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Article
Prekindergarten Teachers’ Perspectives on Classroom Environments and Barriers to Optimal Learning Spaces
Available from: Springer Link
Publication: Early Childhood Education Journal
Date: Jul 6, 2023
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Abstract/Notes: Physical classroom environments for young children and the quality of those environments have typically been studied by utilizing various rating scales. Research is limited on early childhood educators’ perspectives and decision-making processes in striving to create optimal physical classroom environments during the school year. This qualitative study used the theoretical lens of Bronfenbrenner’s microsystem to examine 22 prekindergarten lead teachers’ decision-making processes regarding initial set up of physical classroom environments, their ability to modify and update their classroom during the school year, and the barriers they face in providing optimal learning environments. Findings indicated that prekindergarten teachers dedicate most of their time, attention, and resources to physical classroom environments at the start of the school year. Great variations were found in the amount of autonomy the teachers had in set-up and materials selection. Updating and modifying those physical classroom environments also varied greatly depending on school setting and teacher experience. The main barriers revolved around budgets, physical space, and time. Implications for child care quality are discussed.
Language: English
DOI: 10.1007/s10643-023-01515-6
ISSN: 1573-1707
Book Section
Record of the Kindergarten Movement in South Australia, 1905–1955
Book Title: Jubilee History of the Kindergarten Union of South Australia, 1905-1955
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Language: English
Published: North Adelaide, Australia: Kindergarten Union of South Australia, 1975
ISBN: 978-0-9598450-0-6
Article
Kankoku Sōru no yōchien / 韓国・ソウルの幼稚園 [Kindergarten in Seoul, South Korea]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 22
Date: 1990
Pages: 107-112
Asia, Early childhood care and education, Early childhood education, East Asia, South Korea
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Language: Japanese
ISSN: 0913-4220
Article
21 seiki no ningen gendai no yōji / 21世紀の人間・現代の幼児 [The Present Kindergarten Child: Man of the 21st Century]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 17
Date: 1985
Pages: 28-37
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Language: Japanese
ISSN: 0913-4220
Article
Tō mensuru yōchien kyōiku no kadai / 当面する幼稚園教育の課題 [Problems Faced by Kindergarten Education]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 17
Date: 1985
Pages: 38-44
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Language: Japanese
ISSN: 0913-4220
Article
蒙台梭利藤幼儿园,东京,日本 [Montessori School Fuji Kindergarten, Tokyo, Japan, 2007]
Available from: China/Asia On Demand (CAOD)
Publication: Shijie Jianzhu / 世界建築 [World Architecture], vol. 2018, no. 9
Date: 2018
Pages: 80-87
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Abstract/Notes: <正>孩子们喜欢绕圈奔跑。当我们把孩子带到幼儿园的时候,他们不停地绕着椅子转圈。转圈跑好像是他们的一种本能,就像小狗绕着圈,试图咬住自己的尾巴一样。所以我们以圆环的形式设计了藤幼儿园,让孩子们可以继续奔跑,不知道什么时候该停下来。校长经常在建筑中来回巡视,尽管现有的藤幼儿园并没有连接成为一个闭合的圆环。我们对此很感兴趣,所以我们把藤幼儿园设计成了一个圆环的形状,这样他也不知道什么时候该停下来!
Language: Chinese
ISSN: 1002-4832
Article
Magyarországi Montessori Óvodai Program [Hungarian Montessori Kindergarten Program]
Available from: Arcanum Digitális Tudománytár
Publication: Új Pedagógiai Szemle, vol. 47, no. 10 (Supplement)
Date: Dec 1997
Pages: 119-120
Eastern Europe, Hungary, Montessori method of education
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Language: Hungarian
ISSN: 1215-1807, 1788-2400
Article
Research on the Impact of the Emotional Expression of Kindergarten Teachers on Children: From the Perspective of the Class Micro-Power Relationship
Available from: Frontiers in Psychology
Publication: Frontiers in Psychology, vol. 13
Date: 2022
Pages: Article 808847
Asia, China, East Asia, Montessori method of education - Evaluation
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Abstract/Notes: During the preschool years, the socio-emotional responses children receive from interactions with teachers are incorporated into their own social behaviors. This is one of the key ways in which children acquire social and emotional skills. Based on field studies, it can be found that this learning process is not simple imitation of children, but of a more complex context of group interaction. To further clarify the impact of kindergarten teachers’ emotion on the sociometric status and behavior of 3–5 year-old children in their classes, the researchers chose a Montessori mixed-age kindergarten in Beijing as the field site and observed five classes within the kindergarten over a 2-month period in this ethnographic case study. The study found that the power gap between teacher and pupil spreads rapidly to all children in the classroom as a result of the teacher’s emotions, and even stimulates power stratification within the children. In addition, there are differences in the social behaviors between the children of different levels of power. As preschool children are in a critical developmental window when social knowledge is being accumulated and social skills are being acquired, using power relations within the kindergarten classroom as an entry point to analyze the impact of teachers’ emotions on children’s social behavior provides a new breakthrough for the professional development of early childhood education and the better achievement of educational goals.
Language: English
DOI: 10.3389/fpsyg.2022.808847
ISSN: 1664-1078
Article
Montessori for the Kindergarten Year
Publication: Tomorrow's Child, vol. 12, no. 2
Date: 2003
Pages: 5–9
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Abstract/Notes: Excerpt from The Montessori Way
Language: English
ISSN: 1071-6246
Article
Escalating Academic Demand in Kindergarten: Counterproductive Policies
Available from: JSTOR
Publication: Elementary School Journal, vol. 89, no. 2
Date: 1988
Pages: 134–145