For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Master's Thesis
Montessori'de erken çocukluk dönemi din eğitimi / Religious education in early childhood at Montessori
Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)
Asia, Middle East, Montessori method of education, Religious education, Turkey, Western Asia
See More
Abstract/Notes: The aim of this research is to examine the understanding of Montessori religious education for the child in early childhood. The Montessori education method has been used effectively in educational sciences studies and has been the subject of both theory and applied research. Our study is to theoretically deal with Montessori's early childhood religious education method directly from her own works and the works of some of her commentators. In the study, efforts were made to reach primary sources and then related books, articles and notifications were examined. Montessori's understanding of early childhood religious education has been examined through content analysis. As a result, it has been seen that the understanding of early childhood religious education in Montessori is a part of the Montessori education method, it is used in contemporary education systems and is the subject of various religious education approaches. / Bu araştırmanın amacı Montessori'nin erken çocukluk dönemi din eğitimi anlayışını incelemektir. Montessori eğitim metodu eğitim bilimleri çalışmalarında etkili bir şekilde kullanılmış, hem teori hem de uygulamalı araştırmalara konu olmuştur. Çalışmamız Montessori'nin erken çocukluk dönemi din eğitimi metodunu doğrudan kendi eserlerinden ve bazı yorumcularının eserlerinden hareketle teorik olarak ele almaktır. Çalışmada birincil kaynaklara ulaşılmaya gayret edilmiş daha sonra ilgili kitap, makale ve bildiriler incelenmiştir. Montessori'nin erken çocukluk dönemi din eğitimi anlayışı içerik analizine tabi tutularak incelenmiştir. Sonuç olarak Montessori'de erken çocukluk dönemi din eğitimi anlayışının Montessori eğitimi metodunun bir parçası olduğu, çağdaş eğitim sistemlerinde kullanıldığı ve çeşitli din eğitimi yaklaşımlarına konu olduğu görülmüştür.
Language: Turkish
Published: Malatya, Turkey, 2021
Master's Thesis
The Implementation of an Early Childhood Montessori Peace Curriculum to Mitigate Traumatic Events
Available from: MINDS@UW River Falls
Early childhood care and education, Montessori method of education, Peace education, Psychic trauma in children
See More
Abstract/Notes: This purpose of this action research project was created to study the effects of a peace curriculum and how it can help mitigate a pandemic or a traumatic societal event. The study took place in a public Montessori School located in the Midwest. There was a total of 15 children in the classroom that consisted of both pre-k and kindergarten aged children. This was a six- week study that included a peace curriculum, strategies, and tools for children to gain an understanding of peace and how it can be achieved during traumatic or stressful situations. The Peace Curriculum included discussions on natural disasters and our current COVID-19 virus as means to familiarize traumatic events and the use of coping strategies in promoting self-care. The children were provided with different group activities, strategies, and techniques to use, such as breathing techniques, visualization, yoga/movement, and discussions on peacemakers and how we all have the power to make a difference in the world and become global citizens. Quantitative and qualitative data collections were used to both determine their understanding of their emotions and develop ways to find their inner peace, peacemaking and peace keeping skills. The results showed that the children developed an awareness of others, their environment, and their abilities to be change agents and peacemakers. The outcome proved to have been effective providing children with an environment where they feel safe to share their thoughts and apply the strategies when coping with their own traumatic experiences.
Language: English
Published: River Falls, Wisconsin, 2021
Article
Froebel 과 Montessori 의 유아 수학교육론의 비교 [Comparison of Froebel's and Montessori's Early Childhood Mathematics Education Theories]
Available from: RISS
Publication: 유아교육연구 / Korean Journal of Early Childhood Education, vol. 3, no. 1
Date: 1981
Pages: 37-51
See More
Language: Korean
ISSN: 1226-9565, 2733-9637
Article
[The Effectiveness of a Training Program Based on the Montessori Method in Improving Reading Skills Among Pupils with Learning Difficulties in Early Childhood]فاعلية برنامج تدريبي قائم على طريقة منتسوري في تحسين مهارات القراءة لدي التلاميذ ذوي صعوبات التعلم بمرحلة الطفولة المبكرة
Available from: University of Palestine - Institutional Repository
Publication: [Palestine University Academy for Research and Studies] مجمة جامعة فمسطين لؤلبحاث والدراسات, vol. 10, no. 2
Date: Apr 2020
Pages: 397-439
Asia, Children with disabilities, Inclusive education, Middle East, Palestine, People with disabilities, Western Asia
See More
Abstract/Notes: هدفت الدراسة الحالية الي قياس مدي فاعلية برنامج تدريبي قائم على طريقة منتسوري في تحسين مهارات القراءة لدي التلاميذ ذوي صعوبات التعلم بمرحلة الطفولة المبكر [The current study aimed to measure the effectiveness of a training program based on the Montessori method in improving reading skills among pupils with learning difficulties in early childhood.]
