Abstract/Notes: The study presents the results obtained in the long-term project “Taiwan preschool English classes: Montessori and non-Montessori approaches”. The article focuses on the analysis of the Montessori materials commonly implemented for teaching very young learners of English. Their teaching materials (e.g. vowel matching cards, sandpaper letters, sentence analysis signs) help to develop all four skills of English at the very early age. Furthermore, they let the kindergartners get acquainted with some metalinguistic knowledge of phonology (e.g. phonics, sound blend), syntax (sentence structure with parts of speech), morphology (building words) etc. Such deeper learning of English as foreign language by very young learners in a playful way leads to the fact that 4-6 years old Taiwanese children have a good foundation of basic English in speaking, reading, listening and writing, while growing in non-naturalistic environment of English. / В статье представлены результаты, полученные в рамках долгосрочного проекта «Тайваньские дошкольные занятия по английскому языку: Методика Монтессори и не-Монтессори». Статья посвящена анализу учебных пособий Монтессори, используемых для дошкольного обучения английскому языку (например карты соответствия гласных, наждачные буквы, знаки для анализа предложений), помогают развить все четыре навыка английского языка в самом раннем возрасте. Кроме того, они позволяют дошкольникам познакомиться с некоторыми металингвистическими знаниями фонологии (пр. фониксы), структуры предложений (с частями речи), морфологии (построение слов) и т. д. Такое более глубокое изучение английского языка как иностранного дошкольниками в игровой форме приводит к тому, что 4-6-летние тайваньские дети имеют хороший фундамент базового английского языка в разговорной речи, чтении, аудировании и письме, при этом не живя в среде английского языка.

Language: English

ISSN: 2587-6589

Abstract/Notes: It is undeniable that education is critical the evolution of modern societies. However, there are factors that affect schools in various ways, such as social, political and technological movements. Unfortunately, the schools have failed to keep up with the changes and transformations and still mostly facilitate the educational attitudes and philosophies adopted from the past century (Baker, 2012). Educational buildings, where teaching and learning activities take place, are important part of the education system. School buildings serve not only as educational facilities, but also as an important asset of the community and as a source of dominant aspects of education (Moore & Lackney, 1994). But more importantly, the extent to which school buildings enhance education has become an important issue for policy makers, educators, and design researchers, where it is also seen as a major focus in the fields of architecture and education. The needs in today’s education system raise several that require immediate attention - what kind of schools and classrooms would we like to have in the future and how should we improve the schools that we have today? Even though the structure of classes and the overall educational activities have been transforming globally, we still observe traditional classroom settings where students are seated in rows regardless of the teaching methods that the teachers engage in and the teachers’ interaction levels with students. Moreover, traditional classrooms are based on the concept that teacher is the only authority where students are not directed to see their peers as a source of learning or supported to interact and teach each other (Sharan, 1999). However, ideally, learning should occur in an environment that can allow students to engage with the concepts that are being used by teachers with a maximum opportunity. This approach promotes the idea that students should become a part of the teaching practice in classrooms, rather than being passive receivers. In addition, it is important to have a broad sense of communication in classroom environments. It is teachers’ task to create an environment for students for “the collision of reflections” that will eventually lead to students’ skills and intelligence to express their opinions and develop outcomes forming bases for knowledge building. Therefore, teachers’ role in classrooms and their interaction with students through their attitudes and motivational strategies play a crucial role in the overall teaching-learning process (Turner et.al., 2002).

Language: English

ISSN: 2301-2501

Language: English

ISSN: 0040-7887

Language: English

ISSN: 0040-7887

Language: German

Published: Wien, Austria: Jugend & Volk, 2020

ISBN: 978-3-7100-4362-8 3-7100-4362-X

Abstract/Notes: Section "Respect for Children" provides information related to the Montessori Society (London).

Language: English

ISSN: 0040-7887

Language: English

ISSN: 0040-7887

Language: French

Language: English

Published: Frankfurt am Main, Germany: Peter Lang, 1995

ISBN: 978-3-631-48917-8 978-0-8204-2914-4 3-631-48917-X 0-8204-2914-7

Series: Heidelberger Studien zur Erziehungswissenschaft (Frankfurt am Main, Germany) , 44

Language: German

Published: Frankfurt am Main, Germany: P. Lang, 1994

ISBN: 978-3-631-47463-1

Series: Heidelberger Studien zur Erziehungswissenschaft (Frankfurt am Main, Germany) , 43