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

Abstract/Notes: The purpose of this study was to investigate young children’s perception of melodic construction in hope of finding clues about their broader cognitive development in nonmusical domains. Following Jeanne Bamberger’s example of musical-perceptual tasks with Montessori bells, four children aged three to six were presented with a melodic construction task and asked to create a representation of their work. Analysis of data revealed common themes with varied results of (a) eagerness or hesitancy to participate, (b) whether bells were moved or played, (c) exploration of bells, (d) internalization of rhythm, (e) cognitive readiness for melodic construction, and (f) role of visual representation. No cross-case findings could be drawn about broader cognitive development, however specific characteristics of the children and their approach to the melodic construction task are presented. Recommendations for further study center on potential clues a melodic construction task could provide about language construction in individual children.

Language: English

ISSN: 1938-2065

Abstract/Notes: Issues such as falling birthrate, the changing Japanese family and society, diverse family needs, and working mothers have all had an impact on preschool education in Japan. The Japanese government has addressed the situation by implementing policies to support childrearing, “Kosodate Shien”. These operate at the family and community levels. This has led to changes in the standards and regulations in preschool education and has resulted in new childrearing systems or institutions, in addition to the traditional kindergartens and nursery schools. Consequently, universities and colleges have to train professionals who can also deal with parents and the community. In this presentation, currents issues in early childhood education will be described, as well as government policies. In addition, the significance of changes in professional preparation programs at universities and colleges will be discussed.

Language: English

DOI: 10.18848/1447-9494/CGP/v15i10/45950

ISSN: 1447-9494

Abstract/Notes: This article presents findings from a qualitative case study of a public Montessori magnet school in the United States. It focuses on two teachers' experiences, identifying how their teaching is situated in school scripts, that is; ways of speaking about teaching and learning within particular school micro-cultures. The focal teachers utilized contradicting school scripts for a variety of purposes and to incorporate diverse practices. This article describes the teachers' experiences of and responses to contradicting scripts. Findings suggest that teaching is contextualized in particular school micro-cultures and that school scripts present contradictions that have the potential to be both indoctrinating and transformative forces for teacher preparation and professional growth.

Language: English

DOI: 10.1016/j.tate.2008.11.007

ISSN: 0742-051X, 1879-2480

Abstract/Notes: Penelitian ini merupakan studi literatur yang bertujuan untuk mengetahui bagaimana gambaran stimulasi kemampuan mengenal konsep bilangan anak usia dini melalui permainan matematika Montessori. Metode yang digunakan dalam penelitian ini adalah metode penelitian deskriptif kualitatif dengan studi pustaka. Dalam penelitian studi literatur ini peneliti menggunakan berbagai sumber tertulis seperti artikel, jurnal, dan dokumen yang relevan dengan penelitian dalam penelitian ini. Penelitian ini berfokus pada wacana tentang kemampuan mengenal konsep bilangan pada anak usia dini yang dapat dilakukan melalui permainan matematika Montessori. Hal tersebut menjadi bagian penting dari implementasi pembelajaran di PAUD karena merangsang kemampuan mengenali konsep angka anak sejak dini harus dikembangkan karena akan berdampak besar pada kemampuan kognitif anak yang juga sangat berguna untuk masa depan mereka. Hasil penelitian ini menunjukkan bahwa permainan matematika Montessori sangat efektif digunakan untuk merangsang kemampuan mengenal konsep bilangan pada anak usia dini. Ini terbukti dari bukti yang telah diteliti dari hasil penelitian sebelumnya yang berkaitan dengan kemampuan mengenal konsep bilangan anak melalui permainan matematika Montessori. [This research is a literature study that aims to find out how the description of the stimulation of the ability to recognize the concept of numbers for early childhood through Montessori math games. The method used in this research is descriptive qualitative research method with literature study. In this literature study the researcher uses various written sources such as articles, journals, and documents relevant to the research in this study. This study focuses on the discourse on the ability to recognize the concept of numbers in early childhood which can be done through Montessori math games. This is an important part of implementing learning in PAUD because it stimulates the ability to recognize children's number concepts from an early age because it will have a major impact on children's cognitive abilities which are also very useful for their future. The results of this study indicate that Montessori math games are very effective in stimulating the ability to recognize number concepts in early childhood. This is evident from the evidence that has been researched from the results of previous studies relating to the ability to recognize the concept of children's numbers through Montessori math games.]

