Abstract/Notes: Early childhood education (ECE) provision is becoming a growing priority. During the past twenty years, Latin America has shown a growing recognition in the provision of educational programs for young children, birth to age eight, is essential. Urban and rural populations intimated in 2009, that many countries utilizing equitable access to quality early childhood programs is often seen by policy makers as a means of achieving economic and political goals (United Nations, 2012). Unfortunately, a pre-occupation with economic and political goals may conflict with the provision of quality programming for young children. In a number of Latin American countries provisions for educating young children exist as intent to provide quality services. The continuing challenge is to finance, organize and regulate those well-meaning intentions. The objective of this article is two-fold. First, to describe national policy efforts that regulate the education of young children consistently. And, second, to reflect the status of early childhood education programming; and to examine the possibilities for the improvement of the quality and accessibility of an education for all young children. Five Latin American nations have been chosen for examination, including: Belize, Brazil, El Salvador, Mexico, and Peru. (Contains 4 tables.)

Language: English

ISSN: 1556-763X, 1938-9809

Abstract/Notes: The history of education is mainly a history of male educators and their ideas and systems of education, whereas the history of early childhood education is to a large extent a field of history where women have been the actors and to some extent also the writers about early childhood education. But this history is coloured by the withdrawn and to a large degree subordinate status of women, which is also reflected in the way history is written: A history of invisibility and anonymity, which also may have affected the place early childhood education has had in general educational history...

Language: English

DOI: 10.1007/BF03174635

ISSN: 0020-7187, 1878-4658

Language: English

Published: New York: Holt, Rinehart and Winston, 1968

Language: English

Published: Wellington, New Zealand: New Zealand Education Review Office, 2002

Language: English

ISSN: 0889-5643

Abstract/Notes: The main aim of this study is to examine the features of two methods, the Montessori Method and the method based on the principles of Universal Design for Learning, in order to highlight the common characteristics of both and their possible application in inclusive early childhood education. The curriculum represents the formative path for a child’s learning from the perspective of didactical content and educational organization. A curriculum becomes inclusive when all children’s needs are addressed, not only as a group, but also as individual learners. Both the Montessori Method and Universal Design for Learning respect the unique characteristics, learning preferences and true potential of each individual child.

Language: English

DOI: 10.6092/issn.1970-2221/12194

ISSN: 1970-2221

Abstract/Notes: There is increasing awareness that the physical environment plays a critical role in young children's cognitive and social development, by offering opportunities for exploration and interaction. In this article a narrative review is presented of 19 studies, published between 1987 and 2017, into the relation between spatial characteristics of the indoor play environment of center-based early childhood care and education settings and children's social and cognitive behavior and development. Studies involved children between six months and six years of age. Several studies reported consistent, interesting outcomes. A layout with an open-zoned arrangement, enabling children to keep eye contact with the caregiver was found to stimulate children to use the space more fully. Designated activity areas for activities such as pretend play and construction elicited different types of social and cognitive behaviors. However, the number of studies is small, and very diverse, both in content and in methodology. Suggestions for future research are discussed.

Language: English

DOI: 10.1016/j.jenvp.2019.101385

ISSN: 0272-4944

Abstract/Notes: In 2002, the Ministry of Education in New Zealand released Pathways to the Future: Nga Huarahi Arataki. This 10year strategic plan for early childhood education was the culmination of years of advocacy, research and consultation within the early childhood sector. A key component of the plan is a staged requirement for teachers in early childhood centres to have a Diploma of Teaching ECE or equivalent qualification. The study analyses the impact on the Montessori early childhood sector of the requirement that teachers in a centre be qualified with a Diploma or equivalent. This thesis draws on the results of a qualitative study involving interviews with key policy informants and focus groups of teachers and the story that emerges describes the complexities, frustrations and positive outcomes for centres and their teachers. The story points to a need for support, intervention and creative strategies to ensure no part of the early childhood sector is left behind, and diversity within early childhood education in New Zealand is maintained. The final outcome of the study raises the dilemma faced by the Montessori community; how can the approach accommodate the current ideas of early childhood education brought to centres through the policy requirement and remain identifiably Montessori?

Language: English

Published: Wellington, New Zealand, 2008

Abstract/Notes: Examines three philosophical traditions and their implications for early childhood education. Links Montessori to the empirical tradition. Considers the influence of the nativistic tradition of Plato and Rousseau on Froebel, the originator of the kindergarten, and Steiner, the founder of the Waldorf Schools. Discusses Piaget's ties to constructivism.

Language: English

ISSN: 0026-914X

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