Abstract/Notes: Syftet med studien var att få kunskap om de metoder som förskollärarna använder vid arbetet med skriv- och läsutveckling. I studien ingick sju förskolor där de ansvariga förskollärarna/barnskötarna ...

Language: Swedish

Published: Stockholm, Sweden, 2013

Abstract/Notes: This study had several objectives. First, to investigate the practices of forest kindergartens in three different geographic regions of Türkiye. Second, to explore how the founders of forest kindergartens overcome challenges and take advantage of favorable circumstances as they set up and run the kindergartens. Third, to research the challenges and favorable circumstances that teachers face in such kindergartens and ways to deal with them. Fourth, to examine what kinds of cultural adaptations kindergarten founders and teachers need to make to use Forest Pedagogy in their own culture or location. Fifth, to elicit the kindergarten founders', teachers', and parents' knowledge of Forest Pedagogy. And sixth, to explore how parents' knowledge of Forest Pedagogy relates to their expectations of forest kindergartens. This study included members of the forest kindergartens (N = 21), which comprised the founders (N = 3), teachers (N = 9), and parents (N = 9). The study discovered that forest kindergartens were not typical, despite sharing similar practices with other kindergartens, such as the daily use of outdoor playgrounds. The diversity of the outdoor settings employed by forest kindergartens varied from region to region, depending on their geographical characteristics. However, they shared certain challenges with other kindergartens, such as a lack of unstructured and affordable natural settings surrounding the kindergartens. In all cases, the kindergarten founders and teachers had limited knowledge of sustainable attitudes for children and the significance of risky play. Yet, the parents possessed the knowledge to value free, muddy, and risky play throughout the year.

Language: English

Published: Ankara, Turkey, 2022

Abstract/Notes: Intended for teachers who have asked for information on how to manage a multi-age classroom, this book outlines the ideal classroom as it exists when all of the multi-age components are put in place. Opening sections of the guide discuss creating the multi-age classroom, and the advantages and principles of multi-age instruction. The next sections provide overviews of classroom organization, instructional strategies, curriculum, assessment and evaluation, and getting started. Each of these sections includes the overview, results of the changes brought about by multi-age instruction, and advice from the experts. Additional sections address scheduling, grouping strategies, working with Bloom's taxonomy, projects for active learners, using novels for literature instruction, and helping children discover themselves and others. Separate sections address the management of mathematics, authentic assessment and evaluation, and student record forms, with sample forms included. A glossary of

Language: English

Published: Edmonds, Washington: CATS Publications, Apr 1995

Edition: Revised

ISBN: 1-886753-03-2

Language: English

ISSN: 1071-6246

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Language: English

ISSN: 0959-4108

Language: English

Abstract/Notes: The purpose of this study was to investigate the meaning of occupational therapy for children with disabilities in Montessori education. For this, the study examined the features of work activities in Montessori education, which focused on the meaning and property, preceding principles and laws, and work level and organization of work activities. As well, the study examined the principles of concentration and normalization education, self-correction and individualized learning, sensitivity and motor education, and free activity and inter-social relationship education in Montessori education. Education for children with disabilities, especially, ADL training and occupational training considered as main contents in remedial education for people with disabilities, especially, children with multiple disabilities are particularly focused in Montessori remedial education. Children in Montessori Education not only are self-satisfied, but also do actual experience through spontaneous activities by learning motor, coordination, independence, and so on. Montessori Education has the meaning of occupational therapy, the domain of which includes functional O.T., diversional O.T., and pre-vocational O.T.. Montessori work education through activities has the function of occupational therapy mentioned above. Especially, according to the principles of Montessori work education, children with disabilities are able to learn work attitude, work behavior, and work basic function necessary for pre-vocational education through work activities. / 본 연구의 목적은 작업활동을 통한 Montessori교육의 장애아 작업치료로서의 의의를 밝히는데 있다. 이를 위하여 Montessori교육에서 작업활동의 의미와 특성, 작업활동의 선행원칙과 법칙, 작업의 단계와 조직화를 중심으로 Montessori교육에서의 작업활동의 특성을 고찰하였다. 그리고 Montessori작업활동의 원리로서 집중화 및 정상화교육의 원리, 자기교정교육 및 개별학습의 원리, 감각 및 운동교육의 원리, 자유활동 및 사회성교육의 원리를 알아보았다. Montessori 교육은 장애아 직업전 작업치료로서의 의의를 지닌다. 작업(치료)교육의 영역에는 신체의 기능증진을 위한 작업치료(fuctional O.T.), 심리재활을 위한 작업치료(divertional O.T.) 및 직업재활을 위한 작업치료(prevocational O.T.)가 있다. 활동을 통한 Montessori 작업교육은 이상과 같은 작업치료의 기능을 한다. 특히 Montessori 작업교육의 원리에 따라 장애아동들은 직업교육이전에 필요한 작업에 임하는 자세, 태도, 행동 및 작업기초 기능을 작업활동을 통해서 학습할 수 있다.

Language: Korean

DOI: 10.20971/kcpmd.2014.57.3.1

Abstract/Notes: This article introduces some of the theoretical principles that inform the use of play in the treatment of children with disabilities. A number of competing definitions of play and its functions are briefly discussed. Both educationalists and child psychotherapists make claims for the value of play but tend to offer quite different explanations of why it helps vulnerable children, whilst animal ethologists stress the role of play in promoting survival and adaptation. Some of the key ideas of historically important play theorists, including Freud, Klein, Winnicott, Froebel, Montessori and Piaget, are mentioned.

Language: English

DOI: 10.1177/030802269205500309

ISSN: 0308-0226, 1477-6006

Abstract/Notes: The following article looks at the role movement and sensorial stimuli do play in the educational approaches of Dr. Maria Montessori and Dr. Emmi Pikler as well as the Sensorial Integration and Psychomotor Therapy. The author of this paper has been studying, applying, and teaching all four approaches for many years and used her expertise in all four approaches to look at whether independent scientific research proves the effectiveness of movement and sensorial stimuli for reaching therapeutical as well as educational goals and to also provide scientific evidence for the fact that all four approaches focus on the role of these two factors, which means that this is a comparative study utilizing existing research papers. The methods of applying movement and sensorial stimuli in the four approaches mentioned above are being compared and linked to recent scientific findings concerning the role of movement and sensorial stimuli for the efficacy of education and therapy. This article compares the four approaches based on scientific research on the various methods as well as independent research which looks and the impact of movement and sensorial stimuli as well as a method of application and its effectiveness. It has been found that sensorial stimulation and movement are closely connected and that these play a major role in all four approaches although the methods of application are quite different. One example might be that the Montessori method purposefully teaches specific movements in specific ways while only Sensory integration therapy also utilizes passive movement as a sensorial stimulation. All four approaches rely on the self-motivation of the child and do not apply any kind of pressure.

Language: English

DOI: 10.35923/JES.2021.2.02

ISSN: 2457-8673