Abstract/Notes: V magistrski nalogi smo združili področji angleškega jezika in predšolske vzgoje. Osredotočili smo se na sodobne pristope poučevanja tujega jezika v vrtcu Montessori ter želeli ugotoviti, kako predšolski otroci usvajajo tuj jezik. V teoretičnem delu smo pregledali teorijo pedagogike Montessori in značilnosti učenja ter poučevanja tujega jezika v predšolskem obdobju. Empirični del smo zastavili tako, da je združil obe področji. V Hiši otrok Antonina v Biljah pri Novi Gorici smo s pomočjo opazovalnega lista pridobili potrebne informacije, s katerimi smo odgovorili na že prej zastavljena raziskovalna vprašanja ter potrdili oziroma zavrnili zastavljene hipoteze. Pri opazovanju smo se osredotočili na strategije poučevanja angleškega jezika, metode dela, tematike učnih ur, raznolikost dejavnosti, uporabljene materiale, aktivnost otrok, uporabo angleškega jezika, odziv vzgojitelja na napake otrok in na napredek otrok ob večkratni ponovitvi individualnih in skupinskih dejavnosti. Ker sta vzgojiteljici med učenjem angleščine nenehno uporabljali angleški jezik, so se otroci poleg besedišča učili tudi melodijo in ritem jezika, kar jim bo pomagalo pri nadaljnjem učenju angleščine. Koncept Montessori poskuša otroke izoblikovati tako, da bodo v nadaljnjem življenju samostojni, odgovorni in potrpežljivi. Otroci se preko različnih pravil in dejavnosti tega učijo. [In this Master's thesis we combined English language and preschool education. We focused on modern ways of teaching and learning a foreign language in Montessori kindergarten. In theoretical part we took a look at theory of Montessori pedagogy and theory of learning a foreign language in kindergarten. In empirical part we combined these two together. In Hiša otrok Antonina in Bilje near Nova Gorica we organised an observation of a group of children from the second age group in kindergarten. In our observations we used observation sheets. With those, we obtained the information we were interested in. During our ten observations we focused on seventeen points of our observation sheet. The first part contained basic information like the name of the observer, the name of the teacher, number of children, age group, theme and lesson aims, goals of the activities, methods used, didactic materials, the language of instructions, comprehension of instructions, teacher's reaction to children's mistakes, teacher's usage of English language, whether the children waited for a specific material or they focused their attention on something else, whether children were active during different tasks, whether children returned to the same material and an observation of individual's and group's multiple usage of the same material.]

Language: Slovenian

Published: Maribor, Slovenia, 2017

Abstract/Notes: This report is a compilation of information on the educational, parent involvement, health services, social services, and staff development components of Prekindergarten Head Start, a School District of Philadelphia child development preschool program for children of low income families. Instructional models used in the program were Bank Street, Montessori, Behavioral Analysis, Open Classroom, and Responsive Learning. Children's development was documented by teachers using checklists in seven areas: gross motor, fine motor manipulation, writing, social, self-help, language, and cognition. Information on the program was gathered through various instruments involving direct observation, opinion surveys, and summary documents. While all groups of children were found to show increases in their developmental skills different developmental "profiles" were found for the different instructional models. The majority of the 850 children in the program were screened for a variety of health problems, and most found to be in need were treated. Ninety three percent of the 700 families with children in the program were identified as needing help of a social service nature, and nearly 75% of the families so identified received help. Parents participated in a variety of center activities. Staff workshops were reported to affect classroom practices. Appendices contain evaluation forms and observation data. (SB)

