Abstract/Notes: This article explores the ways Ngaanyatjarra students in Australia respond to Montessori pedagogy in a remote Aboriginal early childhood context. The article initially presents key literature pertaining to early childhood education, Aboriginal education, and Montessori education in Australia. The qualitative methodology underpinning the research is subsequently outlined. The approach emphasized in this research is that of interpretivism. The data analysis process highlighted three headings: concentration and engagement, student autonomy, and student independence. The findings of this research indicate the potential for Montessori pedagogy as a viable alternative practice of education for remote Aboriginal early childhood contexts, as Montessori pedagogy may align more harmoniously with the cultural dispositions of Ngaanyatjarra students. Finally, recommendations are presented in light of the research.

Language: English

DOI: 10.17161/jomr.v4i2.6715

ISSN: 2378-3923

Abstract/Notes: Descriptive and ecobehavioral analyses were used to explore the daily activity contexts in classroom settings reflecting two distinct models of early childhood education. Activity context, social configurations, teacher behavior, and child behavior were explored, with specific consideration given to peer verbal behavior as an indicator of social interaction. Twenty-four children between the ages of 3 and 6 years enrolled in a Montessori classroom and 26 children between the ages of 3 and 5 years enrolled in a traditional preschool classroom were observed over a 3-month period using the Ecobehavioral System for Complex Assessment of Preschool Environments (ESCAPE; Carta, Greenwood, & Atwater, 1986). Overall, activity context, social configurations, teacher behavior, and child behavior varied across settings in ways consistent with program philosophies. However, levels of peer verbal interaction did not vary significantly.

Language: English

DOI: 10.1080/02568540809594655

ISSN: 0256-8543, 2150-2641

Abstract/Notes: The following article reflects on past theories and practices that still influence early childhood development and education today. The critical thoughts on how young children should be raised and educated by individuals such as John Locke, Jean Jacques Rousseau, Johann Pestalozzi, William Froebel, John Dewey and Maria Montessori and others are shared and discussed. Specific attention is given to their theories and practices relating to the following: the nature of children, how children come to learn, school curriculum, and instructional materials. The article concludes with an epilogue of influences which summarizes major influences of the past that still have relevance to programs for young children today. Some influences cited include: significance of proper care for the unborn, importance of exploration and play, involvement in self-directed activity, the family role in the education of the child, direct instruction should be second to real life experiences, and instructional materials should be designed with purpose.

Language: English

ISSN: 0013-1172

Abstract/Notes: The extent to which early childhood programs produce long-term benefits in children's cognitive development, socialization, and school success is a matter of some controversy. This article reviews 36 studies of both model demonstration projects and large-scale public programs to examine the long-term effects of these programs on children from low-income families. The review carefully considers issues related to research design. It includes studies of preschool education, Head Start, child care, and home visiting programs, and focuses primarily on the effects of program participation on children's cognitive development. Results indicate that early childhood programs can produce large short-term benefits for children on intelligence quotient (IQ) and sizable long-term effects on school achievement, grade retention, placement in special education, and social adjustment. Not all programs produce these benefits, perhaps because of differences in quality and funding across programs. The article concludes with recommendations for future action.

Language: English

ISSN: 1054-8289, 1550-1558

Language: English

ISSN: 1071-6246

Abstract/Notes: This research carried out in order to reveal the Italian researcher Maria Montessori’s understanding on the characteristics of early childhood period has been prepared as an edited work. In this study, the results of the scientific researches given reference or done by Montessori on the nature of the child were given place. In this respect the study sets forth Montessori’s understanding concerning the characteristics of the early childhood period under the light of scientific data. According to the findings obtained as a result of the research, it was seen that childhood period is a phase with distinctive characteristics and that children have many extraordinary and temporary skills. However, childhood period is generally perceived by adults only as a transitional period. Within this context, adults and educators were given recommendations. / İtalyan araştırmacı Maria Montessori’nin erken çocukluk döneminin özelliklerine ilişkin anlayışını ortaya koymak amacıyla yapılan bu araştırma, derleme biçiminde yapılmıştır. Bu çalışmada çocuğun doğasına ilişkin Montessori’nin atıfta bulunduğu ve bizzat kendisinin yaptığı bilimsel araştırmaların sonuçlarına yer verilmiştir. Çalışma bu yönüyle Montessori’nin erken çocukluk döneminin özelliklerine ilişkin anlayışını bilimsel verilerin ışığında ortaya koymaktadır. Araştırma sonucunda elde edilen bulgulara göre, çocukluk döneminin kendine özgü özellikleri olan bir evre olduğu ve çocukların çok sayıda olağanüstü ve geçici yeteneklere sahip oldukları görülmüştür. Oysa çocukluk dönemi genellikle yetişkinler tarafından sadece bir geçiş aşaması olarak algılanmaktadır. Bu bağlamda yetişkinlere ve eğitimcilere önerilerde bulunulmuştur.

