Abstract/Notes: Learning disabilities is presented as a construct supported by psychoeducational, socioemotional, and physiological data, as illustrated by the Meeker paradigm. Specific learning abilities as conceived in the Structure of Intellect (S.O.I.) model and identified in the Stanford-Binet and Wechsler Intelligence Scale for Children-Revised are discussed in relation to the psychoeducation area of the Meeker paradigm. The absence of specific S.O.I. learning abilities is proposed in the definition of learning disabilities, and suggestions for remediation are delineated.

Language: English

DOI: 10.1177/002221948001300908

ISSN: 0022-2194, 1538-4780

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

Abstract/Notes: This paper concentrates on the Montessori philosophy and examines how this learning theory currently gives credence to cognitive processes of the mind, as suitable intervention used to the training of children with learning disabilities. Furthermore, Montessori’s system and materials in combination with the support of new technologies as well as their implementation on various kinds of Information and Communication Technologies (ICTs) have great successes regarding the support of disability and the enhancement of learning process.

Language: English

DOI: 10.3991/ijes.v5i3.7384

ISSN: 2197-8581

Language: English

ISSN: 2215-1249, 2772-7319

Abstract/Notes: The purpose of this study was to investigate young children’s perception of melodic construction in hope of finding clues about their broader cognitive development in nonmusical domains. Following Jeanne Bamberger’s example of musical-perceptual tasks with Montessori bells, four children aged three to six were presented with a melodic construction task and asked to create a representation of their work. Analysis of data revealed common themes with varied results of (a) eagerness or hesitancy to participate, (b) whether bells were moved or played, (c) exploration of bells, (d) internalization of rhythm, (e) cognitive readiness for melodic construction, and (f) role of visual representation. No cross-case findings could be drawn about broader cognitive development, however specific characteristics of the children and their approach to the melodic construction task are presented. Recommendations for further study center on potential clues a melodic construction task could provide about language construction in individual children.

Language: English

ISSN: 1938-2065

Abstract/Notes: Foreign language learning has been a part of German elementary schools for several years now. Montessori schools focusing on individual learning, i.e. mostly independent from the teacher and based on auto-education, interest, and free choice, are also asked to teach an L2. The original lack of a concept of L2 learning for this environment has brought forth different approaches. Bilingual education seems to be feasible and applicable in Montessori education. The downside to this is that even in a bilingual classroom the Montessori way of learning may not allow for very much oral production of the foreign language. The role of L2 production (cf. Swain 1985, 1995, 2005) for language acquisition has been theoretically claimed and empirically investigated. Output can have a positive influence on L2 learning (cf. e.g. Izumi 2002, Keck et al. 2006). This also applies to interaction (cf. Long 1996), where negotiation of meaning and modified output are factors supporting L2 development (cf. e.g. de la Fuente 2002, McDonough 2005). Task-based Language Learning (TBLL) presents itself as one way to promote oral language production and to provide opportunities for meaning-negotiation. Especially tasks with required information exchange and a closed outcome have been shown to be beneficial for the elicitation of negotiation of meaning and modified output. This paper argues that TBLL is a promising approach for the facilitation of L2 production and thus the development of speaking skills in a Montessori context. It also hypothesizes that TBLL can be implemented in a bilingual Montessori environment while still making the Montessori way of learning possible. Different tasks on various topics, examples of which are presented in this article, can lay the foundation for this. Offering such tasks in a bilingual Montessori elementary classroom promises to foster language production and the use of communication strategies like negotiation of meaning, both being facilitative for L2 acquisition. This hypothesis remains to be tested in future research.

