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Article
Reshaping Early Childhood Intervention to Be a More Effective Weapon against Poverty
Publication: NAMTA Journal, vol. 19, no. 1
Date: 1994
Pages: 107-119
Early childhood education, Educational change
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Abstract/Notes: Discusses successes and problems of Head Start. Suggests that Head Start's difficulties relate to its implementation, not its design. Proposes increasing the effectiveness of Head Start through a series of reform strategies that relate to interventions that address the needs of children in child care, preschool children, and school-age children.
Language: English
ISSN: 1522-9734
Book
Intentional Connections: A Practical Guide to Parent Engagement in Early Childhood and Lower Elementary Classrooms
Lower elementary, Montessori method of education
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Abstract/Notes: A must-have book for early childhood and lower elementary teachers! Montessorian Dorothy Harman explains the concept of parent engagement and describes how it creates a mutually beneficial relationship between teacher and parents—one built on open dialogue, trust, deep partnership, and sincere care for the child. From preparing for parent teacher conferences, open houses, field trips and difficult conversations, to enlisting the help of parent volunteers, this book is chock full of practical suggestions and ideas.
Language: English
Published: [Santa Rosa, California]: Parent Child Press, 2018
ISBN: 978-0-939195-60-2
Master's Thesis
Montessori'de erken çocukluk dönemi din eğitimi / Religious education in early childhood at Montessori
Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)
Asia, Middle East, Montessori method of education, Religious education, Turkey, Western Asia
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Abstract/Notes: The aim of this research is to examine the understanding of Montessori religious education for the child in early childhood. The Montessori education method has been used effectively in educational sciences studies and has been the subject of both theory and applied research. Our study is to theoretically deal with Montessori's early childhood religious education method directly from her own works and the works of some of her commentators. In the study, efforts were made to reach primary sources and then related books, articles and notifications were examined. Montessori's understanding of early childhood religious education has been examined through content analysis. As a result, it has been seen that the understanding of early childhood religious education in Montessori is a part of the Montessori education method, it is used in contemporary education systems and is the subject of various religious education approaches. / Bu araştırmanın amacı Montessori'nin erken çocukluk dönemi din eğitimi anlayışını incelemektir. Montessori eğitim metodu eğitim bilimleri çalışmalarında etkili bir şekilde kullanılmış, hem teori hem de uygulamalı araştırmalara konu olmuştur. Çalışmamız Montessori'nin erken çocukluk dönemi din eğitimi metodunu doğrudan kendi eserlerinden ve bazı yorumcularının eserlerinden hareketle teorik olarak ele almaktır. Çalışmada birincil kaynaklara ulaşılmaya gayret edilmiş daha sonra ilgili kitap, makale ve bildiriler incelenmiştir. Montessori'nin erken çocukluk dönemi din eğitimi anlayışı içerik analizine tabi tutularak incelenmiştir. Sonuç olarak Montessori'de erken çocukluk dönemi din eğitimi anlayışının Montessori eğitimi metodunun bir parçası olduğu, çağdaş eğitim sistemlerinde kullanıldığı ve çeşitli din eğitimi yaklaşımlarına konu olduğu görülmüştür.
Language: Turkish
Published: Malatya, Turkey, 2021
Master's Thesis
The Impact of Montessori-Trained Early Childhood Assistants on Child Engagement in Licensed Montessori Centers
Available from: MINDS@UW River Falls
Early childhood care and education, Early childhood education, Montessori method of education, Teachers' assistants
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Abstract/Notes: This study examined the impact of Montessori training provided to Assistants in authentic Montessori schools that are operating as licensed childcare centers. The study looked at correlations between the implementation of a Montessori specific training program for Assistants and how that impacted the active engagement of the children throughout the morning work cycle. The Lead Teacher in the participating classroom was asked to take a time sampling of the students' engagement levels every 30 minutes during the morning work cycle for a 2 week period of time. This quantitative analysis was completed to determine how many children were wandering, actively engaged, disengaged or actively disengaged in their work. After the data collection period ended, Assistants were given training that focused on the Montessori method and philosophy, classroom management, and feedback/expectations in their role. Post-training, the goal was to conduct another 2 week round of time sampling to analyze if the engagement level of the children increased. However, during the training period, turnover at the participating school increased from 3% to 33%, leaving the researcher unable to fully complete the training before conducting another round of time sampling. Interviews during and after this period of time indicated that the reason for the turnover was due to an inauthentic Montessori classroom feel (55% of respondents) and/or personal reasons (45% of respondents.) With further research, the root causes of the "inauthentic classroom feel" were narrowed down to difficult child behaviors, transitions of children moving from the toddler room to the children's house room, and, overwhelmingly, a lack of Assistant training. While the original research project was unable to be completed due to the staff turnover, the root cause of the turnover pointed to the necessity of implementing an Assistant Training program in the future. Not only would this potentially decrease Teacher and Assistant turnover in the Montessori classroom, but better retention and more highly trained staff would most certainly have a positive impact on child engagement in the classroom.
