Abstract/Notes: Proceedings of the Internationa Seminar on Early Childhood Education, held in Zaria [Nigeria], 4-8 July, 1983. "Organised by the Institute of Education, Ahmadu Bello University in Collaboration with the London Montessori Institute"--Title page verso. Early childhood education at the crossroads in Nigeria / Emmanuel U. Emovon (17 p.). -- Montessori philosophy in early childhood education / Sandra Nash Petrek (22 p.). -- Cultural roots of the child's moral and intellectual growth in Africa / Etim N. E. Udoh (40 p.). -- Implications of Piagetan theory to elementary education in Nigeria / O. M. Onibokun (24 p.). -- Headstart : assumptions and curriculum models--what relevance for Nigeria? / Eileen B. Wilson (20 p.). -- Classroom pedagogy: a case for the development of critical thinking / Rodney Burton (32 p.). -- Childhood education in Nigeria: A study of Ilorin schools / S. O. Medahunsi (32 p.). -- Day in a pre-school: A Nigerian experience / Kathleen Kano (20 p.). Early childhood education in two cultures: The U.S.A. and the Jamaican experience / Anne Lou Blevins (45 p.). -- Traditional factors in African education / D. O. Adewoye (27 p.). -- Moral development in the child through Christian education / J Idowu-Fearon (18 p.). -- Educating the teachers of children / Grace Alele Williams (19 p.). -- Child, the teacher and the classroom with relation to nursery education / Fola A. Fagbohun (16 p.). -- Child's socialization in Islam / Zainab Said Kabir (31 p.). -- Environment and the education of the child / J. M. Ibiwoye (24 p.). -- Environment and the education of the child / A. B. Ayanniyi (15 p.). -- Bilingualism in early childhood education in Nigeria: Problems and possibilities / Theresa T. Imasuen (15 p.). -- Comparative study of the role expectations of children's needs in the Carribean and Nigeria / S. U. Compton-Adegbite (15 p.). -- Teacher and the child with special educational needs / Karen Odock (13 p.). -- Special education for pre-primary children: Intervention and remediation / C. A. Sam (26 p.). -- Theory and practice of educating maladjusted children in Nigeria / J. A. Shindi (18 p.). -- Children with special educational needs: The case of bilingual children / R. A. Chijioke (30 p.).

Language: English

Published: Zaria, Nigeria: Institute of Education, Ahmadu Bello University, 1983

Abstract/Notes: The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. A panel of experts classified and sorted a total of 182 statements, and 72 items were subsequently organized into an instrument consisting of four subtests corresponding to the identified curricular models. Scoring of the instrument included recording Likert-scale responses for each statement to a score key divided into four sections, or subtests, representing each curricular model. Scores for each section were added and compared. The subtest with the lowest score was deemed most representative of a respondent's curricular beliefs. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument.

Language: English

Published: Tallahassee, Florida, 2004

Abstract/Notes: This study explored the effects of peer interactions on kindergarten children’s construction of conservation and conflict resolution knowledge during storybook reading. Previous studies have identified that peer interactions can support the meaning-making processes of children in social relationships and problem-solving, but little is known about whether the interaction with mixed-age or more competent peers is more important in supporting knowledge construction. Sixty-four younger children in K2 and older children in K3 with similar socioeconomic backgrounds were recruited from a Montessori kindergarten in Kunming, China. An experimental design was applied to explore age group and conserver dominance effects on conservation and conflict resolution. Children were assigned randomly to eight groups in three 30-to-40-minute intervention sessions. Each session had a different theme for the children to learn about conservation and conflict resolution concepts and a hands-on activity to practice and discuss. ANOVAs were performed to test group effects, while multiple regression analyses were conducted to explore individual variations in age and pre-test scores in predicting post-test scores. Conservation knowledge was significantly better among children who differed in age groups in the post-test, but differences were not found in conflict resolution knowledge. Groups balanced with equal conservers and non-conservers improved the best, suggesting that peer social interactions can facilitate conservation and conflict resolution construction. These results provide new insights for early childhood educators to support peer interactions and children’s development. Implications, limitations, and future research are discussed.

