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Book

Pedagogical Documentation in Early Childhood Education: Process-Oriented Procedures for Documenting Education and Development

Available from: SpringerLink

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Abstract/Notes: Today, the documentation of children's education and development is an important part of educational work in early childhood education. This book systematises the topic of pedagogical documentation based on current empirical research. The book analyses different pedagogical reasons for documentation and then presents and discusses different procedures of pedagogical documentation in theory and empirical practice : Portfolio, Learning Stories, pedagogical documentation in the room, project documentation and digital pedagogical documentation. Pedagogical documentation is discussed in the tension between a social constructivist understanding of education on the one hand and a diagnostic logic of fostering on the other. The book is intended as a part of pedagogically oriented childhood research, which also wants to contribute to the reflection and improvement of pedagogical practice.

Language: English

Published: Wiesbaden, Germany: Springer Nature, 2022

ISBN: 978-3-658-39736-4 978-3-658-39735-7

Article

✓ Peer Reviewed

Konsep Montessori Tentang Pendidikan Anak Usia Dini Dalam Perspektif Pendidikan Islam [The Montessori Concept of Early Childhood Education in the Perspective of Islamic Education]

Available from: Universitas Islam Negeri Sunan Kalijaga (Indonesia)

Publication: Jurnal Pendidikan Agama Islam [Journal of Islamic Religious Education], vol. 11, no. 1

Pages: 37-52

Asia, Australasia, Indonesia, Montessori method of education - Criticism, interpretation, etc., Religious education, Southeast Asia

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Abstract/Notes: Education is the business of adults to prepare children to be able to live independently and is able to perform the duties of his life as well as possible. The toddler years are a golden period for the growth and development of children. Development of each child must be observed, education and teaching needs to be ailored to the child’s development. Montessori is early childhood education leaders who opened the eyes of their sensitive period in children, Montessori asserted that education is self-education. Montessori then use the freedom and liveliness of the child with the best in the method, so that each child had the opportunity to evolve according to the nature and talent. In Islam, God entrusted the child is to be protected and educated with the best. Therefore, addressing the development and early childhood education, the need for an educational program that is designed in accordance with the child’s developmental level. This study aims to describe and analyze the Montessori concept of early childhood education in the perspective of Islamic education. Data collection through literature study is based on primary and secondary data. Data analysis using analytic descriptive with inductive thinking patterns. The results showed: 1) Montesssori shift from teacher-education center central (teachers as a source of learning) be child-central (protégé as a center of learning); 2) Sensitive Periods expressed early age is a sensitive period; 3) The freedom and independence according to the Montessori system is not real freedom, but freedom is limited; 4) Child’s Self-Construction stating that children construct their own development of his soul; 5) At the time of early childhood have a soul absorbent range of knowledge and experience in his life. Montessori concept in Islamic educational perspective, the emphasis is on the child’s intellectual is right. However, it should pay attention to other aspects such as emotional aspects and skills.

Language: Indonesian

DOI: 10.14421/jpai.2014.111-03

ISSN: 2502-2075

Article

Achieving Inclusive Education in Early Childhood: From the Viewpoint of an Affinity Between Inclusive Education and Montessori Education

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 49

Pages: 100-113

Asia, East Asia, Inclusive education, Japan, Montessori method of education

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Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Article

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L’infanzia del novecento e la sua scuola / Nineteenth century childhood and his school

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 1, no. 1

Pages: 43-54

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Abstract/Notes: L’ultimo secolo del millennio avrebbe potuto essere il secolo dell'infanzia. Ma è stata una promessa tradita, è stato invece il secolo della scomparsa dell'infanzia. Una scomparsa fisica ed anche simbolica. Siamo entrati nel terzo millennio con un'infanzia colonizzata da parte dal mondo degli adulti, persa tra le onde dei mari mediatici e commerciali. Fortunatamente, nella seconda metà del Novecento, è esistita anche una pedagogia popolare in grado di preservare elementi importanti dell'identità infantile: l’infanzia del cuore e della relazione (Agazzi), l’infanzia della mente e dell’autonomia (Montessori), l’infanzia della fantasia e della creatività (Malaguzzi) e l’infanzia scout e dei perchè (Ciari). L'autore sottolinea l'importanza di questa pedagogia popolare e delle proposte didattiche che ne derivano. L'articolo si conclude con 10 tesi per un Manifesto per i bambini da zero a sei anni. / Three questions summarize the main points of this text: How can we respond from school to a revolution that is considered by many more important than Gutenberg's? What are the cognitive changes detected so far in our way or reading, writing, and even thinking, that arise from our experiences with new technologies and what changes will they reasonably demand us to cope with them in our teaching practice? What are the challenges raised by all this in teacher education?

