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Doctoral Dissertation (Ph.D.)

Development of the Early Childhood Curricular Beliefs Inventory: An Instrument to Identify Preservice Teachers' Early Childhood Curricular Orientation

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. A panel of experts classified and sorted a total of 182 statements, and 72 items were subsequently organized into an instrument consisting of four subtests corresponding to the identified curricular models. Scoring of the instrument included recording Likert-scale responses for each statement to a score key divided into four sections, or subtests, representing each curricular model. Scores for each section were added and compared. The subtest with the lowest score was deemed most representative of a respondent's curricular beliefs. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument.

Language: English

Published: Tallahassee, Florida, 2004

Doctoral Dissertation

An Examination of Three Early Childhood Programs in Relation to Early Childhood Music Education

Available from: University of Illinois - IDEALS

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Language: English

Published: Urbana-Champaign, Illinois, 1975

Article

✓ Peer Reviewed

Beyond Developmentalism? Early Childhood Teachers' Understandings of Multiage Grouping in Early Childhood Education and Care

Available from: SAGE Journals

Publication: Australasian Journal of Early Childhood, vol. 34, no. 4

Pages: 55-63

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Abstract/Notes: Postdevelopmental perspectives in early childhood education and care increasingly reference alternative ways of understanding learning, growth and development in early learning. Drawing on these ideas, this paper examines research findings which focused on early childhood teachers' understandings of multiage grouping. The findings suggested that teachers used predominantly developmental approaches to describing their experiences of multiage grouping, and proposed that the use of postdevelopmental perspectives in multiage grouping research has the potential to realise new ways of understanding learning and development as both concepts and practices within the multiage classroom.

Language: English

DOI: 10.1177/183693910903400408

ISSN: 1836-9391, 1839-5961

Master's Thesis (M.A. In Education)

The Development and Preliminary Validation of an Early Childhood Normalisation Observation Schedule (ECNOS) for Early Childhood Montessori Settings

Available from: University of Western Australia - Institutional Repository

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Abstract/Notes: Maria Montessori (1870-1952) proposed four planes or stages in children's development, within which were sensitive periods. Normalisation, a transformative process, typically occurs during the first plane of development (birth to six years) and is the essence of Montessori education philosophy. It is a time when children exercise self-discipline and concentration. No direct observation protocols exist to assess normalisation. This research developed the Early Childhood Normalisation Observation Schedule, through three sequentially linked phases. A systematic review of the literature, referral to expert panels and cognitive interviews, and two separate observation studies demonstrated rates of children's normalisation behaviours in authentic Montessori classes.

Language: English

Published: Perth, Australia, 2023

Bachelor's Thesis

Mediakasvatus montessoripedagogisessa varhaiskasvatuksessa / Media education in Montessori pedagogical early childhood education

Available from: Theseus (Finland)

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Abstract/Notes: The aim of the thesis was to map what media education is like in Montessori-pedagogical early childhood education. The purpose was to examine how Montessori pedagogy developed more than a hundred years ago meets children's digitized growth environment and media culture. The research was qualitative. The theoretical basis of the work was research on children's media use and media education, the national foundations of the early childhood education plan and the principles of Montessori pedagogy. The data collection method was a semi-structured thematic interview. The interviewees were six early childhood education teachers who worked in Montessori kindergartens for 3-6 year olds in the capital region. The transcribed material was analyzed using theory-driven content analysis. In the research questions, I clarified the Montessori educators' views on media education and its challenges, as well as the special features of Montessori pedagogical media education. In addition, it was mapped how different media content and information and communication technology were utilized in the pedagogical practices of Montessori kindergartens. The key result was that the Montessori educators had a positive attitude towards media education and were more aware than before, but there was also a need for development. The goals of teaching media literacy and information and communication technology skills were seen to be the child's inclusion, supporting agency and equality. Media education aimed to strengthen children's active media skills, i.e. children's own production and expression. A critical attitude towards media devices and content was also considered important. Learning in Montessori pedagogy is based on the concreteness and sensibility of Montessori tools, which is still seen as a working method. Therefore, supplementing the prepared learning environment with technology should be done pedagogically. On the other hand, the child-oriented nature of Montessori pedagogy, the learning of phenomena, and the effort to help the child function in their own everyday life create a good starting point for reforming Montessori pedagogy as needed with media education tools, applications, and content. Awareness of media education and supporting technical skills are ways, which strengthen the position of media education in Montessori pedagogical early childhood education.

Language: Finnish

Published: Helsinki, Finland, 2019

Article

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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

✓ 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

Article

✓ Peer Reviewed

Integration of peace education into early childhood education programs

Available from: Springer Link

Publication: International Journal of Early Childhood, vol. 28, no. 2

Pages: 29-36

Peace education

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Abstract/Notes: Preschool educators may observe that this unique historical period is an opportunity to integrate peace education into the educational program. The communication that has developed thanks to new technology has offered the opportunity for transformation. Teaching, nonviolence, conflict resolution, well-being, economic, political participation and interest in the environment can be considered as concepts of education for peace. This visionary idea includes global education, prevention of violence, character education and moral education. The educational program and methods of education for peace of preschool children (from birth to 8 years old) include different themes: 1) promote cooperation and resolve conflicts 2) respect for self and authority; 3) appreciation of diversity 4) the role of permeating cultural violence including television, video games, films and dramatic games stimulated by toys and representations of violent actions. These central themes contain the hope that the principles contained in the United Nations Convention on the Rights of the Child will be applied. Parents' participation seen as essential agents in decision-making concerning their children is a fundamental concept. The study of this event produced a visionary model, identified as education for peace, with the participation of parents. OMEP members act as catalysts for peace education efforts with an emphasis on intercultural education. Peace education was, is and will be a goal of pre-school and primary education for all educators around the world. There is a great need for activities in preschool, primary and other educational programs to reduce tensions peacefully.

Language: English

DOI: 10.1007/BF03174500

ISSN: 0020-7187, 1878-4658

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

Visions of Early Childhood Education in the 21st Century: The Present Situation and Future Direction of Montessori Education in Korean Kindergarten

Available from: The Korean Society for Early Childhood Education

Publication: International Journal of Early Childhood Education, vol. 6

Pages: 115-146

Asia, Early childhood care and education, Early childhood education, Montessori method of education, Southeast Asia, Thailand

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Abstract/Notes: The present study was intended to investigate the current status of Montessori education practices in Korea and to suggest future direction for its improvement and successful implementation of Montessori education in Korean kindergarten. This study was conducted by self-administered questionnaire survey. Subjects served for the study consisted of 85 Montessori teachers among 30 Montessori Kindergartens located in Seoul area, sampled from Korean Montessori kindergarten, using random sampling method. Data were analysed by IBM-PC computer, using SAS program. Statistical methods employed were frequency of item, t-test, and ANOVA. The summary of the research findings was as follows: It was revealed that Korean Montessori teachers who have worked for Montessori Kindergarten with the large amount of Montessori materials on hand had considerably higher recognition of the practical application of Montessori materials and teaching method of Montessori`s theory and program than Montessori teachers with small amount of materials in their Montessori kindergarten. However, the educational instruments for assessing the whole development of children held in stock by Korean Montessori kindergarten generally were below the mean number of holdings. Therefore, the author suggests the importance of educational assessment instruments for Montessori children and those proper application methods.

Language: English

ISSN: 1226-9557, 2733-9653

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