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Book

Early Childhood Education in Nigeria: Proceedings of the International Seminar on Early Childhood Education, Zaria, 4-8 July, 1983

Africa, Nigeria, Sub-Saharan Africa, West Africa

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Abstract/Notes: Proceedings of the Internationa Seminar on Early Childhood Education, held in Zaria [Nigeria], 4-8 July, 1983. "Organised by the Institute of Education, Ahmadu Bello University in Collaboration with the London Montessori Institute"--Title page verso. Early childhood education at the crossroads in Nigeria / Emmanuel U. Emovon (17 p.). -- Montessori philosophy in early childhood education / Sandra Nash Petrek (22 p.). -- Cultural roots of the child's moral and intellectual growth in Africa / Etim N. E. Udoh (40 p.). -- Implications of Piagetan theory to elementary education in Nigeria / O. M. Onibokun (24 p.). -- Headstart : assumptions and curriculum models--what relevance for Nigeria? / Eileen B. Wilson (20 p.). -- Classroom pedagogy: a case for the development of critical thinking / Rodney Burton (32 p.). -- Childhood education in Nigeria: A study of Ilorin schools / S. O. Medahunsi (32 p.). -- Day in a pre-school: A Nigerian experience / Kathleen Kano (20 p.). Early childhood education in two cultures: The U.S.A. and the Jamaican experience / Anne Lou Blevins (45 p.). -- Traditional factors in African education / D. O. Adewoye (27 p.). -- Moral development in the child through Christian education / J Idowu-Fearon (18 p.). -- Educating the teachers of children / Grace Alele Williams (19 p.). -- Child, the teacher and the classroom with relation to nursery education / Fola A. Fagbohun (16 p.). -- Child's socialization in Islam / Zainab Said Kabir (31 p.). -- Environment and the education of the child / J. M. Ibiwoye (24 p.). -- Environment and the education of the child / A. B. Ayanniyi (15 p.). -- Bilingualism in early childhood education in Nigeria: Problems and possibilities / Theresa T. Imasuen (15 p.). -- Comparative study of the role expectations of children's needs in the Carribean and Nigeria / S. U. Compton-Adegbite (15 p.). -- Teacher and the child with special educational needs / Karen Odock (13 p.). -- Special education for pre-primary children: Intervention and remediation / C. A. Sam (26 p.). -- Theory and practice of educating maladjusted children in Nigeria / J. A. Shindi (18 p.). -- Children with special educational needs: The case of bilingual children / R. A. Chijioke (30 p.).

Language: English

Published: Zaria, Nigeria: Institute of Education, Ahmadu Bello University, 1983

Conference Paper

Education for Conflict – Education for Peace

Available from: ERIC

Annual Meeting of the Comparative and International Education Society

City Montessori School (Lucknow, India), Peace education, Public Montessori

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Abstract/Notes: This paper contrasts the use of education for conflict with the use of education for peace, shows some historical developments in the field of peace education, and summarizes facets and the diffusion of peace education. The paper explores some considerations for learning environments suitable for peace education programs and describes selected features of two schools to illustrate the implementation of some of the characteristics of peace education. It explains that, although college offerings in peace education worldwide demonstrate the scarcity of peace education programs in mainstream educational institutions, a Web site listing colleges and universities that offer peace studies programs shows approximately 120 graduate and undergraduate programs, most of which are located in North America. The paper notes that in public schools, peace education can at best be found in the international education or conflict resolution programs designed to prevent school violence. Appended is a reference list of peace education Web sites, selected by the U.S. Department of Education. (Contains 27 references.)

