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Article
Building Bridges in Washington State: PNMA Models Inclusiveness among Montessorians, and with Other Early Childhood Educators
Publication: Public School Montessorian, vol. 15, no. 1
Date: Fall 2002
Pages: 1, 19
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Abstract/Notes: Pacific Northwest Montessori Association (PNMA)
Language: English
ISSN: 1071-6246
Article
Excerpts from President Bush's Statement on Early Childhood Education
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 14, no. 4
Date: Summer 2002
Pages: 12-13
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Language: English
ISSN: 1071-6246
Article
Trendwatch: Where Early Childhood Ed Is Heading
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 12, no. 1
Date: Fall 1999
Pages: 8
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Language: English
ISSN: 1071-6246
Article
Interview: B.J. Ciszek: A Key National Link Between Montessorians and Other Early Childhood Educators Sees Challenges and Possibilities
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 10, no. 2
Date: Winter 1998
Pages: 11-12
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Language: English
ISSN: 1071-6246
Article
Alone Among Early Childhood Educators: Anastasia Kostin on the Limited Presence of Montessorians at a State AEYC Conference
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 10, no. 2
Date: Winter 1998
Pages: 13
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Language: English
ISSN: 1071-6246
Article
Erken Çocukluk Yaklaşimlarina İli̇şki̇n Görüşler Ölçeği̇'ni̇n Türkçe Uyarlamasi: Geçerli̇k ve Güveni̇rli̇k Çalişmasi / Adaptation of The Early Childhood Curricular Beliefs Inventory into Turkish: Validity and Reliability Study
Available from: DergiPark Akademik
Publication: Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi [Ahi Evran University Kirsehir Education Faculty Journal], vol. 14, no. 1
Date: 2013
Pages: 227-242
Asia, Comparative education, Early childhood care and education, Educational measures, Middle East, Montessori method of education - Criticism, interpretation, etc., Turkey, Western Asia
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Abstract/Notes: The aim of this study is to adapt The Early Childhood Curricular Beliefs Inventory ECCBI questionnaire into Turkish. The ECCBI is a tool designed for exploring curricular beliefs of pre-service teachers in the area of early childhood education. A subscale named “behavioural approach” is not in the Turkish adaptation of the scale according to expert opinions, three subtests meaning 54 items out of 72 items have been included in the adapted version of scale. After the equivalence test of Turkish form, instrument has been applied to 30 preschool teachers and 200 preservice preschool teachers and total 230 person. In order to test construct validity of Turkish instrument, confirmatory and exploratory factor analysis have been applied; to identify reliability, Cronbach Alpha reliability coefficient, Sperman-Brown formula and Guttmann split-half reliability formula have been employed and corrected itemtotal correlation has been examined. Results show that this scale is a suitable assessment tool for the pre-service teachers to determine their related beliefs about early childhood approaches. / Bu çalışmanın amacı, Erken Çocukluk Yaklaşımlarına İlişkin Görüşler The Early Childhood Curricular Beliefs Inventory ECCBI Ölçeği’ni Türkçe’ye uyarlamaktır. Ölçek, okul öncesi eğitimi alanında öğrenim gören öğretmen adaylarının erken çocukluk yaklaşımları ile ilgili görüşlerini belirlemek amacıyla geliştirilmiştir. Türkçe’ye uyarlanan ölçekte, uzman görüşleri doğrultusunda “Davranışçı yaklaşım” olarak adlandırılan alt boyut yer almamış, 72 maddelik ölçeğin 54 maddesi yani üç boyutu yer almıştır. Türkçe form eşdeğerlik sınamasının ardından geçerlik, güvenirlik çalışması için 30 okul öncesi öğretmeni ve 200 okul öncesi öğretmen adayı olmak üzere toplam 230 kişiye uygulanmıştır. Türkçe ölçeğin yapı geçerliğini incelemek için açımlayıcı ve doğrulayıcı faktör analizi yapılmış, güvenirliğin belirlenmesi için Cronbach alpha güvenirlik katsayısı, Sperman-Brown formülü ve Guttmann split-half güvenirlik formülü kullanılmış ve düzeltilmiş madde-toplam korelasyonu incelenmiştir. Sonuçlar, erken çocukluk eğitimi alanında öğrenim gören öğretmen adaylarının erken çocukluk yaklaşımları ile ilgili görüşlerini belirlemek için uygun bir değerlendirme aracı olduğunu göstermektedir.
Language: Turkish
ISSN: 2147-1037
Article
Interview: George Morrison: The Author of a Popular Textbook on Early Childhood Education Has Some Pointed Suggestions for Montessorians
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 9, no. 2
Date: Winter 1997
Pages: 20-21
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Language: English
ISSN: 1071-6246
Article
Head Start Headaches: Montessori Leaders Skeptical as Entrepreneurs Long and Meadows Push for a Piece of Federal Early Childhood Funding
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 7, no. 3
Date: Spring 1995
Pages: 1
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Language: English
ISSN: 1071-6246
Article
The Case for Early Childhood Education
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 3, no. 1
Date: Fall 1990
Pages: 2
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Language: English
ISSN: 1071-6246
Article
Getting to Know Young Children: Alternative Assessments in Early Childhood Education
Available from: Springer Link
Publication: Early Childhood Education Journal, vol. 51
Date: 2023
Pages: 911-923
Early childhood care and education, Early childhood education
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Abstract/Notes: Assessments provide teachers with essential information regarding children’s learning. Alternative education systems offer insight into ways that assessments can be redesigned to be developmentally appropriate to particular ages, including unique stances on what defines assessment, who should assess, and what should be assessed. We examined themes of early childhood assessment through a review of Reggio Emilia, Montessori, and Waldorf (also called Steiner). Each of these three alternative systems emphasize assessments designed to understand every child’s learning as unique. Many of the practices used align with the National Association for the Education of Young Children’s (NAEYC) current recommendations regarding developmentally appropriate assessment. There is a clear acknowledgement that engagement, not just specific knowledge, is particularly important to assess. To assess engagement, classrooms must be carefully constructed learning environments that implement individualized assessment techniques, such as observation. As children engage in developmentally appropriate experiences, teachers assess their individual learning patterns. Specific components of each system contribute to effective and informative assessment, for example collected artifacts and documentation from children’s work (Reggio), activities and materials designed to show children when an error is made (Montessori), and participation in classic stories (Waldorf). The increased focus these systems place on assessing during interactive learning experiences answered NAEYC’s current recommendations regarding assessment as well as on-going calls in education reform for a child-centered approach to learning.
Language: English
DOI: 10.1007/s10643-022-01353-y
ISSN: 1082-3301, 1573-1707