Language: English

DOI: 10.1080/0163638990200311

ISSN: 1090-1027

Abstract/Notes: Mendalami ilmu pendidikan anak usia dini tidak dapat dilakukan apabila hanya mengkaji pemikiran satu tokoh saja. Tujuan penelitian ini adalah mengetahui (1) pemikiran, (2) persamaan dan perbedaan pemikiran Ki Hajar Dewantara dan Maria Montessori tentang pendidikan anak usia dini. Metode yang digunakan kualitatif dengan jenis penelitian kepustakaan yang mengkomparasikan pemikiran kedua tokoh. Data dianalisis dengan pendekatan deskriptif. Penelitian dilaksanakan selama dua bulan mulai januari sampai februari 2020. Sumber data terdiri dari data primer dan sekunder. Hasil penelitian menunjukkan (1) pemikiran pendidikan anak usia dini menurut Ki Hajar Dewantara adalah pendidikan yang diberikan pada anak 0-7 tahun dengan pemberian pendidikan yang memperhatikan unsur alami anak dengan materi melatih panca indera menggunakan metode lahiriah dan batiniah dilakukan di lingkungan keluarga, sekolah dan masyarakat dengan tujuan mengembangkan cipta, rasa dan karsa pada anak. Menurut Maria Montessori pendidikan anak usia dini adalah pendidikan yang diberikan untuk anak 0-6 tahun dilakukannya dilingkungan sekolah dengan materi keterampilan sehari-hari menggunakan metode lahiriah dan batiniah yang memberikan kebebasan anak untuk memilih aktivitas dan media yang ingin digunakan. (2) persamaan dan perbedaan pemikiran Ki Hajar Dewantara dan Maria Montessori tentang anak usia dini terletak dari aspek nama dan filosofi sekolah, setting lingkungan, dasar pemikiran PAUD, metode dan tugas pendidik. [The science of early childhood education cannot be understood from one’s thought. This research intended to know (1) the thoughts (2) the similarities and differences of early childhood education thoughts by Ki Hajar Dewantara and Maria Montessori. The method used was qualitative with library research which compared two experts’ thoughts. The data was analyzed by descriptive approach. This research was done within two months, january to february 2020. The data were from primary and secondary data. The results revealed (1) Ki Hajar Dewantara states that early childhood education is an education given to 0-7 year old children and emphasizes on natural factors by training five senses through outward and inward method around family, school and community environments to develop creativity, feeling and intention. While Maria Montessori says that early childhood education is an education given to 0-6 year old children through daily skills in school environment and uses outward and inward method which let them choose activity and media they want. (2) the similarities and differences of Ki Hajar Dewantara and Maria Montessori thoughts were school’s name and philosopy, environment, ECE basic thoughts, learning method and educator’s duties.]

Language: Indonesian

DOI: 10.26877/paudia.v9i1.5610

ISSN: 2598-4047, 2089-1431

Language: English

DOI: 10.2307/3395843

ISSN: 0027-4321

Abstract/Notes: Children begin school with a range of pre-literacy skills that serve as the foundation for later reading achievement. These skills include phonological awareness, alphabet knowledge and vocabulary. The New Zealand early childhood curriculum Te Whariki is non-prescriptive in terms of literacy and allows for early childhood centres to develop their own literacy programmes with varying levels of emphasis on pre-literacy skills. This article describes research into the pre-literacy skills and knowledge of 23 children between the ages of 4.6 and 4.11 months attending two Montessori centres in New Zealand where the Head Teachers are Montessori trained and the centres use traditional Montessori resources and materials to develop literacy. The researcher investigated the efficacy of a Montessori approach to the development of literacy skills in four year olds in the context of current research around pre-literacy skills development in early childhood education.

