Abstract/Notes: The current agenda for mental health in schools is considered in relation to the concept of mental health and how it has been iterated in schools in the UK. Key contributions from education pioneers are outlined, providing a time line for the first half of the twentieth century particularly informed by psychoanalysis. Mid twentieth century the term mental health begins to be used explicitly and we see the emergence of mental health counselling in schools. Developments culminate in Wall’s (1955) landmark book Education and Mental Health, which set out a whole school approach. In the latter part of the twentieth century we see a move towards a targeted approach, and the curriculum development for Social and Emotional Aspects of Learning (SEAL) and the consolidation of current policy drivers for mental health are set out. It is argued that in the future, in light of COVID-19, we will see new bridges between home and school, with schools acting more as community hubs supporting the mental health of children and their families.

Language: English

DOI: 10.1080/0305764X.2021.1891204

ISSN: 0305-764X

Language: German

ISSN: 0343-4613

Language: English

Published: Providence, Rhode Island: Rhode Island Normal School, 1919

Abstract/Notes: This study explores the role of Montessori pedagogy for early childhood pupils in Saudi Arabian. In order to fulfil this aim, this study collected data from a sample of 12 teachers in different five schools in order to explore their attitudes towards the adoption of Montessori pedagogy in early childhood schools. Two types of data collection methods (i.e. interviews and questionnaire) were used in this study. The numeric data collected from the questionnaire was analysed statistically and the textual data collected from interviews were analysed using thematic analysis. The findings indicate that teachers believe that using Montessori Pedagogy can help students in early childhood as it enhances their learning quality and performance. Furthermore, using Montessori pedagogy is preferable among teachers of younger ages. However, an efficient adoption of Montessori pedagogy requires sufficient experience from the teachers in using this pedagogy. Other factors that influence the attitudes of teachers towards using Montessori pedagogy include availability of specialist support and the existence of training courses for teachers. In regard to limitations, the results of this study cannot be generalized to the whole population due to the small size of sample adopted in this research.

Language: English

Published: Palma, Spain: International Academy of Technology, Education and Development (IATED), 2019

Pages: 5362-5362

DOI: 10.21125/edulearn.2019.1316

ISBN: 978-84-09-12031-4

Abstract/Notes: A randomized-trials design was used to evaluate the effectiveness of a preschool mathematics program based on a comprehensive model of research-based curricula development. Thirty-six preschool classrooms were assigned to experimental (Building Blocks), comparison (a different preschool mathematics curriculum), or control conditions. Children were individually pre-and posttested, participating in 26 weeks of instruction in between. Observational measures indicated that the curricula were implemented with fidelity, and the experimental condition had significant positive effects on classrooms' mathematics environment and teaching. The experimental group score increased significantly more than the comparison group score (effect size = 0.47) and the control group score (effect size = 1.07). Early interventions can increase the quality of the mathematics environment and help preschoolers develop a foundation of mathematics knowledge.

Language: English

DOI: 10.3102/0002831207312908

ISSN: 0002-8312, 1935-1011

Language: English

Abstract/Notes: World-Famous Teacher Will Be Met Here May 1 by Prominent Educators To be used by Dr. Maria Montessori in demonstrating her world-famous system of teaching, is an honor soon to befall a class of little Los Angeles children. They are too young now to understand the significance of it, but, in years to come, they will no doubt recall with pride that they were the first youngsters, outside Rome, to learn from the hands and lips of the great Italian "Dottoressa," as her friends and admirers lovingly call the inventor of the Montessori system. Miss Catherine Moore, who is conducting the arrangements for Dr. Montessori's coming May 1, is receiving letters and telegrams from prominent educators all over the country. Many of them are coming. OFFERS COOPERATION. Mrs. Alexander Graham Bell, president of the Montessori Educational Association of Washington, D. C., has just written congratulating Los Angeles and offering co-operation. The association includes Philander P. Claxton, United States Commissioner of Education; Miss Margaret Woodrow Wilson and many other members of Washington official circles. San Francisco wants the "Dottoressa," and so does San Diego. "President [Superintendent J.H.] Francis, by his early recognition and understanding of her system, is to be credited for the coming of Dr. Montessori to Los Angeles first of any city outside of Italy," said Miss Moore. "The whole country is now interested." Classes will be held at the East Seventh street school, Saint Catherine's nonsectarian school and the Hotel Maryland, Pasadena. The children of Miss Moore's class at Saint Catherine's will be used for demonstrations every Saturday during the course. ADDRESS BY LETTER. Swarms of callers, anxious to learn more of Dr. Montessori, have made it difficult for Miss Moore to carry on her public school work, and she has been forced to ask every one to address her by letter at the East Seventh street school. Miss Moore, who has long been a Montessori enthusiast, learned Italian in the Dante Alighieri night school in this city and later went to Rome, where she studied with the "Dottoressa," who, contrary to popular belief, is not an aged woman, for Montessori recently celebrated her forty-fourth birthday. TO VISIT San Diego. Dr. Montessori has accepted the invitation of the officials of the San Diego exposition to visit the exposition in July, according to Dr. Mary Paul-Jordon of 456 North Juanita street. Officials of the exposition received a cablegram from Dr. Montessori, who is still in Rome, late yesterday. This information was received by Dr. Jordon in a telegram from Duncan MacKinnon, superintendent of schools of the Southern city [San Diego], last night.

Language: English

Language: Dutch

Abstract/Notes: The twentieth century was a time of great change in early years education. As the century opened, the use of Froebel's kindergarten methods infiltrated more infant classrooms. The emergence of psychology as a discipline, and especially its work on child development, was beginning to influence thinking about how infants learn through play. While there were many teachers who maintained Victorian approaches in their classrooms, some others experimented, were widely read and a few even travelled to the US and Europe and brought new ideas home. As well, there was increasing political support for new approaches to the "new education" ideas at the turn of the century. All was not plain sailing, however, and this book charts both the progress made and the obstacles overcome in the course of the century, as the nation battled its way through world wars and depressions. It's an interesting story as the author discusses changes in school buildings, teaching practice and teacher education, the teaching of reading and other curriculum areas, Maori education and the emergence of kohanga reo and the teaching of Maori language in primary schools. Along the way we meet a range of individuals, including C.E. Beeby, Sylvia Ashton-Warner, Gwen Somerset, Don Holdaway, Elwyn Richardson, Marie Bell and Marie Clay and the many less well-known but significant people who worked in or influenced early years education. We also meet many well-known New Zealanders who have recounted their first days at school. This is a fascinating account of a rich history that has involved us all. And yes, school milk gets a mention.

Language: English

Published: Dunedin, New Zealand: Otago University Press, 2011

ISBN: 978-1-877372-86-5

Language: English

DOI: 10.1086/461336

ISSN: 1554-8279, 0013-5984