Language: English
Published: River Falls, Wisconsin, 2019
Master's Thesis
A Walk in the Woods: Nature and the Practice of Mindfulness in Early Childhood Education
Available from: MINDS@UW River Falls
Environment, Mindfulness, Montessori method of education, Nature education
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Abstract/Notes: Alongside the growing body of research on nature in education, there is a predilection for the implementation of mindfulness-based strategies in the classroom. The research on mindfulness, however, is notably limited when it comes to mindfulness practices in early childhood education. Moreover, school implementation focuses on the addition of mindfulness-based curriculum, rather than the thoughtful construction of an environment that can best encourage and develop the practice of mindfulness. This action research took place at a public Montessori charter school in a midwestern town. The school's Children's House, consisting of 40 students, 4-6 years of age, hikes and explores the surrounding woods twice a week. In an effort to examine the relationship between time spent in nature, at school, and the possible impacts on children's wellbeing and the classroom environment, this study used both qualitative and quantitative tools. After charting classroom engagement ("focus"); gathering anecdotal evidence; interviewing children and staff; and conducting parent surveys, the collected data indicates that time spent in nature is both beneficial (especially to children who struggle in a conventional school setting) and desired by the school community. This study contends that providing access to nature, instead of a structured implementation of a mindfulness curriculum, might be an important component to consider when designing or espousing educational practices that cultivate mindfulness within early childhood classrooms.
Language: English
Published: River Falls, Wisconsin, 2019
Master's Thesis
Background Music in a Montessori Classroom: Does Music Help Children Focus During the Work Cycle in an Early Childhood Montessori Classroom?
Available from: MINDS@UW River Falls
Classroom environment, Early childhood care and education, Learning environments, Montessori method of education, Music and children
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Abstract/Notes: This action research project was created to study the different behaviors (focused and unfocused) that occurred when different types of music were played in the background of an early childhood Montessori classroom. The study took place at a private Montessori school located in the southeastern part of Wisconsin. There was a total of 26 children in the classroom which consisted of grades 3K through Kindergarten, with ages ranging between two and a half to six-years old. Over a six-week period, three different music conditions were implemented (two weeks at a time) into the background of the classroom environment; no music, classical music and Disney music. Focused and unfocused behaviors were observed and documented during each music condition. Quantitative and qualitative data collections were used and then analyzed to determine if music aids or deters a child’s focus. The results of the study showed that music does aid in helping a child focus during the work cycle of an early childhood Montessori classroom; specifically, the three-year olds showed the most increase in focused behavior when music played in the background. The effects of music on independent versus group work was also considered during this action research project as well as how to determine which music to include or avoid when playing music in the background of an early childhood classroom.
Language: English
Published: River Falls, Wisconsin, 2020
Master's Thesis
STEM Integration in the Montessori Early Childhood Classroom
Available from: MINDS@UW River Falls
Classroom environment, Early childhood care and education, Early childhood education, Learning environments, Montessori method of education, STEM education
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Abstract/Notes: In today’s world of education, there is a growing interest and emphasis on STEM (Science, Technology, Engineering and Mathematics) concepts in the classroom. Montessori education is well known for its hands-on, student-direct approach to learning. STEM also encourages hands-on, active participation from students. The purpose of this action research study is to observe the effects of technology and engineering activities on the Montessori environment. More specifically, how do these supplemental materials affect student engagement with traditional Montessori materials? STEM, more specifically Technology and Engineering, materials were introduced into a Montessori Children’s House classroom over a period of five weeks. Data was gathered through parent and student surveys, observation journals and a scientific engagement checklist in which the teacher observed student engagement with classroom materials over a period of at least two minutes. The results show an increase in student engagement overall, but a decrease in engagement with Montessori-specific materials. Once the technology and engineering activities were introduced into the classroom, the students seemed to gravitate toward those materials over traditional Montessori materials. A small-scale study such as this would benefit from more time to determine if the attraction to these “new” materials in the classroom would diminish over time. However, this study could link STEM activities to higher student engagement in the classroom.