Language: English

ISSN: 1174-6122

Abstract/Notes: Artikel ini mengkaji tentang pendidikan anak usia dini berdasarkan pemikiran Montessori. Biografi, kurikulum, metode, lingkungan kelas Montessori menjadi pembahasan dalam artikel ini. Hasil penelitian studi literatur menunjukkan bahwa Montessori merupakan seorang wanita pertama Italia lulusan kedokteran. Montessori tertarik pada studi tentang penyakit mental dan gangguan psikologis terhadap anak. Ia membuka sebuah sekolah dengan murid-muridnya yang cacat mental, hingga ia meneliti bagaimana metode pendidikan untuk anak cacat mental. Montessori berkeyakinan bahwa metode yang telah dilakukannya pada anak cacat mental bisa dilakukan juga pada anak-anak normal. Menurut Montessori rentang usia anak 0 sampai 3 tahun merupakan usia dibawah sadar, dan rentang usia 4 sampai 6 tahun mengalami peningkatan ke usia sadar. Kurikulum Montessori terdiri dari tiga bagian yaitu lingkungan praktis, latihan sensorik motorik, dan perkembangan bahasa. Kebebasan, lingkungan yang terstruktur dan teratur merupakan elemen penting dalam metode Montessori. Dan lingkungan kelas Montessori yang terdiri dari prinsip kebebasan, ketertiban, kenyataan dan alam, suasana dan keindahan, bahan-bahan Montessori dan pengembangan kehidupan masyarakat. [This article examines early childhood education based on Montessori thinking. Biography, curriculum, methods, and the Montessori classroom environment are discussed in this article. The results of the literature study showed that Montessori was the first Italian woman to graduate from medicine. Montessori was interested in the study of mental illness and psychological disorders in children. He opened a school with mentally disabled students, so he researched educational methods for mentally disabled children. Montessori believes that the method he has done on mentally disabled children can also be applied to normal children. According to Montessori, the age range of children 0 to 3 years is a subconscious age, and the age range of 4 to 6 years has increased to the conscious age. The Montessori curriculum consists of three parts, namely the practical environment, motor sensory training, and language development. A free, structured and orderly environment is an essential element of the Montessori method. And the Montessori classroom environment which consists of the principles of freedom, order, reality and nature, atmosphere and beauty, Montessori materials and the development of people's lives.]

Language: Indonesian

ISSN: 2599-042X, 2599-0438

Abstract/Notes: The study aims to investigate a topic less debated in Montessori studies, which is the theme of childbirth, essential for the application of the Montessori’s method in all age groups and also to children aged from zero to three years old. For this reason Maria Montessori’s little known writings are deliberately considered. These writings are very significant for the reconstruction of her educational thinking which has always seen the childbirth as the starting point for a reflection of the newborn education and a transformation of humanity considering a review of its educational processes. This reflection is indispensable today in the absence of specific training courses to “welcome the secret of the child who comes into the world” which were the educational courses for birth attendants starting from the end of the 1940s. Tracing the history of these Montessori educational courses and of the great personalities who have designed them, can be used to rethink Montessori differentiating instruction courses in order to acquire skills related also to welcome the newborn. This means adding in these educational courses specific learning modules about “education from birth” according to a definition beloved by Montessori. / En este artículo se investiga un tema poco abordado en los estudios Montessori, el tema del nacimiento, que resulta fundamental en términos de aplicación del método Montessori en todos los grupos de edad y por lo tanto también en el de los niños de edades comprendidas entre los cero y los tres años de edad. Por esta razón se consideran deliberadamente textos menos conocidos de María Montessori, pero muy significativos para la reconstrucción de su pensamiento pedagógico, que siempre ha entendido el nacimiento como el punto de partida para la reflexión de la nueva pedagogía y la transformación de la humanidad considerando una revisión de su proceso educativo. Esta reflexión es indispensable hoy en día, en ausencia de una formación específica para “recibir el secreto del niño que viene al mundo”, que formaba parte, a partir de finales de los años cuarenta, de los cursos de formación de las matronas. Trazar la historia de estos cursos de formación Montessori y de las grandes personalidades que los diseñaron puede servir para repensar estos cursos dirigidos a adquirir habilidades relacionadas con dar la bienvenida al recién nacido. Esto significa añadir en estos cursos de formación módulos específicos sobre "la educación desde el nacimiento”, de acuerdo con la definición dada por Montessori.

