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Article
Signs of Kindergarten Progress
Available from: HathiTrust
Publication: Journal of Education (Boston), vol. 76, no. 12
Date: Sep 26, 1912
Pages: 311-312
Americas, Montessori method of education, North America, United States of America
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Language: English
ISSN: 0022-0574, 2515-5741
Article
Understanding Artful Behavior as a Human Proclivity: Clues from a Pre-Kindergarten Classroom
Available from: University of California eScholarship
Publication: Journal for Learning Through the Arts, vol. 7, no. 1
Date: 2011
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Abstract/Notes: Concurrent to the present reduction of arts education in mainstream American schools, many evolutionary-minded scholars are asserting that artistic behavior contributes significantly to cognition, has been advantageous for our survival, and satisfies psychological needs that are biologically embedded. Supported by long-term and wide-spread art making among the human species and the spontaneous artful behaviors of children, this cross-disciplinary study explores the possibility that artful behaviors represent an inherent part of human nature. Based on an ethological understanding of art (that is, as a behavior rather than an object), this research uses an interpretivist lens and phenomenological design with the ultimate goal of exploring how such proclivities might inform educational policy and practice. Data collection methods include a combination of observation, participant observation, and teacher interviews in a state-funded pre-kindergarten classroom.
Language: English
DOI: 10.21977/D97110002
ISSN: 1932-7528
Article
Levi-Strauss in the Kindergarten: The Montessori Pre-Schooler as Bricoleur
Available from: Springer Link
Publication: International Review of Education, vol. 20, no. 1
Date: 1974
Pages: 3–16
Claude Lévi-Strauss - Philosophy, Montessori method of education - Criticism, interpretation, etc.
Article
Implementation of Montessori Curriculum Management in Improving the Quality of Learning in Askara Montessori Kindergarten
Available from: Bajang Institute
Publication: International Journal of Social Science (IJSS), vol. 2, no. 3
Date: Oct 2022
Pages: 1689-1694
Academic achievement, Asia, Australasia, Indonesia, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Southeast Asia
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Abstract/Notes: This study aims to determine the implementation of Montessori curriculum management along with the supporting and inhibiting factors for the implementation of Montessori curriculum management in improving the quality of learning in Askara Montessori Kindergarten, Kramatjati, East Jakarta. This study uses a descriptive qualitative approach by using data collection methods of observation, interviews and documentation. The data analysis technique stage includes data reduction, data presentation and data verification, while checking the reliability of the data is carried out by extending participation, observing accuracy, triangulation and consulting with supervisors. The results of his research indicate that the implementation of Montessori curriculum management in improving the quality of learning, namely planning includes making a training schedule for teachers, both bringing in experts and attending training outside of making head work plans / annual programs, making supervision guidelines. Then the implementation includes: supervising learning planning including RPPH, RPPM and RPPS, monitoring and evaluating by fostering teachers with motivation. Evaluation includes reporting the results of supervision starting from planning, implementing and evaluating learning, then reporting the results of child development to parents. While the driving factors for change management strategies in improving teacher performance include infrastructure and facilities that include quite complete Montessori tools.
Language: English
ISSN: 2798-3463, 2798-4079
Article
Japanese Teachers Visit German Kindergartens
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 26, no. 1
Date: 1994
Pages: 70
Europe, Germany, Western Europe
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Abstract/Notes: One of the schools visited was employing the Montessori method.
Language: English
DOI: 10.1007/BF03174287
ISSN: 0020-7187, 1878-4658
Article
Kindergarten Teachers as Leaders of Children, Makers of Society
Available from: Emerald Insight
Publication: History of Education Review, vol. 43, no. 1
Date: 2014
Pages: 2-18
Australasia, Australia, Australia and New Zealand, Kindergarten teachers, Oceania, Progressive education, Teachers
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Abstract/Notes: Purpose In Australia as elsewhere, kindergarten or pre-school teachers’ work has almost escaped historians’ attention. The purpose of this paper is to investigate the lives and work of approximately 60 women who graduated from the Adelaide Kindergarten Training College (KTC) between 1908 and 1917, which is during the leadership of its foundation principal, Lillian de Lissa. Design/methodology/approach The paper is a feminist analysis and uses conventional archival sources. Findings The KTC was a site of higher education that offered middle class women an intellectual as well as practical education, focusing on liberal arts, progressive pedagogies and social reform. More than half of the graduates initially worked as teachers, their destinations reflecting the fragmented field of early childhood education. Whether married or single, many remained connected with progressive education and social reform, exercising their pedagogical and administrative skills in their workplaces, homes and civic activities. In so doing, they were not only leaders of children but also makers of society. Originality/value The paper highlights the links between the kindergarten movement and reforms in girls’ secondary and higher education, and repositions the KTC as site of intellectual education for women. In turn, KTC graduates committed to progressive education and social reform in the interwar years.
