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717 results

Article

✓ Peer Reviewed

Early childhood care and education in india [Accueil et education de la petite enfance en inde / Cuidado temprano en la niñez y educación en india]

Available from: Taylor and Francis Online

Publication: International Journal of Early Years Education, vol. 2, no. 2

Pages: 31-42

Asia, India, South Asia

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Abstract/Notes: A brief history of the development of Early Childhood Care and Education in pre and post Independent India has been given first. The current situation of ECCE, teacher training and research has been described and the Research — Policy — Program interface has been delineated. Among the myriad issues confronting ECCE in the country a few have been selected for discussion. [Un bref historique du développement de l'accueil et de 1'éducation de la petite enfance de la période pré — et post Indepnédance est donné pour débuter. La situation actuelle ,1a formation des enseignants et la recherche ont été décrites et la Recherche — Politique — Programme envisagé ont été délimités. Parmi les myriades de sujets auxquels l'Accueil et l'Education de la Petite Enfance ont été confrontées quelques‐uns ont été sélectionnés pour la discussion. / Primero ha sido descrita una breve historia acerca del desarrollo del Cuidado Temprano de la Niñez y Educacion en la India pre y post independiente. Se ha descrito la situación presente de ECCE, el entrenamiento del profesorado e investigatión y la Investigación — la Política — el Programa común ha sido delineado. Dentro de los muchos miríados temas que confronta la ECCE en el país unos pocos han sido seleccionados para discusión.]

Language: English

DOI: 10.1080/0966976940020103

ISSN: 0966-9760

Book

Comparative and International Studies in Theory and Practice of Education: Proceedings of the Annual Conference of the Australian Comparative and International Education Society

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Language: English

Published: Hamilton, New Zealand: Australian Comparative and International Education Society, 1983

Article

✓ Peer Reviewed

Montessori Approach in Character Education in Early Childhood Education

Available from: Journal of Positive School Psychology

Publication: Journal of Positive School Psychology, vol. 6, no. 6

Pages: 5936-5947

Asia, Australasia, Early childhood care and education, Early childhood education, Indonesia, Montessori method of education, Southeast Asia

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Abstract/Notes: Character education is an effort to form good values imprinted in a person and manifested in the form of behavior so they can distinguish themselves from others. This character education aims to form a strong and noble human being. All educational institutions realize how important the development of character education is for students in their institutions. However, the process of character education has not been fully able to run effectively in all educational institutions because schools emphasize more on increasing students' cognitive abilities. This study aimed to obtain an overview of the extent to which teachers understand the importance of character education in Early Childhood Education (ECE) and the Montessori Method in shaping the character of students. This study is quantitative with a descriptive approach. The sample in this study was ECE teachers in Panongan Sub-district, Tangerang Regency, totaling 112 people. The selection of samples was done using the Simple Random Sampling method. The instrument used was a survey distributed to respondents via Google form. The results of the study indicate that ECE teachers have understood the importance of character education and the Montessori Method which is integrated into 6 aspects of early childhood development through a character education process that is provided continuously at every level.

Language: English

ISSN: 2717-7564

Article

Montessori Teacher Education 2000: Teacher Education Survey [Profiles of training centers]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 12, no. 3

Pages: 17-22

Public Montessori

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Language: English

ISSN: 1071-6246

Article

Montessori 교육에서의 감각교육 [Sensory Education in Montessori Education]

Publication: 韓國肢體不自由兒敎育學會誌 / Journal of the Korean Society for the Education of Physically Impaired Children, vol. 34

Pages: 71-83

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Language: Korean

ISSN: 1226-8836

Article

✓ Peer Reviewed

The Influence of Montessori Education and Traditional Education on Children's Learning Psychology

Available from: Darcy and Roy Press

Publication: Journal of Education and Educational Research, vol. 6, no. 3

Pages: 131-133

Asia, China, Comparative education, East Asia, Learning strategies, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation

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Abstract/Notes: This paper aims to explore the influence of Montessori education and traditional education on children's learning psychology and compare the advantages and disadvantages of the two educational methods. First, the influence of Montessori education and traditional education on children's learning ability and attitude was explored through observation and comparative analysis. In terms of learning ability, Montessori education focuses on cultivating children's independent learning ability and practical ability, while traditional education pays more attention to the indoctrination of knowledge and examination results. In terms of learning attitude, Montessori education cultivates children's concentration and continuity, while traditional education may lead to children's interest in learning and motivation to learn. Next, the advantages and disadvantages of Montessori education and traditional education are analyzed. Finally, the integration and innovation of Montessori education and traditional education are discussed. In conclusion, Montessori education and traditional education have different influences in terms of children's learning psychology, and integrated education may provide better educational methods for children's all-round development.

Language: English

DOI: 10.54097/1y1s8e93

ISSN: 2957-9465

Article

✓ Peer Reviewed

Montessori Education and a Neighborhood School: A Case Study of Two Early Childhood Education Classrooms

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 6, no. 1

Pages: 1-18

Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America

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Abstract/Notes: Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.

Language: English

DOI: 10.17161/jomr.v6i1.8539

ISSN: 2378-3923

Article

Colegio Montessori-Palau de Girona: Educación primaria - la educación cósmica [Colegio Montessori-Palau de Girona: Primary Education - Cosmic Education]

Publication: Cuadernos de Pedagogía, no. 455

Pages: 23-24

Cosmic education, Europe, Southern Europe, Spain

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Language: Spanish

ISSN: 0210-0630

Master's Thesis (M.A.)

“All Education but No Schooling”: Education Reform in Charlotte Perkins Gilman’s Herland

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: When critics consider utopian literature, they often claim that the utopian imagination is limited in its ability to provide practical instruction for societal reform. In Archaeologies of the Future, Fredric Jameson extends this critique by arguing that the utopian imagination only exists “to demonstrate and to dramatize our incapacity to imagine the future” (288-289). By returning to an early twentieth century utopian novel, Charlotte Perkins Gilman’s Herland (1915), we can put pressure on Jameson’s ideas about the ultimate function of the utopian imagination. By analyzing the education system in Herland, we are able to see how Gilman integrated the contemporary educational philosophy of John Dewey and methods of Maria Montessori to provide an intellectual and institutional foundation for her utopian education system. Therefore, Gilman provides a set of ‘instructions’ to suggest how we might reform current methods of education to fit within her utopian vision. Gilman’s Herland allows us to see how a highly imaginative utopian text can promote social change to build a ‘better’ future.

Language: English

Published: Carbondale, Illinois, 2016

Article

Education for Life [Montessori Special Education School of Cleveland, OH]

Publication: Montessori Special News, vol. 3, no. 1

Pages: 1

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Language: English

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