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Abstract/Notes: Purpose: Identifying play-based curriculum elements in the preschool period helps to improve these programs. As a result, the aim of this study was to identifying the dimensions and components of the play-based curriculum in the preschool period based on the Montessori theory. || Methodology: The present study in terms of purpose was applied research and in terms of the implementation method was a qualitative research. The research population was expert faculty member’s familiar with the research field, who were selected by purposeful and snowball sampling methods until reaching theoretical saturation, i.e. 6 people. The tool of this study was a semistructured interview with experts, which its validity was estimated based on the selection of a purposeful sample and information richness, and its reliability was estimated with using the Holsti coefficient method 0.71. The data of the present study were analyzed by thematic analysis method in Maxqda software. || Findings: According to the findings of the present research, the play-based curriculum in the preschool period based on the Montessori theory has 68 components in 9 dimensions of curriculum desirable goals, curriculum suitable content, suitable teaching materials, suitable learning activities, suitable time, suitable space and time design, suitable learning strategy, suitable grouping and suitable evaluation methods were suitable. Therefore, the pattern of dimensions and components of the play-based curriculum in the preschool period based on the Montessori theory was drawn. || Conclusion: One of the fields of curriculum improvement in the preschool period is the promotion of play-based curriculum, which for this purpose can be used the identified dimensions and components of play-based curriculum in the preschool period based on the Montessori theory in this study. / هدف: شناسایی عناصر برنامه‌درسی بازی‌محور در دوره پیش‌دبستانی به بهبود این برنامه‌ها کمک می‌کند. در نتیجه، هدف این مطالعه، شناسایی ابعاد و مولفه‌های برنامه‌درسی بازی‌محور در دوره پیش‌دبستانی بر مبنای نظریه مونته‌سوری بود. روش: مطالعه حاضر بر اساس هدف یک پژوهش کاربردی و از نظر شیوه اجرا یک پژوهش کیفی بود. جامعه پژوهش اعضای هیأت‌علمی خبره و آشنا به حیطه پژوهش بودند که با روش‌های نمونه‌گیری هدفمند و گلوله‌برفی تا رسیدن به اشباع نظری یعنی 6 نفر انتخاب شدند. ابزار این مطالعه، مصاحبه نیمه‌ساختاریافته با خبرگان بود که روایی آن بر اساس انتخاب نمونه هدفمند و پرمایگی اطلاعات تایید و پایایی آن با روش ضریب هولستی 71/0 برآورد شد. داده‌های پژوهش حاضر با روش تحلیل مضمون در نرم‌افزار Maxqda تحلیل شدند. یافته‌ها: طبق یافته‌های پژوهش حاضر برنامه‌درسی بازی‌محور در دوره پیش‌دبستانی بر مبنای نظریه مونته‌سوری دارای 68 مولفه در 9 بعد اهداف مطلوب برنامه‌درسی، محتوای مناسب برنامه‌درسی، مواد آموزشی مناسب، فعالیت‌های یادگیری مناسب، زمان مناسب، طراحی فضا و زمان مناسب، استراتژی یادگیری مناسب، گروه‌بندی مناسب و روش‌های ارزشیابی مناسب بود. بنابراین، الگوی ابعاد برنامه‌درسی بازی‌محور در دوره پیش‌دبستانی بر مبنای نظریه مونته‌سوری رسم شد. نتیجه‌گیری: یکی از زمینه‌های بهبود برنامه‌درسی در دوره پیش‌دبستانی، ارتقای برنامه‌درسی بازی‌محور است که برای این منظور می‌توان از ابعاد و مولفه‌های شناسایی‌شده برنامه‌درسی بازی‌محور در دوره پیش‌دبستانی بر مبنای نظریه مونته‌سوری در این مطالعه استفاده کرد.

Language: Persian

DOI: 10.22034/ijes.2024.2017646.1514

ISSN: 2322-1445

Abstract/Notes: The Montessori pedagogical system of the famous Italian doctor, humanist, psychologist, teacher and anthropologist occupies a prominent place in the global educational space. As a result of many years of intensive creative work, he was able to create a well-established system that views education as a set of life skills. According to Montessori, the child throughout the period of upbringing and education was focused on establishing his place in the world. The goal of education was the formation of a “worldly mind”, “worldview” and a sense of responsibility towards humanity. Montessori’s approach to moral education is important, he thought that “satisfying the intellectual needs of a person – serves to strengthen his morals. The essence of moral education is the activation of inner perception, which establishes order: It distinguishes good from evil.