Language: English
Published: River Falls, Wisconsin, 2020
Article
‘Herstories’: Using an Historical Lens to Examine Continuities and Changes in Early Childhood Teacher Education
Available from: SAGE Journals
Publication: Australasian Journal of Early Childhood, vol. 38, no. 4
Date: 2013
Pages: 116-123
Australasia, Australia, Australia and New Zealand, Oceania
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Abstract/Notes: This article situations the Child Care Act (1972) in a broader account of early childhood education and care, teacher education and the dynamics of inequality over the past century. Our specific focus is the preparation of early childhood educators to work with ‘other people's children’ (Delpit, 2006) both historically and in contemporary times. We describe Marjorie Hubbe's studies at the Adelaide Kindergarten Training College from 1911–13 before exploring the raft of policy decisions in the 1970s which have led to the current integration of early childhood education and care in Australia. The impact of these changes is highlighted in our discussion of ‘Joanne's' preparation to teach other people's children in the twenty-first century.
Language: English
DOI: 10.1177/183693911303800416
ISSN: 1836-9391, 1839-5961
Article
Equity, Diversity and Inclusion: Practitioners' Perspectives Toward Reforming Early Childhood Curriculum in Saudi Arabia
Available from: Research Gate
Publication: International Journal of Special Education, vol. 37, no. 3
Date: 2022
Pages: 15448-15480
Asia, Early childhood care and education, Early childhood education, Educational change, Inclusive education, Middle East, Montessori method of education, Reggio Emilia approach (Early childhood education), Saudi Arabia, Special education, Western Asia
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Abstract/Notes: Early childhood (EC) is the right period to start emphasizing on teaching young children about diversity, equity and inclusion. The new vision of the Kingdom of Saudi Arabia 2030 target to boost educational system through continuous invest in and teachers' education and professional training focused on integrating multicultural education into the curricula. The current study dealt with two main dimensions: The first dimension revealed the different curricula, teaching strategies, and assessment of children's learning in kindergartens in the public and private sectors. The second dimension focused on investigating how these applied curricula take into account the principles of diversity, equity and inclusion for children from different cultural backgrounds. The current study used the descriptive analytical approach through the application of the questionnaire, which targeted a number of government and private kindergartens in various major cities in the Kingdom. The results revealed the interest of private kindergartens in applying modern and diverse curricula in terms of teaching and assessment strategies and in terms of respect for diversity, equity and inclusion for all children, which meets their different needs. Teachers in private kindergartens expressed their confidence and competence to teach children from different cultures, and that the applied curricula ensure respect for their cultural backgrounds in terms of teaching methods that are free of racism in any form. Continuous professional training and the employment of teachers from different cultures contributed to raising the cultural awareness of children in private kindergartens compared to government ones. The current study recommended decision-makers to update the curricula in government kindergartens in line with the global trend towards integrating children from different cultures and backgrounds in the classroom.
Language: English
ISSN: 0827-3383, 1917-7844
Article
Montessori Early Childhood Education in NZ: Re-discovering the Spirit of Reflection and Inquiry Through Recent Policy Changes
Available from: SAGE Journals
Publication: Australasian Journal of Early Childhood, vol. 41, no. 2
Date: 2016
Pages: 69-76
Australasia, Australia and New Zealand, Montessori method of education, New Zealand, Oceania
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Abstract/Notes: Montessori education arrived in New Zealand (NZ) in the early 1900s for children aged three to six years. Currently it is one of a diverse range of early childhood education options in a sector that has experienced huge policy changes aimed at enhancing quality early childhood provision. This paper positions the growth of Montessori early childhood services within discourses about early childhood quality in NZ and discusses how recent policy changes related to early childhood teaching qualifications, self-review and reflective practice have impacted on Montessori education. It argues that the current Montessori workforce is equipped as never before to reflect critically on the richness of Montessori philosophy and to innovate and experiment with Montessori practice.
Language: English
DOI: 10.1177/183693911604100210
ISSN: 1836-9391, 1839-5961