Language: Turkish

ISSN: 1305-0060

Abstract/Notes: The aim of this study was to examine the researches on the Montessori method in the field of early childhood education in Turkey and to analyze the studies conducted until April 2020, without any starting date limitation, according to the study group, the pattern, the year of publication, the data collection tools used, the purposes and the subjects studied. 22 articles were analyzed within the scope of the research. There are 15 articles using quantitative research method, 6 articles using qualitative research method and 1 article using mixed research method in the analyzed studies. The samples of the studies were grouped under four headings as child, teacher, teacher candidate and family. It was observed that 16 out of 22 articles examined in the study used a scale or test whose validity and reliability were made, an interview form in 5 studies and an observation report in one study. Most of the studies conducted as quantitative researches and the used scales have shown that the studies are result-oriented not process-oriented. In the study, it was observed that the studies on the Montessori approach were more in 2019 (n = 7) and 2016 (n = 6) compared to other years. Research results showed that researches focus more on visual perception and cognitive development. Studies can be made on all areas of child development rather than focusing on a few areas, and the Montessori approach applied in Turkey can be evaluated with a general view. It is expected that this research will contribute to the determination of the gaps in the field related to the Montessori method.

Language: English

DOI: 10.14812/cuefd.873573

ISSN: 1302-9967

Language: English

DOI: 10.1353/ctn.2012.0004

ISSN: 1075-7201

Abstract/Notes: Zusammenfassung: Jungen mit Fragilem-X-Syndrom weisen im Schul- und Jugendalter charakteristische Merkmale des körperlichen Erscheinungsbildes, der Entwicklung und des Verhaltens auf. Es werden vorläufige Beobachtungen an zehn Jungen im frühen Kindesalter mitgeteilt. Im Vergleich zu den Befunden bei älteren Kindern sind schwere kognitive Behinderungen und kommunikative Auffälligkeiten seltener. Im Spielverhalten in einer Montessori-Übungssituation zeigen Jungen mit dieser genetischen Besonderheit sehr wohl die Fähigkeit zu gezieltem und kooperativem Spiel, aber weniger Ausdauer und Selbstorganisation bei zielgerichteten Tätigkeiten. Die Unterschiede sind signifikant im Vergleich zu nicht-behinderten Kindern bzw. Kindern gleichen Behinderungsgrades, aber anderer Behinderungsursache und als Merkmale des Verhaltensphänotyps bei Jungen mit fragilem-X-Syndrom zu verstehen. [Summary:Boys with Fragile X syndrome show characteristic features of physical appearance, development and behavior in school and adolescence. Preliminary observations on ten boys in early childhood are reported. Compared to the findings in older children, severe cognitive disabilities and communicative abnormalities are less common. In play behavior in a Montessori exercise situation, boys with this genetic peculiarity do show the ability for targeted and cooperative play, but less perseverance and self-organization in targeted activities. The differences are significant compared to non-disabled children or children of the same degree of disability, Play and communicative behavior in young boys with fragile-X syndrome Summary: Reports on development and behavior in boys with fragile-X syndrome support the idea of ​​a characteristic behavioral phenotype in this special population. Preliminary results are presented for 10 boys with fragile-X syndrome in early childhood. Severe mental handicaps and communicative abnormalities are observed less frequently than was expected on the basis of results reported for school-age children or adults. Boys with fragile-X syndrome show goal-directed and cooperative play behaviors in a Montessori play session, but less persistence and organization than children with normal development or a mental handicap of heterogeneous origin. Results confirmed these behavioral differences as characteristic aspects of a "behavioral phenotype" in children who already in early childhood have fragile-X syndrome.]

Language: German

DOI: 10.1024//1422-4917.27.3.175

ISSN: 1422-4917

Abstract/Notes: The present call for structured mathematics programmes in preschools continues a trend from the nineteenth century, in which young children’s lack of mathematical knowledge was considered to have a detrimental effect on their individual futures and those of the wider society. In this paper, an investigation of the philosophies behind several early childhood programmes shows that there is a long-standing acceptance that those not living in poverty should make decisions about the education, including the mathematics education, that children who are living in poverty should engage in. Consequently, the philosophies behind these programmes, and with them the advocated mathematics education, contribute to a homogenised view of the child. This fails to recognise the attributes that children and their communities have and situates those living in poverty as being deviant. The strong promotion in this century of structured mathematics education programmes is solidifying this homogenising process in a manner not seen in previous early childhood programmes.

Language: English

DOI: 10.1007/s11858-014-0578-y

ISSN: 1863-9704