Language: German

ISSN: 0944-2537

Abstract/Notes: Early childhood education (ECE) provision is becoming a growing priority. During the past twenty years, Latin America has shown a growing recognition in the provision of educational programs for young children, birth to age eight, is essential. Urban and rural populations intimated in 2009, that many countries utilizing equitable access to quality early childhood programs is often seen by policy makers as a means of achieving economic and political goals (United Nations, 2012). Unfortunately, a pre-occupation with economic and political goals may conflict with the provision of quality programming for young children. In a number of Latin American countries provisions for educating young children exist as intent to provide quality services. The continuing challenge is to finance, organize and regulate those well-meaning intentions. The objective of this article is two-fold. First, to describe national policy efforts that regulate the education of young children consistently. And, second, to reflect the status of early childhood education programming; and to examine the possibilities for the improvement of the quality and accessibility of an education for all young children. Five Latin American nations have been chosen for examination, including: Belize, Brazil, El Salvador, Mexico, and Peru. (Contains 4 tables.)

Language: English

ISSN: 1556-763X, 1938-9809

Abstract/Notes: Introduces this theme issue on Mario Montessori's writings. Describes how his life experiences contributed to the idea of freedom in education, seen as a recurring theme in his mother, Maria Montessori's writings, and also contributed to the integration of the Montessori perspective. (KB)

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1071-6246

Language: Italian

ISSN: 0042-7241

Abstract/Notes: Maria Montessori’s position on scientific pedagogy and her method involves two problem areas: firstly, the necessity to clarify and define the relationship between scientific pedagogy and other sciences, particularly anthropology and physiological and experimental psychology, and, secondly, the necessity to delineate a research method and objectives. She explicitly recognised the importance of these new fields of experimental science, defining them not coincidently as corner stones of new pedagogy referring above all to their contribution to the development of observation procedures for the discovery of children’s psychological and morphological characteristics.

Language: English

ISSN: 2281-8375

Abstract/Notes: Mathematics is a school subject which causes students the greatest problems, sometimes throughout their entire school experience. Unsatisfactory learning outcomes in mathematics have been observed worldwide for a number of years, and the lack of or poor mathematical skills make it impossible for many students to cope with the ever increasing demands of modern life. In view of this alarming situation, constant attempts are being made to modify and reform mathemati­cs education curricula in order to improve their effectiveness. The present study explores the difficulties faced by students in learning mathematics. Attention is given to the types and effects of failures in mathematics education. In the context of these problems, the Montessori method is recommended as an alternative. The main assumptions of the Montessori pedagogy are presented, with a special emphasis on the development material. The greatest prominence is given to sensory and mathematical materials, providing their brief characterization and pointing to their high educational effectiveness. In order to bring the characteristics of Montessori’s organizational forms closer (forms of students’ work) the three-stage-lesson is presented. The lesson involves presenting the names connected with the typical developmental Montessori method with the use of Golden Bead Material. The concluding section highlights the didactic effectiveness of Montessori pedagogy in the domain of mathematics education. It is stressed that students who have been educated in Montessori schools work eagerly with mathematical materials and independently. They achieve educational success, acquire new skills and see that mathe­matics can be easy and pleasant to learn. / Matematyka jest przedmiotem, który sprawia uczniom najwięcej problemów nieraz przez całe życie szkolne. Od lat obserwuje się na całym świecie niezadawalające wyniki nauczania tego przedmiotu, a brak lub zbyt niski poziom umiejętności matematycznych nie pozwala wielu uczniom sprostać rosnącym wymaganiom życiowym. Taka niepokojąca sytuacja implikuje podejmowanie ustawicznych prób modyfikacji i reformowania programów edukacji matematycznej zmierzających w kierunku większej ich skuteczności. W pracy podjęto problem trudności dzieci w uczeniu się matematyki. Zwrócono uwagę na rodzaje i skutki niepowodzeń w edukacji matematycznej. W kontekście tych zagadnień, jako alternatywę zakomenderowano edukację metodą M. Montessori. Omówiono główne założenia pedagogiki montessoriańskiej ze szczególnym uwzględnieniem materiału rozwojowego. Największą uwagę poświęcono materiałom sensorycznym i matematycznym, dokonując krótkiej ich charakterystyki oraz wskazując wysoką skuteczność edukacyjną. W celu przybliżenia specyfiki montessoriańskich form pracy ucznia przedstawiono trzystopniową lekcję nazw dotyczącą charakterystycznej dla metody Montessori pomocy rozwojowej, zwanej „złotym materiałem”. W zakończeniu wskazano efektywność dydaktyczną pedagogiki Montessori w obszarze edukacji matematycznej. Podkreślono, że uczniowie w placówkach montessoriańskich chętnie i samodzielnie pracują z materiałami matematycznymi. Doświadczają sukcesów, nabywają nowe umiejętności i przekonują się, że matematyka może być łatwa i przyjemna.

Language: Polish

DOI: 10.14632/eetp.2017.13.47.163

ISSN: 1896-2327, 2353-7787

Abstract/Notes: Preface

Language: English

ISSN: 1522-9734

Language: English

Language: English