Abstract/Notes: Overcoming challenges to quality early education in developing nations, TEACH Rwanda, one high-performing education system, offers a model of childhood learning through sensitive teacher dispositions, child-centred play, and culturally relevant materials. This manuscript provides a unique window into the practices of a quality early childhood system in Rwanda and articulates how these high-quality approaches to early childhood education can be executed successfully in developing nations with limited resources. The guidelines for practice and illustrations from real classrooms are relevant for a range of educators around the world. One key to success is the programmes’ homegrown professional development approach featuring Rwandans teaching Rwandans, which builds capacity within the system. The professional development description encourages administrators and directors to establish such programmes which can successfully build capacity and sustainability within their schools.

Language: English

DOI: 10.1080/03004430.2019.1578760

ISSN: 0300-4430, 1476-8275

Abstract/Notes: The analysis was carried out as part of a master's thesis and it aimed to analyse the extent to which the Montessori educational philosophy and teaching method incorporated inclusive educational qualities. The Montessori Method was first developed for children who were disadvantaged and considered 'idiots', in the slums of Italy's San Lorenzo. With the usage of her didactic materials, Maria Montessori proved that the children in question were indeed educable given the correct type of instruction. The focus of this article is on the inclusive qualities embedded within the Montessori philosophy and teaching method, which can be reason enough for it to be adopted by developing countries that have limited budgets/funding for the purpose of special education. This method could prove to be an easy alternative for the immediate implementation of early childhood inclusive education for countries such as Malaysia which do not yet possess specific legislation governing special education.

Language: English

DOI: 10.2304/ciec.2008.9.2.178

ISSN: 1463-9491

Abstract/Notes: This research is motivated by the concept of Early Childhood Education offered by various educational figures to impact the emergence of increasingly dynamic educational theories. Issues on this concept did not escape the attention of Abdurrahman An-Nahlawi and Maria Montessori. The two figures have similarities and differences in their underlying points of view and approaches, and these cannot be separated from the philosophical study behind them. Based on the above, this study explores the two figures’ thoughts to give birth to a new paradigm of education for early childhood. The research method used was a literature study by collecting various references that can support research. From the research results, it can be found that, philosophically, the concept of Early Childhood Education, according to Abdurrahman An-Nahlawi, is attached to the perennial normative approach, while Maria Montessori’s notion is more towards a constructivism approach. The two approaches have different points of view in highlighting the educational side. The similarity in the points of view of these two figures is an understanding of the concept of education, which should be integrated and contextual, and position the child as the main subject in education.

Language: English

DOI: 10.14421/al-athfal.2020.62-03

ISSN: 2477-4189, 2477-4715

Abstract/Notes: Maria Montessori’s Il Metodo della Pedagogia Scientifica was published at the end of the 1910s. The text enjoyed great success after its publication, both in Italy and abroad. Over the course of the following decades, this work underwent numerous changes: various editions were published and numerous translations made, while the author herself added many sections and deleted others from the original draft. In this essay, I examine the first three editions of Il Metodo to analyze the changes that were made and their relation to the advent of fascism. This essay, divided into three distinct parts that follow the first three editions of the work, explores how Montessori was conditioned by fascism and how fascist educators both perceived her work and influenced the changes made to the text.

Language: English

DOI: 10.13128/Cromohs-13674

ISSN: 1123-7023

Abstract/Notes: Mentioned in AMI 2009 - The Montessori movement recently celebrated a century of international education, spanning from early childhood through to tertiary experience. The first Casa dei Bambini, or children's house, was opened in Rome, Italy, on 6 January 1907, and within three years the influence of Montessori education began to reach New Zealand shores. This article outlines the Montessori approach to early childhood curriculum in general, and discusses findings from a small research project examining mathematical concept development in children prior to school entry. Initial findings of the project indicate that the Montessori approach may have a positive impact on children's numeracy knowledge and strategies at age five. This research arose from the involvement of the authors of this paper in the development and delivery of teacher education degrees at early childhood education (ECE) and primary levels that include a Montessori specialty in their final year. Our experience in sharing both the Numeracy Development Project and the Montessori mathematics curriculum has resulted in many discovery moments for our students. This has led us to suggest that wider understanding and dissemination of Montessori curriculum ideas may help to progress discussion on early mathematics development.

