Language: English

Published: Baltimore, Maryland: Johns Hopkins University Press, 1972

ISBN: 978-0-8018-1370-2 0-8018-1370-0

Abstract/Notes: Although there is literature explaining how female ethnographers negotiate male-dominated research settings, there is a lack of literature explaining how male ethnographers negotiate female-dominated settings. It is, more or less, taken for granted the research settings males choose will be suitable for them. The field of early childhood education, and preschools in particular, would benefit from a basic explanation of male fieldworker practices and why they are necessary for men in early childhood education settings. Drawing on personal experiences from two years of ethnographic research, I turn to a Montessori preschool in the Midwestern United States to address the complexities of being a male fieldworker in a female-dominated setting. I first explicate some dimensions of preconstructing suspicion of males in ECE. I then develop a gender recasting strategy with the goal of recasting masculinity. Recasting masculinity is a reflexive self-presentation strategy using personal characteristics as resources to build trust and rapport with research participants.

Language: English

DOI: 10.4471/qre.2014.50

ISSN: 2014-6418

Language: English

DOI: 10.1080/00377996.1984.10114444

ISSN: 0037-7996, 2152-405X

Abstract/Notes: School readiness is an important concern for parents and teachers because it is a multifaceted process which encompasses all the developmental areas and various skills of children rather than only focusing on cognitive and literacy skills. In particular, preschool and first grade teachers experience the positive and negative sides of the process of school readiness. In this study, basic qualitative research was used to compare teachers' views about school readiness. The participants were 35 preschool and 35 first grade teachers and a semi-structured interview protocol developed by the researchers was used to collect data. Qualitative analysis was performed at the end of the study and according to the findings, the following five main themes were determined: definition of school readiness, the effective people and institutions in the school readiness process, preschool education for school readiness, the difficulties encountered in the school readiness process and suggestions for effective school readiness. Also, the findings showed that preschool and first grade teachers tended to have similar views related school readiness.

Language: English

ISSN: 1303-0485

Abstract/Notes: A framework law on preschool education in Bosnia and Herzegovina from 2007 requires all preschool institutions to apply and practice inclusion as well as the compulsory preschool education in a year before children start school. The same law emphasizes that children with developmental disabilities should be included in preschool institutions according to programs adapted to their individual needs. Namely, the goal of applying inclusion in kindergartens is directed towards giving every child the opportunity to progress following their abilities. In that sense, to realize inclusion it is necessary to provide important preassumptions such as curriculum, methods of work, didactic tools, professionally educated team, and permanent assistants in individual assistance. Children with developmental difficulties deal with additional discrimination because most preschool institutions do not have the above-mentioned preassumptions for work and they are often excluded from the educational process. To find the solution to this problem, the focus of this paper is aimed at choosing a curriculum that will enable each child with an equal opportunity in life. In this context, a group of experts who completed the Montessori specialization have created the Integrated Preschool Adaptive Curriculum (IPAC) that is intended for inclusive kindergarten groups. The basis for its development was the contextual and dynamic assessment of abilities, knowledge, and skills of children who attended kindergarten a year earlier and worked according to the methodology of Montessori teaching and techniques. In this paper, we intend to present the results of a three-year study that was based on examining the impact of the Integrated Preschool Adaptive Curriculum (IPAC) on children's readiness to go to school. Readiness in this context considers reaching a certain degree of maturity in cognitive, socio-emotional, and physical development as well as in specific abilities in the cultural, hygienic, and work habits domain.