Language: Italian

ISSN: 2255-0666

Article

Thoughts on the Curricula Contents and Methods of Teaching for the 21st Century Early Childhood Education in South Korea

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 15

Pages: 107-120

Asia, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea

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Abstract/Notes: New knowledge and skills acquired through the synergy of individuality and diversity will lead the society and culture in the 21st century. Contrasted with the isolation and exclusiveness in the 20thcentury, the synergy of individuality and diversity will be made through the mutual understanding and respect among people. In early childhood, children are beginning learners in their society, immature in body and mentality. They require social learning skills that will embrace the diversities within their culture. Korea is divided into South and North for over 60 years. As South Korea embraces the advanced society, understanding the South and North and the national education for the advanced society should be included in the early childhood education curriculum. The great scholars supported the premise that early childhood is the fundamental period for forming the personality and learning the basic knowledge and skills for the present and future. The encouragement of this global trend for individuality and diversity in current Korean early childhood program is in the beginning stages. Mixed racial families are becoming more prevalent in the Korean society. In the education area, the teaching method is just as important as the content. The type of teaching method, whether it is an experience or instructional-based method, depends on the learner and the knowledge trait. The teaching method has to focus on the learner and the characteristic of knowledge.

Language: Korean

ISSN: 1226-9417

Article

A Guided Tour of the Early Childhood and Elementary Montessori Classrooms: Part 2: Reading, Composition and Literature, Math, Science, Geography, History, International Studies, the Arts, Health and Wellness

Publication: Tomorrow's Child, vol. 16, no. 2

Pages: 6–40, 44–45

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Language: English

ISSN: 1071-6246

Article

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Early Childhood Education in India: History, Trends, Issues, and Achievements

Available from: Springer Link

Publication: Early Childhood Education Journal, vol. 24, no. 1

Pages: 11-16

India, South

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Abstract/Notes: The changes in the social and economic structure of India have intensified the need for universal early childhood education. The formidable challenges before the Indian Government are: to provide high quality early childhood education programs; to preserve indigenous practices such as multilinguality, family/community involvement, participation of older children as caretakers of their younger siblings; and to provide early childhood education to all children despite serious financial constraints. This article presents a brief overview of the traditional childrearing practices in India, chronicles government initiatives in early childhood education, describes the range of programs available in India, and identifies goals that will shape the future of early childhood programs in India.

Language: English

DOI: 10.1007/BF02430544

ISSN: 1082-3301, 1573-1707

Article

The Place of the Outdoors in a Good Childhood: Historical and Contemporary Perspectives on Outdoor Provision in Early Childhood Education

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2007, no. 1

Pages: 34–52

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Language: English

ISSN: 0519-0959

Article

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Transforming theories of childhood and early childhood education: Child study and the empirical assault on Froebelian rationalism

Available from: Taylor and Francis Online

Publication: Paedagogica Historica: International Journal of the History of Education, vol. 45, no. 4

Pages: 585-604

Friedrich Fröbel, Positivism

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Abstract/Notes: This article considers the possibility that one of the defining characteristics of the New Education, as it related to children in their early years, was its epistemological break with rationalist forms of knowledge and its embrace of empiricism and positivism. It considers, briefly, social theories that identify a similar process at a societal level before examining some of the polemics directed against theories of education based on rational forms of knowledge and, in particular, Froebel’s system. This theme is then pursued through a detailed consideration of the child study movement in England and its promotion of an empiricist project concerned with the production of knowledge about the child which drew upon the emergent fields of physiology, educational psychology, education and statistics. It is argued that child study helped to create the conditions for these sciences to distinguish themselves from the older philosophical currents from which they emerged. Consideration is then paid to how these transformations reacted on child study and on the Froebel movement. The article concludes that a break did indeed occur in the ways in which education was legitimised and that through the arrival of a new empirically based, scientific approach it became more closely aligned to reforming impulses. Nevertheless, the old philosophical, metaphysical foundations were not vanquished as in a violent rupture but were articulated in a new dialectical synthesis.

Language: English

DOI: 10.1080/00309230903100965

ISSN: 0030-9230, 1477-674X

Article

✓ Peer Reviewed

Early Signs of Specific Learning Disabilities in Early Childhood

Available from: International Journal of Early Childhood Special Education (INT-JECSE)

Publication: International Journal of Early Childhood Special Education (INT-JECSE), vol. 12, no. 1

Pages: 84-95

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Abstract/Notes: Since comprehensive evaluation of academic skills cannot be extensively conducted in early childhood, specific learning disabilities cannot be diagnosed in preschool-aged children. To evaluate academic skills, children must be school-aged and interventions cannot begin in the preschool period. However, specific learning disabilities in children may also be noticed during preschool. Preschool teachers need to determine which kids are at risk of having specific learning disabilities so that they can be detected early and an intervention provided. Preschool teachers need to be aware of the early signs of specific learning disabilities to distinguish between typically developing children and those at risk of having specific learning disabilities. In this review, studies describing the preschool characteristics of students at risk of having specific learning disabilities are examined, and the early signs of specific learning disabilities and early intervention processes are described based on the literature. Research suggests that the signs of specific learning disabilities can be seen in early childhood. The need for preschool teachers and families to be sensitive to the characteristics of children at risk of specific learning disabilities in the context of early intervention is discussed.

Language: English

DOI: 10.20489/intjecse.722383

ISSN: 1943-023X

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