Language: Georgian

DOI: 10.52340/lac.2024.31.18

ISSN: 1987-7323

Abstract/Notes: We compose and gather stories to bewilder ‘pioneering’ concepts in early childhood education (ECE) that operate from the unquestioned objectivity of settler futurity. These developmentalist notions speculate that childhood is separate from adulthood. They invisibilize ontologies, especially Indigenous ontologies, that view children as complete beings. Through art-based work, we consider Montessori’s pioneering concept ‘control of error’ from an intersectional framework that proposes implications for honouring error in ECE. We explore the cultural meanings and potentials of error, both intentional and unintentional, from our own positionalities and our shared perspective that children are always-already in deep and present relationship with the worlds that surround and compose them. One author, enrolled in the Citizen Potawatomi Nation, creates beadwork. His elders taught him that errors in beadwork are kept in as a reminder that people are imperfect. The other author, a white cisgender woman, and an infertile mother in a blended family with five children, considers both the joy and shame of errors from her perspectives as a feminist new materialist motherscholar and Montessori-trained educator. The intentional (mis)telling of a story is how we, a gay citizen of the Citizen Potawatomi Nation and a cisgender white woman, conceptualise pioneering concepts in ECE.

Language: English

DOI: 10.1080/14681366.2024.2355101

ISSN: 1468-1366

Abstract/Notes: Children today have limited food origin awareness. The further we move away from food production practices, the less exposure children have to them, and the more food vulnerable we become. This is especially true for children growing up in urban areas where there is limited space for food gardens. Schools have developed targeted pedagogical approaches to raise food origin awareness, and this paper examines one such attempt in Cairns, Australia. We compare how students aged 5-6 responded to an activity where they drew their immediate response to the word ‘food’. Comparisons were then made between those learning under explicit instruction and those using a more experiential, place-based pedagogical approach. The findings suggest students in the experiential class who regularly use the garden as a learning space drew significantly higher levels of fresh, place-appropriate fruits and vegetables (U = 61.5, P = 0.002). We discuss the ramifications of exposure to a globalised food system and how experiences at school can nurture children’s understanding of food. We interpret the outcomes of the different pedagogical approaches and unravel the importance of ‘place’ in a child’s food experience. The evidence presented suggests that children’s food knowledge could improve if food education is bolstered with experiential and place-responsive pedagogies.

Language: English

DOI: 10.1080/14733285.2024.2353752

ISSN: 1473-3285

Abstract/Notes: Ushbu maqolada Mariya Montessori metodikasidan foydalanish haqida so`z boradi. Ta’limning insonparvarlashuvi va inson qobiliyatlarining ochilishi hamda uning ta’limga nisbatan bo’lgan turli –tuman ehtiyojlari qondirilishi, milliy umumbashariy qadriyatlar ustuvorligining ta’minlanishi, inson jamiyat va atrof muhit o’zaro munosabatlarining uyg’unlashuvidir. Shu bois bugungi kunda maktabgacha ta’lim pedagogikasini rivojlantirish maqsadida bir qancha ilg’or usullar tatbiq etib kelinmoqda. Shulardan biri Mariya Montessori texnologiyasidir. Bu mohiyatan hayotdan o’zlashtirilgan “tabiiy” usul bo’lib, bola tarbiyasida o’zining har tomonlama mukammaligi bilan ommalashgan. “Bizning bolalarga bo’lgan munosabatimizni o’ylar ekanman –deydi. [This article talks about the use of the Maria Montessori method. It is the humanization of education and the opening of human abilities, as well as the satisfaction of various regional needs in relation to education, the provision of the priority of national universal values, the harmony of human society and the environment. That’s why today, in order to develop the pedagogy of preschool education, a number of advanced methods are being implemented. One of them is Maria Montessori technology. This is essentially a “natural” method learned from life, popularized by its all-round perfection in child education. “I think about our attitude towards children,” he says.]

Language: Uzbek

Language: English

Published: New York, New York: G. P. Putnam’s Sons, 1967

Language: English

Published: New York, New York: G. P. Putnam’s Sons, 1967

Language: English

Published: New York, New York: G. P. Putnam’s Sons, 1967

Language: English

Published: New York, New York: G. P. Putnam’s Sons, 1967

Language: English

Published: New York, New York: G. P. Putnam’s Sons, 1967