Language: Bosnian

DOI: 10.51558/2490-3647.2021.6.2.227

ISSN: 2490-3647, 2490-3604

Abstract/Notes: In this research, the effect of Montessori education approach on the creativity of pre - school children in visual arts lesson was investigated and the creativity developments in students were observed. 20 students between 48-66 months were applied the Montessori Education Approach and 60 students were applied the Ministry of National Education Teacher-centereted Approach program and these two were compared to each other. Equal units are applied in both programs. This research has tried to determine the effects of visual presentations on student's creativity, reflections of artworks in terms of originality and innovations, attitudes of liberated children to lesson and their effects on achievement. The results of the research show that in the classrooms where the Montessori Education Approach is applied, the cooperation is significantly increased, the students are participated to the lectures without any instruction, the creativity is developed in the positive direction and it was seen that the students learned the places of the materials and took it when they needed it. In the visual arts education courses implementated by the Ministry of Education Program Teacher Centered Approach, teachers use visual materials, sample models, narration and question-answer methods to guide the students and reach the result which limits original and new ideas. It has been observed that the limitation of the creativity of the students is the effect of the presence of the material cupboards in closed cupboards at the height that they can not reach. / Bu araştırmada, okul öncesi eğitim programında yer alan görsel sanatlar eğitimi ders konularının, Montesori Eğitimi Yaklaşımı programı uygulanarak, yaratıcılık gelişimlerine etkisinin nasıl olduğu belirlenmeye çalışılmıştır. 48-66 ay grubundaki 20 öğrenciye Montessori Eğitimi Yaklaşım programı, aynı yaş grubundaki 60 öğrenciye Milli Eğitim Bakanlığı Öğretmen Merkezli Yaklaşım uygulanmış ve iki yaklaşım karşılaştırılmıştır. Görsel sanatlar eğitimi dersi, Milli Eğitim Bakanlığı okul öncesi programı Öğretmen Merkezli Yaklaşım ve Montessori eğitimi yaklaşımı ayrı araştırma gruplarında eşit üniteler halinde uygulanarak işlenmiştir. Bu araştırma ile görsellerle yapılan anlatım sunumlarının öğrencilerin yaratıcılıklarına etkileri, sanat çalışmalarının özgünlük ve yenilik açısından yansımaları, özgür bırakılan çocukların derse karşı tutumları, öğrenci başarısına etkileri belirlenmeye çalışılmıştır. Araştırmanın sonuçları, Montessori Eğitimi Yaklaşımı uygulanan sınıftaki öğrencilerde yardımlaşmanın önemli ölçüde arttığı, çocuklara yönelik yönerge olmadan derslere kendi istekleri doğrultusunda katıldıkları, yaratıcılıklarının olumlu yönde geliştiği ve malzemelerin yerlerini öğrenerek ihtiyaç duyduklarında aldıkları görülmüştür. Milli Eğitim Bakanlığı Programı Öğretmen Merkezli Yaklaşım ile işlenen görsel sanatlar eğitimi derslerinde, öğretmenlerin görsel materyalleri, örnek modelleri, anlatım ve soru-cevap yöntemlerini kullanmaları öğrencileri yönlendirerek özgün ve yeni fikirleri sınırlardığı sonucuna ulaşılmıştır. Öğrencilerin yaratıcılıklarının sınırlanmasında malzeme dolaplarının ulaşamayacakları yükseklikte kapalı dolaplarda bulunmasının da etkisi olduğu gözlemlenmiştir.

Language: Turkish

DOI: 10.14582/DUZGEF.1902

ISSN: 1305-0060

Abstract/Notes: Pretend play is a quintessential activity of early childhood, and adults supply children with many toys to encourage it. Do young children actually prefer to pretend, or do they do it because they are unable to engage in some activities for real? Here we examined, for nine different activities, American middle-class preschoolers' preferences for pretend and real activities. The 100 children we tested (M = 58.5 months, range 36 to 82 months) overwhelmingly preferred real activities to pretend ones, and this preference increased from age 3 to age 4, then remained steady through age 6. Children provided cogent justifications for their preferences. The results are discussed with reference to other domains in which children show reality preferences and with respect to the content of preschool curricula.

Language: English

DOI: 10.1111/desc.12582

ISSN: 1467-7687

Abstract/Notes: Purpose The purpose of this paper is to propose the activity‐based focus group as a useful method with which to generate talk‐in‐interaction among pre‐schoolers. Analytically, it aims to illustrate how transcribed talk‐in‐interaction can be subjected to a discourse analytic lens, to produce insights into how pre‐schoolers use “Coca‐Cola” as a conversational resource with which to build product‐related meanings and social selves. Design/methodology/approach Fourteen activity‐based discussion groups with pre‐schoolers aged between two and five years have been conducted in a number of settings including privately run Montessori schools and community based preschools in Dublin. The talk generated through these groups has been transcribed using the conventions of conversation analysis (CA). Passages of talk characterized by the topic of Coca‐Cola were isolated and a sub‐sample of these are analysed here using a CA‐informed discourse analytic approach. Findings A number of linguistic repertoires are drawn on, including health, permission and age. Coca‐Cola is constructed as something which is “bad” and has the potential to make one “mad”. It is an occasion‐based product permitted by parents for example as a treat, at the cinema or at McDonalds. It can be utilised to build “age‐based” social selves. “Big” boys or girls can drink Coca‐Cola but it is not suitable for “babies”. Originality/value This paper provides insight into the use of the activity‐based focus group as a data generation tool for use with pre‐schoolers. A discourse analytic approach to the interpretation of children's talk‐in‐interaction suggests that the preschool consumer is competent in accessing and employing a consumer artefact such as Coca‐Cola as a malleable resource with which to negotiate product meanings and social selves.

Language: English

DOI: 10.1108/17473610911007148

ISSN: 1747-3616

Language: English

ISSN: 1538-6619

Language: English

ISSN: 1538-6619