Language: German

DOI: 10.13092/lo.54.284

ISSN: 1615-3014

Abstract/Notes: Outdoor learning is one of the newest terminologies and implementations of using the outdoors as a part of education. This paper provides an in-depth overview to answer the question, is outdoor learning a pathway to transformational learning or another educational gimmick? To answer this question, this paper will focus on six fundamental sections. This paper begins by highlighting the ambiguity throughout history in defining education outside the classroom, with more than 75 different terminologies used to refer to education in the outdoors. The second theme is that despite this contemporary emergence, outdoor learning has a long and varied history within education, with modern elements of outdoor learning being traced back thousands of years in indigenous cultures. Then being refined throughout the 21st century before settling on the current contemporary form of outdoor learning. The third theme of this paper looks at the benefits of outdoor learning, summarized into six critical sections. These benefits include health and wellbeing, social-emotional and cognitive development, academic and behavioral benefits, memory benefits, increased positive attitudes towards the environment, and positive teacher benefits. The fourth theme of this paper reviews the barriers and challenges to implementing outdoor learning within schooling, with four primary barriers being identified. These barriers include outdoor learning having no formal status in teachers’ educational practice, a lack of teacher confidence in their outdoor teaching expertise, difficulty in starting an outdoor learning program, and physical restraints such as school grounds and weather. The penultimate theme of this paper reviews critical considerations that must be addressed when implementing an outdoor learning program; this includes cost, student numbers, transportation, insurance, time, framework, skills, assessments, the curriculum, and training. The final theme of this paper unpacks the effects of COVID-19 on outdoor learning within all levels of schooling. Initially seen as a method to return to school by being outdoors, outdoor learning has since demonstrated to educators worldwide that it deserves to be embedded as an everyday part of education even after the pandemic subsides.

Language: English

DOI: 10.20533/ijcdse.2042.6364.2022.0565

ISSN: 2042-6364

Abstract/Notes: Learning media are learning aids that can be physical or non-physical to convey messages from teachers to students. The purpose of this study is to determine the effectiveness of the use and process of product development in the form of Montessori-based learning media in science learning for fifth grade students. The research is a development research (R & D) with the Sugiyono development procedure. Based on the result of product validation, it received an “appropriate” assessment with a score of 3,6 from material experts. While media experts rated “strongly agree” with a score of 4,5. Based on result of product trials, it is known that average pretest value is 52,64 and posttest is 76,66 so that it has increased. Product assessment by students through questionnaires gets a score of 3,98 or when views in the classification table, namely “agree”. Based on the use trial, the average pretest value was 36,8 and posttest was 72,2 so thatit experienced an increase. Product assessment by students through questionnaires gets an average score of 4,3 or if seen in the table, it is “Strongly agree”. This shows that the learning media based on the Montessori method development can be said to be feasible to use.

Language: Indonesian

DOI: 10.36088/fondatia.v6i2.1816

ISSN: 2579-6194

Abstract/Notes: Paper abstract presented for the ECER Conference to be held in Berlin, Freie Universität (13-16 September, 2011)

Language: English

ISSN: 2281-8375

Abstract/Notes: Purpose: The purpose of this qualitative phenomenological study was to investigate the impact of project-based learning on K-5 students’ development of the 4Cs (Critical Thinking, Communication, Creativity, Collaboration) as perceived by elementary charter school teachers. Methodology: A phenomenological design was selected to address the research questions for this study. Through purposeful sampling, 12 charter elementary teachers who met a pre-determined set of criteria (including the routine integration of project-based learning within their instructional programs) were selected to participate in virtual, semi-structured interviews. All teachers were employed by charter schools located in six counties within California. The interviews were conducted using a researcher-developed protocol. Artifacts in the form of student work, planning documents, and project overviews were also collected and evaluated. Once organized, the researcher coded and analyzed the data for themes. Findings: Data analysis revealed that the participating teachers regularly integrated 4Cs skills into their instructional practice. When planning PBL (collaboratively or independently), specific skills might be targeted, but all four skills were often assumed as necessary for project success. Prior to project implementation, teachers worked to build a classroom culture so that students felt safe and understood the expectations of project work. Cycles of inquiry began with a driving question or challenging problem that students worked (primarily in teams) to answer or solve. Students then presented their learning in varied ways to different audiences. Assessment was challenging for most 4C areas, with communication being the skill most frequently assessed formally due to its inclusion in the Common Core State Standards. Conclusions: The implementation of project-based learning supports the development of critical thinking, communication, creativity, and communication by providing ample opportunities for students to practice and build capacity. Additionally, students develop a sense of ownership, agency, and empowerment as learners and can make authentic connections to their lives. PBL also develops real-world skills that are transferable well beyond the classroom. Finally, COVID-19 eliminated PBL during remote learning with some exceptions. Communication and collaboration were most impacted. Recommendations: Ten areas of further research were recommended to increase the body of knowledge related to these variables.

Language: English

Published: Irvine, California, 2022