were analysed with the content analysis. The “Problem Solving Scale” and the “Semi-structured Protocol Form” were used to collect the quantitative data in the research. Qualitative data prepared to support quantitative data consists of the open-ended semi-structured protocol form. The participants were educated with the Montessori approach-based STEM education for 14 weeks. In the results reached as a result of the research, it was observed that there was a significant difference between the pre-test and post-test scores of problem-solving skills and the qualitative analysis results supported the quantitative results.

Language: English

DOI: 10.30831/akukeg.824773

ISSN: 1308-1659

Abstract/Notes: The dynamic and complex nature of children’s sense of physical environment (Lim, Barton, 2010) with respect to the location of the space concerning cultural conditions, relations, and parameters direct design criteria to meet pedagogic, physiologic, and biological needs and requirements of the children in the preschool interiors. This enquiry has grown out of the desire to examine the parameters, cultural aspects, dimensions, or contexts affecting the built environment in the preschool interiors where children spend most of their time out of their home. Conceptual components affecting the interior space of pre-school education centers are identified and based on literature review, interviews, surveys, observational data, and statistical concepts such as education models, socio-economic conditions, appreciation of adults, child–teacher–parent relations, and location related to culture. These contextual connections and relations with the interior environment shaped the body of the study. Based on the above-mentioned items, a research questionnaire was used in centers located in the Çankaya and Çayyolu regions of Ankara. Subjects were randomly selected from among the parents of these preschools’ students. Accordingly, the research questionnaire was directed to a total of 200 respondents from 15 pre-school centers; these preschool education centers are the ones applying the Montessori education model, providing education in English and highlighting features like physical space comfort, etc. Those centers have maintained their corporate identity thanks to the above-counted features. Consequently, data has shown that the education model, socio-economic conditions, appreciation of adults, child–teacher–parent relations, and location have an indirect and direct bearing on parent perception of the preschool centers which affects the centers’ formation of Interior spatial design. [Anaokullarının mekansal oluşumu,çocuğun,değişen fiziksel çevre koşullarına bağlı olarak gelişen karmaşık ve dinamik bir etkileşim sürecidir. Farklı kültürel koşullar, ilişkiler ve parametreler bu mekanlarda pedagojik, psikolojik ve biyolojik gereksinimleri doğurmaktadır. Bu çalışmanın amacı çocukların ev dışında en çok vakit geçirdiği ana okullarının mekan oluşumunda etkili olan kültürel parametrelerin, boyut ve bağlamını ortaya koymaktır. Literatür taraması, mülakat ve istatistiksel araştırma sonucunda elde edilen verilere göre; Eğitim Modeli, Socio-Ekonomik koşullar, Yetişkin ölçütü, Çocuk-Eğitim-Ebeveyn İlişkileri ve Konum Kültür ile ilişkilidir. Bu kavramsal İlişkiler çalışmanın gövdesini oluşturmaktadır. Yukarıda belirtilen unsurlarla ilişkili olarak Ankara Çankaya ve Çayyolu semtlerinde yer alan anaokullarında anket çalışması yapılmıştır. Anketler, bahsi geçen bölgede 15 Anaokulunda 200 katılımcıya uygulanmıştır. Anaokulları Montessori eğitim modeli uygulayan, İngilizce eğitim veren, fiziksel şartları ile öne çıkan ve bir markanın zinciri olmak üzere sınıflandırılmıştır. Sonuç olarak, yapılan farklı sınıflandırmalara bağlı olarak, değişen kültürel parametrelerin Anaokullarının mekansal oluşumunda direk ve dolaylı etkisi bulunmaktadır.]

Language: English

DOI: 10.5505/megaron.2017.49469

ISSN: 1309-6915