Abstract/Notes: The study aims to evaluate the early childhood education curriculum developed in 2013 using Demirel’s analytical curriculum evaluation model through preschool teachers’ views. The mixed research method was utilized in this study. The participants of the study consist of preschool teachers working in independent public pre-school affiliated with the Ministry of National Education Ankara/ Turkey. The quantitative data consisted of 203 preschool teachers’ responses selected from all districts of Ankara using a stratified sampling method, while the qualitative data consisted of 10 preschool teachers’ responses who volunteered to participate interview. The data of the study were collected through a questionnaire and semi-structured interview form. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed through content analysis. After analyzing the quantitative and qualitative data separately, they were reported in the results section in line with the research questions. The findings of this study revealed that preschool teachers have both positive and negative views about the early childhood education curriculum. As a result of the study, preschool teachers expressed positive views regarding the clarity, comprehensibility, and flexibility of the 2013 early childhood education curriculum they applied, while negative views arose about the existence of a single curriculum for different age groups, lack of resources, limited applicability for all environment, and inadequacy addressing 21st-century skills and new education trends in today's conditions. Additionally, views have been expressed advocating for a longer duration of early childhood education for 5-year-old children.

Language: English

Published: Ankara, Turkey, 2023

Language: German

Published: Münster, Germany: LIT, 2008

ISBN: 978-3-8258-0850-1

Series: Impulse der Reformpädagogik , 19

Abstract/Notes: Montessori, Waldorf, and Reggio Emilia education remain three of the most popular models for alternative early childhood education. Each of these approaches has developed globally, with a rich history of supporting children’s educational freedom. This narrative analysis provides a means for early childhood educators and scholars to understand the aims, philosophical and theoretical frameworks, historical development, benefits, and challenges in these models and their methods of practice. As early childhood education evolves with technology and as re-conceptualizations about early education occur, an understanding of these alternatives to traditional education models is important. While adaptive options of these models may emerge in education systems across national contexts, this review allows educators to consider their applications and cultural appropriateness in specific local and community contexts.

Language: English

DOI: 10.1007/s13158-020-00277-1

ISSN: 0020-7187, 1878-4658

Language: English

Published: Porto, Portugal: International Academic Forum (IAFOR), 2022

Pages: 75-88

DOI: 10.22492/issn.2758-0989.2022.6

Language: English

DOI: 10.1080/00094056.1966.10727979

ISSN: 0009-4056, 2162-0725

Abstract/Notes: Artikel ini membahas tentang konsep pengajaran tentang Allah kepada anak usia dini dengan menggunakan memories method. Penanaman nilai spiritual dan pengajaran tentang Allah merupakan tugas orang tua dan gereja yang dapat di berikan kepada anak di usia dini. Tujuan dari penelitian ini yaitu untuk mendeskripsikan  konsep dasar pengajaran tentang Allah pada anak usia dini dengan menggunakan memories method menurut kajian Ulangan 6:7. Penelitian ini menggunakan metode deskriptif kualitatif dengan jelas tentang objek yang diteliti, serta bertujuan mendeskripsikan atau menguraikan situasi faktual tentang bagaimana pengajaran tentang Allah di lakukan oleh orang tua dan pelayan terhadap anak usia dini di GPdI Imanuel CBA Mapanget.

Language: Indonesian

DOI: 10.51667/mjpkaud.v2i2.740

ISSN: 2798-6195

Language: English

Language: English

DOI: 10.1007/BF01419908

ISSN: 1573-0638, 0020-8566

Abstract/Notes: An essential resource for all students and scholars of early childhood education, this book offers a rich array of material about Maria Montessori and the Montessori Method. Distinguished education scholar Gerald Gutek begins with an in-depth biography of Montessori, exploring how a determined young woman overcame the obstacles that blocked her educational and career opportunities in Italy during the late Victorian age. The author then analyzes the sources and influences that shaped the Montessori philosophy of education. After laying the foundation for Montessori's development, Gutek presents an annotated and abridged edition of The Montessori Method (1912), the seminal work that introduced her educational innovations to a U.S. audience. The book concludes with key historical documents, including disciple Anne E. George's notes on the Montessori lectures and William H. Kilpatrick's critique of the Montessori method. Preserving the historical context of Montessori's contribution, Gutek also shows the continuing relevance of her thought to educational reform in the twenty-first century.

Language: English

Published: Lanham, Maryland: Rowman and Littlefield Publishers, 2004

ISBN: 978-0-7425-1911-4 978-0-7425-1912-1

Abstract/Notes: The problem of this study was to determine if there is a significant difference between the academic achievement scores of students in grades 2 through 5 who are taught with the Montessori method of instruction and those students who are taught with traditional methods of instruction in the Helena Public Schools. Analyses used a two-way ANOVA; method and gender as well as method and aptitude were examined. The level of significance was set at alpha =.05. A matching technique was used to match Montessori students with students from traditional classrooms by the independent variables of grade, aptitude, gender, socioeconomic conditions, and handicapping conditions. The study also examined if there was a significant difference between the aptitude of all students in Montessori classrooms and all students in traditional classrooms. The population studied was second, third, fourth, and fifth grade students during the spring of 1996. A total of 120 students was used in the study of academic achievement. There were 145 F-tests conducted in this study. At the second grade level, students from traditional classrooms scored significantly higher than students in Montessori classrooms in mathematics computation and mathematics concepts and applications. Also at the second grade, when aptitude was taken into consideration, Montessori low aptitude students scored significantly higher in vocabulary than low aptitude students in traditional classrooms. There were no significant findings in any of the subtests at the third and fourth grade levels. At the fifth grade level, Montessori students scored significantly higher in language expression and social studies. Interaction was found with aptitude in language expression and with gender in science. A comparison of the aptitude of all Montessori students to all students from traditional classrooms revealed that Montessori students scored significantly higher. The overall results of this study show that the Montessori method of instruction and the traditional method of instruction provide students with comparable achievement test scores. A longitudinal study is recommended to examine the long-term effects of academic achievement of those students taught by the Montessori method of instruction.

Language: English

Published: Bozeman, Montana, 1997