Language: Arabic
ISSN: 2410-874X
Article
The Child's Mind–The Child's Brain: Implications for Early Childhood Educators
Publication: AMI/USA News, vol. 15, no. 2
Date: Mar 2002
Pages: 1, 11–12
See More
Language: English
Conference Paper
Exploring the Role of Montessori Pedagogy on Students in Early Childhood Schools with Saudi Arabia
Available from: IATED Digital Library
11th International Conference on Education and New Learning Technologies
Asia, Middle East, Saudi Arabia, Western Asia
See More
Abstract/Notes: This study explores the role of Montessori pedagogy for early childhood pupils in Saudi Arabian. In order to fulfil this aim, this study collected data from a sample of 12 teachers in different five schools in order to explore their attitudes towards the adoption of Montessori pedagogy in early childhood schools. Two types of data collection methods (i.e. interviews and questionnaire) were used in this study. The numeric data collected from the questionnaire was analysed statistically and the textual data collected from interviews were analysed using thematic analysis. The findings indicate that teachers believe that using Montessori Pedagogy can help students in early childhood as it enhances their learning quality and performance. Furthermore, using Montessori pedagogy is preferable among teachers of younger ages. However, an efficient adoption of Montessori pedagogy requires sufficient experience from the teachers in using this pedagogy. Other factors that influence the attitudes of teachers towards using Montessori pedagogy include availability of specialist support and the existence of training courses for teachers. In regard to limitations, the results of this study cannot be generalized to the whole population due to the small size of sample adopted in this research.
Language: English
Published: Palma, Spain: International Academy of Technology, Education and Development (IATED), 2019
Pages: 5362-5362
DOI: 10.21125/edulearn.2019.1316
ISBN: 978-84-09-12031-4
Video Recording
Nurturing the Love of Learning: Montessori for the Early Childhood Years
See More
Abstract/Notes: This new updated version provides additional information on the five curriculum areas, updated information on public Montessori programs and interviews with children who were in the original version, about what they liked about being in a Montessori environment.
Runtime: 12 minutes
Language: English
Published: Yellow Springs, Ohio, 2002
Doctoral Dissertation (Ph.D.)
Early Childhood Inclusion in a Public Montessori School: Access, Participation, and Supports
Available from: University of Illinois - IDEALS
See More
Abstract/Notes: High-quality early childhood inclusion consists of providing access, participation, and supports to young children with disabilities (DEC/NAEYC, 2009). This case study examines how a public Montessori school provides early childhood inclusion to three, four, and five year olds with disabilities. Through interviews with Montessori teachers and administrators, classroom observations, and the administration of the Inclusive Classroom Profile (Soukakou, 2010), a number of supports and barriers to inclusion were identified. Supports included Montessori-unique practices, such as peer supports and multi-age classrooms which supported inclusion, and recommended practices in early childhood special education, such as teaming among professionals and offering accommodations and modifications. Barriers included restrictive systems-level special education policies.
Language: English
Published: Urbana-Champaign, Illinois, 2015
Book Section
A Comparison of Multi-Age and Homogeneous Age Grouping in Early Childhood Centers
Available from: ERIC
Book Title: Current Topics in Early Childhood Education
See More
Abstract/Notes: Studies from several countries are described in this review of literature pertinent to assigning day care children to multi-age or homogeneous age groups. Three issues are discussed in this regard: (1) What difference does it make how one groups children? The answer is that a profound difference to children, staff, and parents may occur in terms of social environment, curriculum design, success at school, and other factors. (2) What aspects of the child's development are affected by age grouping? The answer is that multi-age grouping positively influences social, emotional, and some learning outcomes, whereas homogeneous grouping seems to produce mastery of academic skills. Success of particular grouping choices depends on the end desired and on the skills of staff members. (3) How does age grouping affect the achievement of preschool goals? The answer to this question ultimately can be provided only by a center's staff and the families being served. Because research is still being conducted on the effects of grouping children under 6 years of age, the decision to place children in multi-age or homogeneous groups depends on program goals, client characteristics, center resources, and staff training and inclinations.
Language: English
Published: Norwood, New Jersey: Ablex, 1982
ISBN: 978-0-89391-109-6
Volume: 4
Article
Dr. Maria Montessori: selbsttätige Erziehung im frühen Kindesalter [Dr. Maria Montessori: Independent education in early childhood]
Publication: Kindergarten, vol. 55
Date: 1914
Pages: 65-75
See More
Language: German