Language: Indonesian

ISSN: 2614-3097, 2614-6754

Abstract/Notes: Within the scope of Montessori education system, which has been widely applied in Turkey in recent years, “prepared environment”, “didactic materials” and “prepared adult” concepts have been frequently emphasized. It could be asserted that behavior management at Montessori classrooms is formed and arranged within the frame of these three basic factors. This study intends to determine the classroom management practices of Montessori educators who work in public or private preschool institutions’ three-six-year-old early childhood departments in Turkey and how they associate these practices with classroom management. The study was carried out in line with a phenomenological approach, one of the qualitative research methods, and the sample is comprised of 13 Montessori educators working in 4 different institutions located in Istanbul’s Basaksehir, Umraniye, Sancaktepe, and Sariyer districts. The data was obtained through individual face-to-face interviews and a follow-up interview by using the questions prepared by researchers. The findings were obtained by descriptive analysis. Data on the classroom management practices were collected under the theme of management of misbehaviors and 18 practices were identified under this theme. According to findings of the follow-up interview, educators associate the practices they apply for behavior management with classroom management within the frame of the prepared environment, prepared adult, and didactic materials. Future researchers can design studies to compare the practices of Montessori educators and educators working in different approaches towards misbehaviours.

Language: English

ISSN: 2821-3149

Abstract/Notes: The main aim of this study is to examine the features of two methods, the Montessori Method and the method based on the principles of Universal Design for Learning, in order to highlight the common characteristics of both and their possible application in inclusive early childhood education. The curriculum represents the formative path for a child’s learning from the perspective of didactical content and educational organization. A curriculum becomes inclusive when all children’s needs are addressed, not only as a group, but also as individual learners. Both the Montessori Method and Universal Design for Learning respect the unique characteristics, learning preferences and true potential of each individual child.

Language: English

DOI: 10.6092/issn.1970-2221/12194

ISSN: 1970-2221

Abstract/Notes: Maria Montessori est entrée dans l’histoire avec l’élaboration d’une méthode qui s’appuie sur une vision de l’éducation comme ensemble de pratiques basées sur les ressources de l’élève et son élan vers l’exploration et la compréhension du monde. Cette éducation, capable, d’une part, de répondre aux besoins spécifiques et aux centres d’intérêts de l’enfant et, d’autre part, de respecter son rythme de développement, suppose de repenser entièrement les rôles traditionnels d’enseignant et d’élève. Quelles sont les conditions historiques et culturelles qui ont favorisé l’émergence de la pédagogie montessorienne? Quels obstacles ont rencontré la circulation de la méthode montessorienne et sa mise en œuvre dans les écoles? Quelle est la contribution de l’approche montessorienne à l’idée contemporaine d’éducation et d’école? L’article explore l’expérience montessorienne et son héritage, afin de proposer quelques réponses à ces questions. [Maria Montessori went down in history with the development of a method that is based on a vision of education as a set of practices based on the student's resources and his drive towards the exploration and understanding of world. This education, capable, on the one hand, of meeting the specific needs and centers of interest of the child and, on the other hand, of respecting its pace of development, involves completely rethinking the traditional roles of teacher and student. What are the historical and cultural conditions that favored the emergence of Montessorian pedagogy? What obstacles have encountered the circulation of the Montessorian method and its implementation in schools? What is the contribution of the Montessorian approach to the contemporary idea of ​​education and school? The article explores the Montessorian experience and its heritage, in order to offer some answers to these questions.]