Language: English
ISSN: 0819-8691
Article
Research on the Impact of the Emotional Expression of Kindergarten Teachers on Children: From the Perspective of the Class Micro-Power Relationship
Available from: Frontiers in Psychology
Publication: Frontiers in Psychology, vol. 13
Date: 2022
Pages: Article 808847
Asia, China, East Asia, Montessori method of education - Evaluation
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Abstract/Notes: During the preschool years, the socio-emotional responses children receive from interactions with teachers are incorporated into their own social behaviors. This is one of the key ways in which children acquire social and emotional skills. Based on field studies, it can be found that this learning process is not simple imitation of children, but of a more complex context of group interaction. To further clarify the impact of kindergarten teachers’ emotion on the sociometric status and behavior of 3–5 year-old children in their classes, the researchers chose a Montessori mixed-age kindergarten in Beijing as the field site and observed five classes within the kindergarten over a 2-month period in this ethnographic case study. The study found that the power gap between teacher and pupil spreads rapidly to all children in the classroom as a result of the teacher’s emotions, and even stimulates power stratification within the children. In addition, there are differences in the social behaviors between the children of different levels of power. As preschool children are in a critical developmental window when social knowledge is being accumulated and social skills are being acquired, using power relations within the kindergarten classroom as an entry point to analyze the impact of teachers’ emotions on children’s social behavior provides a new breakthrough for the professional development of early childhood education and the better achievement of educational goals.
Language: English
DOI: 10.3389/fpsyg.2022.808847
ISSN: 1664-1078
Article
(Nie)świadoma decyzja, czyli o motywach wyboru przedszkola Montessori / (Un)Conscious Decision – that is about the Motives for Choosing a Montessori Kindergarten
Available from: Lubelski Rocznik Pedagogiczny
Publication: Lubelski Rocznik Pedagogiczny / Lublin Pedagogical Yearbook, vol. 37, no. 1
Date: 2018
Pages: 75-94
Early childhood care and education, Early childhood education, Eastern Europe, Europe, Montessori method of education, Poland, Preschool education, School choice
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Abstract/Notes: Dynamic changes taking place in the contemporary social reality pose new challenges for Polish schools. The necessity to depart from a deep-rooted educational tradition and a school model which does not suit the current conditions prompts the search for alternative solutions. Consequently, for several years there has been an increase in interest in various educational offers, and education in line with the assumptions of Maria Montessori’s pedagogical concept has an important place among them. The educational process realized in Montessori institutions based on the child’s activity, subjective treatment of the pupil, respect for his individual needs, abilities and interests, support for his versatile development become a catalyst for self-development, self-education and self-training, which are so much expected from the contemporary generation of students. However, the growing popularity of Montessori institutions raises the question of how much their choice is the result of parents’ rational decision and real conviction about the value of the Montessori education system. The analysis of the empirical material gathered for this study revealed the surveyed parents’ motives for selecting a kindergarten facility for their child, as well as their expectations and opinions about education in the kindergarten working on the basis of Maria Montessori pedagogy. / Dynamiczne zmiany zachodzące we współczesnej rzeczywistości społecznej stawiają nowe wyzwania przed polskim szkolnictwem. Konieczność odejścia od głęboko zakorzenionej tradycji edukacyjnej i niedostosowanego do obecnych warunków modelu szkoły skłania do poszukiwania alternatywnych rozwiązań. W związku z tym od kilkunastu lat obserwuje się wzrost zainteresowania różnorodnymi ofertami edukacyjnymi, wśród których ważne miejsce zajmuje kształcenie zgodne z założeniami koncepcji pedagogicznej Marii Montessori.Oparcie realizowanego w placówkach montessoriańskich procesu edukacyjnego na aktywności dziecka, podmiotowe traktowanie wychowanka, respektowanie jego indywidualnych potrzeb, możliwości i zainteresowań, wspieranie jego wszechstronnego rozwoju staje się katalizatorem samorozwoju, samokształcenia i samowychowania, których tak bardzo oczekuje się od współczesnego pokolenia uczniów. Rosnąca popularność placówek montessoriańskich skłania jednak do postawienia pytania, na ile ich wybór jest efektem racjonalnej decyzji rodziców i faktycznego przekonania o wartości systemu pedagogicznego Montessori. Analiza materiału empirycznego zgromadzonego na potrzeby niniejszego opracowania ujawniła motywy, jakimi kierowali się badani rodzice, dokonując wyboru placówki przedszkolnej dla swojego dziecka, a także ich oczekiwania i opinie na temat edukacji realizowanej w przedszkolach wykorzystujących pedagogikę Marii Montessori.
Language: Polish
DOI: 10.17951/lrp.2018.37.1.75-94
ISSN: 0137-6136
Article
Kankoku Sōru no yōchien / 韓国・ソウルの幼稚園 [Kindergarten in Seoul, South Korea]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 22
Date: 1990
Pages: 107-112
Asia, Early childhood care and education, Early childhood education, East Asia, South Korea
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Language: Japanese
ISSN: 0913-4220
Article
A Montessori féle kisdedóvó intézet [Montessori Kindergarten]
Available from: Arcanum Digitális Tudománytár
Publication: Kisdednevelés, vol. 51, no. 6
Date: Jun 1926
Pages: 169-175
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Language: Hungarian