Language: English

Published: Philadelphia, Pennsylvania, Jul 1977

Language: German

Published: Münster, Germany: Lit, 2001

ISBN: 978-3-8258-5233-7 3-8258-5233-4

Series: Impulse der Reformpädagogik , 5

Abstract/Notes: The Prekindergarten Head Start (PKHS) program employed five different instructional models: Bank Street (BS), Behavior Analysis (BA), Montessori (M), Open Classroom (OC), and Responsive Learning (RL). All program components: education, social service, health and nutrition, staff development, and parent involvement performed as expected. Data from classroom observations indicate activities involving the following developmental categories were most often addressed: social interaction/rapport, language/vocabulary, and fine motor manipulation. A comparison of the developmental status (as reported on the Developmental Behavior Checklist) of PKHS children with the total prekindergarten population showed PKHS children performed successfully on the same or a greater number of items than the total prekindergarten population. Seventy-four percent of the PKHS population received physical exams and developmental histories. Social service workers made 6,030 family contacts focusing on attendance and recruitment. Approximately 85% of the PKHS Instructional staff attended staff development workshops. Respondents indicated that the workshops had greatest impact in two areas: basic skills and suspected child abuse and neglect. Seventy-eight percent of 565 parents attended at least one meeting, activity, or workshop during the year. All data collection instruments are appended. (Author/CP)

Language: English

Published: Philadelphia, Pennsylvania, Oct 1978

Abstract/Notes: Oriented toward a direct instructional routine in preparation for regular school, the Philadelphia Prekindergarten Head Start Program (PKHS) provides experiences to counter-balance effects of social and economic disadvantagement; parent involvement; staff development; and special supportive services. It employs five instructional models: Bank Street, Behavioral Analysis, Montessori, open classroom, and responsive learning. Observations indicate that children's activities usually emphasized language and social developmental skill areas, while adults were primarily observed in group leader or direct teacher roles. When tested against the Developmental Behavior Checklist, PKHS children accomplished approximately the same number of items as the total prekindergarten population. During the course of the program the number of children identified as developmentally "delayed" or "suspicious" decreased by 50 percent. It also appears that the program has a positive lasting effect on children's scores on standardized tests through grade 5. Children enrolled in the program received extensive psychological, nutritional and social services during 1979-80. Parent involvement in the program was high in both classroom participation and policy or planning meetings. Staff development was also a major component of the program. Over 70 percent of staff attended more than five workshops during the year. (Author/AEF)

Language: English

Published: Philadelphia, Pennsylvania, Jan 1981

Language: English

Published: Albany, New York, 1969

Language: English

Abstract/Notes: Results are reported at the end of the second year of a 3-year comparison of four prekindergarten programs: Bereiter-Engelmann, DARCEE, Montessori and Traditional. A number of classes in each program style were used with 246 four-year-olds in Head Start. Children were tested early in the year, at the end of the year, and at the end of kindergarten on a battery of tests and rating scales, including Stanford-Binet, Preschool Inventory, Curiosity Box, Replacement Puzzle, Dog & Bone, Behavior Inventory and Embedded Figures. The kindergarten experience was systematically varied. One replication of the original experiment entered a Follow Through kindergarten, the remainder of the experimental children entered Regular Kindergarten, a non-academic program. A video-tape monitoring procedure developed previously was used to analyze differences among kindergarten programs. Data were examined from several aspects. (1) Did Follow Through and regular kindergarten classes differ in expected dimensions? (2) Did Follow Through produce greater gains than regular kindergarten? (3) Were there interactions between type of Head Start and type of kindergarten? (4) To what extent were Head Start gains maintained irrespective of type of kindergarten? (5) Were there sex effects or sex interactions? Results are discussed in terms of need for finer analysis of program dimensions as related to specific effects. (Author/AJ)

Language: English

Published: Louisville, Kentucky, 1971

Abstract/Notes: This practicum study examined kindergarten teachers' perspectives regarding mixed-age groupings that included kindergarten students. The study focused on pedagogical reasons for using mixed-age grouping, ingredients necessary for successful implementation of a multiage program that includes kindergartners, and the perceived effects of a multiage program on kindergartners. Participating were 48 public and private school kindergarten teachers from Ohio and Kentucky who taught in multiage settings. Questionnaire results indicated that teachers believed schools implemented multiage programs because they viewed them as benefiting children; encouraging appropriate, student-centered, practices; reducing pressures for competition; developing peer learning; facilitating flexible student pacing; and promoting a family-like climate. Necessary components for successful implementation of mixed-age grouping included developmental curricula, pre-implementation discussions, parental knowledge and

Language: English

Published: Canton, Ohio, 1997

Language: English

Published: Melbourne, Australia, 1979