Language: French

DOI: 10.4000/ries.7162

ISSN: 1254-4590

Abstract/Notes: Esta investigación parte del supuesto que girar la mirada hacia el diseño de ambientes como dispositivo para potenciar el juego en la primera infancia, implica un movimiento en la comprensión de las prácticas docentes que podría llevar a cuestionarse, entre otros: el rol del maestro, las características en el desarrollo de los niños y las niñas, su necesidad de actividad libre y autónoma y su juego dentro de ambientes diseñados para tal fin. Este estudiocuyo objetivo fuepromover y estudiar la reflexión sobre el diseño de ambientes para el juego, desde la práctica de un grupo de profesores; se fundamenta en una visión de la educación cuyo fin específico es potenciar el desarrollo infantil. Se inspira en algunos autores representativos en el campo de estudio, como Montessori, Decroly, más recientemente, Malajovich, Glanzer, Abad, Hoyuelos, Schön, entre otros. El marco metodológico escogido es la investigación-acción desarrollando los ciclos de planeación, acción, observación, reflexión, con el grupo de docentes involucrados en el trabajo. El resultado más destacado de esta investigación fuehacer visible el saber que surge a partir de la reflexión de la propia experiencia, en torno al diseño de ambientes para el juego. Además de lo anterior contribuyó a que los maestros se sintieran reconocidos y valorados en su quehacer docente y permitió contemplar institucionalmente tiempos y espacios para el encuentro y la reflexión del colectivo de maestras. / This research focuses on the design of environments as a device to enhance the game in early childhood which implies a movement to the understanding of teaching practices that could lead to question, among other matters: the teachers’ role, the features of children’s development, the need for free and independent activity of play environments designed for that purpose. This study aims to promote reflection and study on the design of environments for play, from the practice of a group of teachers. It is based on a vision of education whose specific purpose is to promote child’s development, having as activities of the early childhood, game, art, literature and exploration of the environment, as well as the possibilities of expression, communication, interaction and approach to the culture of early childhood. It draws on some important authors in the field of study, such as Montessori, Decroly, Garvey and more recently, Malajovich, Glanzer, Abad, Hoyuelos, Schön, among others. The methodological framework chosen is the action research, developing cycles of planning, action, observation, and reflection, with the group of teachers involved in the work. The most outstanding result of this research was to make visible the knowledge that comes from the reflection of their own experience about the design of environments for play. Besides, the teachers felt recognized and valued in their teaching work. After that the group of teachers was granted with time and space for meetings and reflection activities.

Language: Spanish

ISSN: 2255-0666

Abstract/Notes: The study aims to investigate a topic less debated in Montessori studies, which is the theme of childbirth, essential for the application of the Montessori’s method in all age groups and also to children aged from zero to three years old. For this reason Maria Montessori’s little known writings are deliberately considered. These writings are very significant for the reconstruction of her educational thinking which has always seen the childbirth as the starting point for a reflection of the newborn education and a transformation of humanity considering a review of its educational processes. This reflection is indispensable today in the absence of specific training courses to “welcome the secret of the child who comes into the world” which were the educational courses for birth attendants starting from the end of the 1940s. Tracing the history of these Montessori educational courses and of the great personalities who have designed them, can be used to rethink Montessori differentiating instruction courses in order to acquire skills related also to welcome the newborn. This means adding in these educational courses specific learning modules about “education from birth” according to a definition beloved by Montessori. / En este artículo se investiga un tema poco abordado en los estudios Montessori, el tema del nacimiento, que resulta fundamental en términos de aplicación del método Montessori en todos los grupos de edad y por lo tanto también en el de los niños de edades comprendidas entre los cero y los tres años de edad. Por esta razón se consideran deliberadamente textos menos conocidos de María Montessori, pero muy significativos para la reconstrucción de su pensamiento pedagógico, que siempre ha entendido el nacimiento como el punto de partida para la reflexión de la nueva pedagogía y la transformación de la humanidad considerando una revisión de su proceso educativo. Esta reflexión es indispensable hoy en día, en ausencia de una formación específica para “recibir el secreto del niño que viene al mundo”, que formaba parte, a partir de finales de los años cuarenta, de los cursos de formación de las matronas. Trazar la historia de estos cursos de formación Montessori y de las grandes personalidades que los diseñaron puede servir para repensar estos cursos dirigidos a adquirir habilidades relacionadas con dar la bienvenida al recién nacido. Esto significa añadir en estos cursos de formación módulos específicos sobre "la educación desde el nacimiento”, de acuerdo con la definición dada por Montessori.

Language: English

ISSN: 2255-0666