Language: English

DOI: 10.18296/cm.0086

ISSN: 1177-1828, 2253-2129

Abstract/Notes: The Montessori Method is accepted as an alternative education model today. Although it was spread out in USA at the beginning of the 20th century, it is currently used and accepted all over the world. Although its application in pre-education is common, it has also been adopted and applied at different levels. The Montessori method differs from traditional education not only in terms of approach to students, teachers, discipline, and school environment, but also in the way it uses certain materials in its education. According to Maria Montessori, kids should be at the center of education, and the duty of teacher is to observe and guide children. The Montessori method, which is mostly applied in general education, is also used in the education of religion, values, and morals. In this study, besides Maria Montessori's thoughts on general education, her thoughts on religious education are also discussed. This research focuses on Montessori schools in Indiana, United States -. In this study, the qualitative research method and the phenomenological approach are adopted. Observation, interview, and document analysis are used as data collection tools. The subject of the study is the discussion of the Montessori method in terms of research results in religion, values and moral education and Montessori’s point of view on the subject. All participants, who work as instructors in Montessori schools, determined by maximum diversity and snowball sampling, Observation in Montessori schools and the program of one of them is used as an aid in the interpretation of the research findings. / Montessori eğitim metodu, özellikle okul öncesi eğitim olmak üzere, eğitimin farklı kademelerinde benimsenmiş ve uygulanmıştır. Montessori eğitim metodunun, geleneksel eğitimden öğrenci, öğretmen, disiplin, okul ortamı, kullanılan materyaller ve gelişim özelliklerine yaklaşım noktasında farklılaştığı kabul edilmektedir. Daha çok genel eğitimde uygulanan Montessori metodu, din, değer ve ahlak eğitiminde de kullanılmaktadır. Bu araştırma, Amerika Birleşik Devletleri Indiana Eyaleti’nde bulunan Montessori okullarını konu edinmektedir. Çalışmada, nitel araştırma yöntemi kapsamında fenomenolojik yaklaşım benimsenmiş olup, veri toplama aracı olarak gözlem, görüşme ve doküman incelemesi kullanılmıştır. Çalışmanın konusu, maksimum çeşitlilik ve kartopu yoluyla seçilen Montessori eğitmenlerinden oluşan çalışma grubu ile Montessori metodunda din, değer ve ahlak eğitimini tartışmaktır. Araştırmaya katılan Montessori okullarında yapılan gözlemler ve bir okula ait program incelemesi araştırma bulgularının yorumlarında yardımcı olarak kullanılmıştır.

Language: Turkish

DOI: 10.15745/da.931903

ISSN: 1301-966X

Abstract/Notes: Culture and child development have been seen as two separate sources of early childhood curriculum. Essentially they are closely related, since culture heavily influences development. We can see the influence of culture on development. In looking at programs of early childhood education from different countries, we can also see how the culture of each country influences the content of the early childhood curriculum.

Language: English

DOI: 10.1080/0300443961230101

ISSN: 0300-4430, 1476-8275

Abstract/Notes: Investigated experiences in a multiage classroom, especially from the child's and parents' perspectives. Found that despite concerns, in the multiage classroom each child is allowed to progress at his or her own pace; individuality is valued; competition is lessened; and children have more time to develop relationships. (Author/SD)

Language: English

DOI: 10.1023/A:1009590724987

ISSN: 1082-3301, 1573-1707

Abstract/Notes: Although children’s physical environments play an important role in their development, there have been few empirical studies on the interior design of early childhood centres. This is partly due to a lack of adequate methods and instruments for the systematic spatial investigation of educational environments. In light of this, the following paper presents a qualitative method for such systematic investigation, which we shall call visual environment analysis. It also presents the results of the application of this method to ten early childhood centre environments, which can be ranged between the two extremes of restraint and expressiveness. The analysis shows that early childhood centre environments may be shaped by partly conflicting aims, such as giving children as much freedom as possible on the one hand and providing them with a stimulating atmosphere on the other. The paper therefore discusses both visual environment analysis as a method and, in applying this method, the interior design of a number of educational environments.

Language: English

DOI: 10.1007/s10643-018-0914-x

ISSN: 1082-3301, 1573-1707

Abstract/Notes: Penelitian ini bertujuan untuk mengetahui pengaruh metode Montessori dalam meningkatkan pemahaman konsep matematika bagi anak usia dini khususnya usia 4-6 tahun di kota Banjarmasin. Penelitian ini menggunakan metode quasi eksperimen. Pengenalan matematika di kelas eksperimen menggunakan metode Montessori,sedangkan di kelas kontrol menggunakan metode konvensional. Hasil uji hipotesis menunjukkan implementasi metode Montessori berpengaruh signifikan dalam meningkatkan hasil belajar anak pada materi data dan grafik di kelas eksperimen. Nilai rata-rata N-Gain di kelas eksperimen adalah 95.61. Nilai rata-rata N-Gain kelas kontrol adalah 34.56. Metode Montessori 61.05% lebih efektif dalam meningkatkan hasil belajar anak pada materi data dan grafik daripada metode konvensional. Begitu pula hasil uji hipotesis pada materi pola ABCDE-ABCDE, implementasi metode Montessori berpengaruh signifikan untuk meningkatkan hasil belajar anak kelas eksperimen. Rata-rata N-Gain kelas eksperimen adalah 87.50. Nilai rata-rata N-Gain kelas kontrol adalah 31.24. Metode Montessori 56.26% lebih efektif dalam meningkatkan hasil belajar anak pada materi pola dari pada metode konvensional. [This study aims to determine the effect of the Montessori method in improving understanding of mathematical concepts for early childhood especially ages 4-6 years in the city of Banjarmasin. This study uses a quasi-experimental method. Introduction to mathematics in the experimental class uses the Montessori method, while the control class uses conventional methods. Hypothesis test results show that the implementation of the Montessori method has significant effects in improving children's learning outcomes in data and graphic material in the experimental class. The average value of N-Gain in the experimental class was 95.61. The average value of the N-Gain control class is 34.56. The Montessori method is 61.05% more effective in improving children's learning outcomes in material data and graphics than the conventional method. Similar to the results of hypothesis testing on the ABCDE-ABCDE pattern material, the implementation of the Montessori method has a significant effect on improving the learning outcomes of children in the experimental class. The average N-Gain of the experimental class is 87.50. The average value of the control class N-Gain is 31.24. The Montessori Method 56.26% is more effective in improving children's learning outcomes on material patterns than conventional methods.]

Language: Indonesian

DOI: 10.14421/al-athfal.2020.61-02

ISSN: 2477-4189, 2477-4715