Language: English

ISSN: 2255-0666

Abstract/Notes: Esta investigación parte del supuesto que girar la mirada hacia el diseño de ambientes como dispositivo para potenciar el juego en la primera infancia, implica un movimiento en la comprensión de las prácticas docentes que podría llevar a cuestionarse, entre otros: el rol del maestro, las características en el desarrollo de los niños y las niñas, su necesidad de actividad libre y autónoma y su juego dentro de ambientes diseñados para tal fin. Este estudiocuyo objetivo fuepromover y estudiar la reflexión sobre el diseño de ambientes para el juego, desde la práctica de un grupo de profesores; se fundamenta en una visión de la educación cuyo fin específico es potenciar el desarrollo infantil. Se inspira en algunos autores representativos en el campo de estudio, como Montessori, Decroly, más recientemente, Malajovich, Glanzer, Abad, Hoyuelos, Schön, entre otros. El marco metodológico escogido es la investigación-acción desarrollando los ciclos de planeación, acción, observación, reflexión, con el grupo de docentes involucrados en el trabajo. El resultado más destacado de esta investigación fuehacer visible el saber que surge a partir de la reflexión de la propia experiencia, en torno al diseño de ambientes para el juego. Además de lo anterior contribuyó a que los maestros se sintieran reconocidos y valorados en su quehacer docente y permitió contemplar institucionalmente tiempos y espacios para el encuentro y la reflexión del colectivo de maestras. / This research focuses on the design of environments as a device to enhance the game in early childhood which implies a movement to the understanding of teaching practices that could lead to question, among other matters: the teachers’ role, the features of children’s development, the need for free and independent activity of play environments designed for that purpose. This study aims to promote reflection and study on the design of environments for play, from the practice of a group of teachers. It is based on a vision of education whose specific purpose is to promote child’s development, having as activities of the early childhood, game, art, literature and exploration of the environment, as well as the possibilities of expression, communication, interaction and approach to the culture of early childhood. It draws on some important authors in the field of study, such as Montessori, Decroly, Garvey and more recently, Malajovich, Glanzer, Abad, Hoyuelos, Schön, among others. The methodological framework chosen is the action research, developing cycles of planning, action, observation, and reflection, with the group of teachers involved in the work. The most outstanding result of this research was to make visible the knowledge that comes from the reflection of their own experience about the design of environments for play. Besides, the teachers felt recognized and valued in their teaching work. After that the group of teachers was granted with time and space for meetings and reflection activities.

Language: Spanish

ISSN: 2255-0666

Abstract/Notes: The training of early childhood development and education (ECDE) teachers in Kenya remains a priority in recognition of the vital role well-trained professionals play in the quality of early childhood experiences for children ages 0+ to 5+. This article provides a detailed overview of the current structure and training of ECDE professionals, including pedagogical strategies and curricular guidelines. Specific attention is given to the Ministry of Education, Science and Technology's intersectoral framework for stakeholders and the holistic, child-centered, multidimensional approach to coordinated early childhood development and education. A cross-section of challenges to training ECDE teachers and recommendations are offered.

Language: English

DOI: 10.1080/10901020903084256

ISSN: 1090-1027

Abstract/Notes: This study was conducted to identify the social development in early childhood years. It was delimited to eight private schools of Lahore City from the area of Faisal Town and Shadman. Forty students (male and female) were randomly selected as the sample. Five students from Nursery, Prep and grade one were selected from each school. A checklist was developed by reviewing the related literature which covered attributes of social developments under the sections of individual, social skills, peer relationships and communication skills. It was revealed that individual, social skills, peer relationships and communication skills were developed in the children but a positive mood was lacking in them at this stage.

Language: English

DOI: 10.19030/tlc.v7i6.129

ISSN: 1544-0389, 2157-894X

Abstract/Notes: The following article reflects on past theories and practices that still influence early childhood development and education today. The critical thoughts on how young children should be raised and educated by individuals such as John Locke, Jean Jacques Rousseau, Johann Pestalozzi, William Froebel, John Dewey and Maria Montessori and others are shared and discussed. Specific attention is given to their theories and practices relating to the following: the nature of children, how children come to learn, school curriculum, and instructional materials. The article concludes with an epilogue of influences which summarizes major influences of the past that still have relevance to programs for young children today. Some influences cited include: significance of proper care for the unborn, importance of exploration and play, involvement in self-directed activity, the family role in the education of the child, direct instruction should be second to real life experiences, and instructional materials should be designed with purpose.

Language: English

ISSN: 0013-1172