Language: English

DOI: 10.3389/feduc.2024.1253782

ISSN: 2504-284X

Abstract/Notes: The purpose of this study was to examine the effects of young children's team centered problem-based learning strategies(team centered PBL) on the self-efficacy and academic interests in young children's mathematics. For these purposes, the data were collected by questionnaire from 27 young children living in S-city. They were respectively assigned to experimental group and comparative group. The experimental group was trained four weeks with the 12th sessions through the team centered PBL. Before administrating the experimental procedure, both groups took the pretest for measuring their self-efficacy and academic interests. After the experimental sessions, they also took the posttests to measure both of them. The major results of this study were as follows: First, the experimental group trained through the team centered PBL strategies has got higher scores on the self-efficacy questionnaire than the comparative group. Second, the former which got higher scores on the self-efficacy also gained more scores on academic interests test than the latter. In light of these results, it suggests that young children's self-efficacy in the kindergarten could be acquired through team centered PBL strategies. / 본 연구의 목적은 유아 수학에 대한 모둠별 문제중심 학습전략이 유아의 자기효능감과 학습흥미에 어떤 영향을 미치는지를 밝혀내는 것이다. 이를 수행하기 위해 경기도 S시 소재의 H유치원만 5세반 실험집단 14명에게 4주 동안 총 12차시에 걸쳐 유아 수학 관련 모둠별 문제중심 학습전략을 실시하였다. 모둠별 문제중심 학습전략이 종료된 후에 유아 수학 관련 자기효능감검사와 학습흥미검사의 결과를 비교집단 13명의 결과와 비교 분석하였다. 본 연구에서 밝혀진 주요 결과로는 첫째, 모둠별 문제중심 학습전략을 받은 실험집단이 그렇지 않은 비교집단보다 유아 수학에 대한 자기효능감 점수가 유의미하게 높았다. 둘째, 모둠별 문제중심 학습전략으로 자기효능감이 높아진 실험집단이 그렇지 않은 비교집단보다 유아 수학에 대한 학습흥미에서도 유의미하게 높았다. 이 같은 연구결과는 수업시간에 유아들에게 수학 관련 모둠별 문제중심 학습전략이 제공될 경우, 유아들의 수학 관련 자기효능감과 학습흥미가 향상될 수 있음을 의미한다. 따라서 유아들의 수학 관련 자기효능감과 학습흥미 향상을 위해 모둠별 문제중심 학습전략을 적용해 볼 필요성이 있을 것이다.

Language: Korean

ISSN: 1226-9417

Language: Korean

ISSN: 1226-9417

Language: English

Abstract/Notes: First published in Italian in 1915, the English translation, titled The Advanced Montessori Method, vol. 1: Spontaneous Activity in Education, was first published in 1917.

Language: English

Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2018

ISBN: 978-90-79506-27-9

Series: The Montessori Series , 9

Volume: 1 of 2

Language: English

Abstract/Notes: This study aims to examine relationship between early childhood pre-service teachers' early childhood mathematical content knowledge and mathematics teaching efficacy. This study's subjects are 73 early childhood pre-service teachers from two four-year universities, A and B, situated in Daejeon Metropolitan City. Their mathematical content knowledge and mathematics teaching efficacy were analysed using a concept map and a questionnaire, respectively. The results are as follows. First, there was static correlation between early childhood pre-service teachers' early childhood mathematical content knowledge and mathematics teaching efficacy. Second, relationship between early childhood pre-service teachers' early childhood mathematical content knowledge and outcome expectation was not statistically significant. Third, there was static correlation between early childhood pre-service teachers' early childhood mathematical content knowledge and efficacy expectation. The above results mean that pre-service teachers' good learning of a specific subject's content knowledge leads to their excellent teaching, and therefore good learning of content knowledge is crucial. / 본 연구의 목적은 예비유아교사들의 유아수학교육내용 지식과 수학적 교수효능감과의 관계를 알아보는 것이다. 본 연구의 대상은 대전광역시에 위치한 4년제 A, B 대학 예비유아교사 73명이다. 유아수학내용지식은 개념도를 통해, 수학적 교수효능감은 질문지를 통해 분석하였다. 연구결과, 첫째, 예비유아교사의 유아수학교육내용 지식과 수학적 교수효능감과는 정적인 상관이 있었다. 둘째, 예비유아교사의 유아수학교육내용 지식과 수학적 교수 효능감 중 결과기대 효능감과의 관계는 통계적으로 유의미하지 않았다. 셋째, 예비유아교사의 유아수학교육내용 지식과 수학 교수 능력신념 효능감과는 정적인 상관이 있었다. 이와 같은 결과는 과목 내용지식을 잘 배우면 앞으로 잘 가르칠 수 있게 된다고 볼 수 있기 때문에 내용지식을 잘 배우는 것은 매우 중요하다고 할 수 있다.

Language: Korean

ISSN: 1226-9417

Language: German

ISSN: 0944-2537