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Article
Beliefs About Teaching in Montessori and Non-Montessori Preschool Teachers
Available from: SAGE Journals
Publication: Journal of Teacher Education, vol. 32, no. 2
Date: 1981
Pages: 41-44
Americas, Comparative education, North America, Teachers - Attitudes, United States of America
Article
The Investigation of the Effect of Montessori Approach-based STEM Activities on the Problem-solving Skills of Pre-service Preschool Teachers
Available from: DergiPark Akademik
Publication: Kuramsal Eğitimbilim Dergisi / Journal of Theoretical Educational Science, vol. 14, no. 2
Date: 2021
Pages: 93-119
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Abstract/Notes: This research was conducted to determine whether there is any effect of the Montessori approach-based STEM activities on the development of the problem-solving skills of pre-service preschool teachers or not. The mixed-method was employed in the research. The sample of the research consisted of 50 pre-service teachers, who were taking education in the Preschool Teacher Training Department of the Faculty of Education. A single grouped pretest-posttest pattern was created to determine the difference in the problem-solving skills of the pre-service teachers in the research. The quantitative data gathered during the process of the research were analysed with the statistical methods; the qualitative data were analysed with the content analysis. The “Problem Solving Scale” and the “Semi-structured Protocol Form” were used to collect the quantitative data in the research. Qualitative data prepared to support quantitative data consists of the open-ended semi-structured protocol form. The participants were educated with the Montessori approach-based STEM education for 14 weeks. In the results reached as a result of the research, it was observed that there was a significant difference between the pre-test and post-test scores of problem-solving skills and the qualitative analysis results supported the quantitative results.
Language: English
ISSN: 1308-1659
Article
Preschool education in Israel
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 3, no. 2
Date: 1971
Pages: 82-89
Article
Immersion and Identity: Experiences of an African American Preschool Child
Available from: International Journal of Multicultural Education
Publication: International Journal of Multicultural Education, vol. 12, no. 2
Date: 2010
African American community, African Americans, Americas, Bilingualism, North America, United States of America
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Abstract/Notes: This article explores the benefits and challenges of a Spanish language immersion preschool from the perspective of a non-Spanish speaking African American family. Data explored include the decision to enroll, reactions from peers and family, home-school communication issues, language development, and family involvement. In addition, recommendations for families considering this bilingual option are considered. The primary data used for this article come from 127 journal entries written by the mother of the child from the beginning of the preschool admissions process until the end of preschool.
Language: English
ISSN: 1934-5267
Article
Preschool Educational Approaches: A Comparative Study
Available from: Comparative Education Society of Iran (CESIR)
Publication: Iranian Journal of Comparative Education, vol. 5, no. 2
Date: 2022
Pages: 1898-1928
Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Waldorf method of education - Criticism, interpretation, etc.
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Abstract/Notes: The aim of research was a comparative study of preschool educational approaches. In this research, the components of goals, content, teaching method, educational atmosphere and evaluation in romantic, humanistic, Montessori, Waldorf and Reggio Emilia approaches have been compared. The method of data collection and analysis were documentary and Bereday’s four-step approach respectively. In dimension of goals, all approaches emphasize the enrichment of the child's imagination through the senses. In the activities dimension, all approaches emphasize the learning process. Montessori and Reggio Emilia's approach, more than other approaches, design activities in a more problem-oriented manner. In the Montessori, Reggio Emilia and Waldorf approaches emphasized the question-and-answer method and indirect transmission of material to the child. In particular, the Reggio Emilia and Waldorf approaches have made the learning method the basis of child-teacher interaction, and teaching means the process of helping children learn research. In the dimension of educational atmosphere, human interaction with the environment - through the senses - is the basis of education in all approaches. In the evaluation dimension - with the exception of the Montessori approach which focuses on the extent to which predetermined goals are achieved-, other approaches do not emphasize learning standards and the evaluation is not done in the traditional way. Iranian curriculum planners are encouraged to use the findings of the present study to develop a suitable approach for early childhood education
Language: English
ISSN: 2588-7270
Article
Individual Development Plans From a Critical Didactic Perspective: Focusing on Montessori- and Reggio Emilia-Profiled Preschools in Sweden
Available from: SAGE Journals
Publication: Journal of Early Childhood Research, vol. 9, no. 3
Date: 2011
Pages: 247-261
Comparative education, Europe, Nordic countries, Scandinavia, Scandinavia, Sweden
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Abstract/Notes: Individual development plans, which are sometimes designed as ‘agreements — contracts’, can be considered the most rigid type of regulation on the individual level in the history of preschool in Sweden. Today we speak about a deregulated school. This regulation seems to have changed its character, gradually drifting from school regulation to individual and self-regulation. The study aims to map and discuss the variation of content and positions for children in the documentation from all preschools in a municipality in the south of Sweden. Documentation and individual development plans (IDP) are studied from preschools with different pedagogical profiles. Materials from Montessori- and Reggio Emilia-inspired preschools are focused on. A critical didactic perspective refers to a discussion and critical scrutiny of the structure of contents, assessment and position of children in different types of documentation. The perspective leads to questions such as: how is content constructed, and what governs the choice of content in IDPs and documentation at the institutional and individual levels? How is content related to pedagogical profile? What identities and positions are formulated for children in relation to various contents and profiles? The empirical data in the study were gathered in 2008 and comprises text in the form of governing documents on different levels: as municipal guidelines, profile descriptions on the municipality’s websites and IDP forms. Tentative results show a variation with both similar and diverse constructions of contents and positions related to pedagogical profiles.
Language: English
ISSN: 1476-718X
Article
Comparative Analysis of Customer Service Culture at Hooray International Preschool and Kindy Garden Montessori
Available from: International Journal of Advanced Multidisciplinary Research and Studies
Publication: International Journal of Advanced Multidisciplinary Research and Studies, vol. 2, no. 6
Date: 2022
Pages: 188-197
Asia, Early childhood education, Montessori schools, Preschool education, Southeast Asia, Vietnam
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Abstract/Notes: This study was conducted in order to better analyze the customer service culture of two international preschools Hooray and Kindy Garden Montessori. In order to be able to compare and point out the differences between these two preschools and make recommendations, suggestions and some solutions to develop a customer service culture for the two preschools.
Language: English
ISSN: 2583-049X
Article
California Group Confronts Universal Preschool
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 11, no. 3
Date: Spring 1999
Pages: 10
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Language: English
ISSN: 1071-6246
Article
Aspects of Preschool Education in Singapore
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 144, no. 1
Date: 1998
Pages: 129-134
Article
Going to the Legislature: Cleveland's Marotta Obtains Public Preschool Funding [Marotta Montessori Schools, Cleveland, Ohio]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 4, no. 1
Date: Fall 1991
Pages: 16
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Language: English
ISSN: 1071-6246