Language: English

Published: Orlando, Florida: Comparative and International Education Society, Mar 2002

Article

Popularyzacja metody Marii Montessori na łamach czasopisma 'Wychowanie Przedszkolne' (1925-1939) / Popularization of the method of Maria Montessori in the magazine 'Preschool Education' (1925–1939)

Available from: Związek Nauczycielstwa Polskiego

Publication: Przegląd Historyczno-Oświatowy, vol. 2020, no. 3-4

Pages: 97-125

Eastern Europe, Europe, Maria Montessori - Biographic sources, Montessori method of education, Poland

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Abstract/Notes: Aim: The topic of the article is the issue of popularizing the Maria Montessori method in the magazine “Przedszkole Przedszkolne” (1925–1939). The article was divided into five parts. The first presents the magazine “Preschool Education”, its issues and educational and popularizing functions. The second part of the article contains an outline of Maria Montessori’s biography up to 1910. The most important turning point in the life of this outstanding teacher is the year in which she gave up her medical practice and didactic work at the University of Rome, devoting herself entirely to teaching, primarily improving and promoting her own method. The most important for the discussed issue, i.e. the third, fourth and fifth parts include the description and the analysis of articles describing the Montessori method in the pages of Preschool Education, presentation of the section with sets of sense exercises and presentation of critical voices regarding this method, published in this journal. Methods: a critical analysis of sources. Results: an analysis of original articles propagating the Maria Montessori method in the magazine “Preschool Education” (1925–1939), whose founder and editor-in-chief was Maria Weryho-Radziwiłłowicz. Conclusions: In the years 1925–1939, the magazine “Preschool Education” published several articles that were a valuable source of information about the pedagogy of Maria Montessori and the organization of “children’s homes”. The authors of the most important of them were Klara Grunwald, and critical of this method ‒ Zofia Bogdanowiczowa. Importantly, in 1936 a translation of one of Maria Montessori’s lectures was published. The editors of “Preschool Education” placed great emphasis on the issues of pedagogical practice, which is why from the first issue the subject of sensory education was promoted. A huge number of various the so-called sensory exercises, in the form of usually creative suggestions for educators, could however result in the shallowing of the Montessori method as a whole.

Language: Polish

DOI: 10.17460/PHO_2020.3_4.06

ISSN: 0033-2178

Article

Mariya Montessori Ta’limoti Va Bugungi Kun Maktabgacha Ta’limining Uning Qarashlariga Hamohangligi [Maria Montessori's Teaching and the Compatibility of Preschool Education Today With Her Views]

Available from: interonconf.net

Publication: International Scientific Online Conferences: Innovation in the Modern Education System, vol. 2, no. 19

Pages: 256-261

Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: By writing this article, I wanted to share some of the reliable opinions of M. Montessori, a Roman pedagogue, who was recognized for his views on the field of preschool education and light and easy methodical recommendations and methods. I am with M. Montessori I got to know him through his works and the works written about him. For many years, his work has fascinated me. He puts forward very simple and effective methods. p reflected in my analysis. I found it necessary to give some insights to our educators working in preschool education and wrote this article.

Language: Uzbek

Article

Yanzheng haishi zhiyi: Meiguo jiaoyu xuejie dui meng tai suo li jiaoyu de pipan / 验证还是质疑:美国教育学界对蒙台梭利教育的批判 [Verification or Questioning: American Educational Circles’ Criticism on Montessori Education]

Publication: Xueqian jiaoyu yanjiu / 学前教育研究 [Studies in Preschool Education], vol. 2019, no. 10

Pages: 24-31

Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America, ⛔ No DOI found

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Abstract/Notes: At the beginning of the 20th century, Montessori’s educational thought and practice disseminated to the United States in a short and concentrated way. This process was always accompanied by the questioning and criticism of Montessori education in the American educational circles. The in-depth analysis and inspiration of the questioning and criticisms are currently lacking in domestic and foreign research. Most of the educational psychologists, progressive education scholars, and Froebelians who dominated the American educational community were critical of Montessori education. American education scholars criticized Montessori education on two levels: fundamentals of philosophy and psychology, curriculum system. They believed that Montessori's education theory lagged behind the times, and the curriculum system ignored young children’s sociality, imagination and freedom. These criticisms reflected the cautious attitude of the American educational scholars who didn’t blindly follow the imported theory, and promoted the Americanization of Montessori education. At present, China’s educational academics are keen to interpret and verify when introducing western educational theories. This situation is not conducive to the creation of original educational theories. In order to change this situation, the Chinese educational scholars should first establish cultural self-confidence, treating western educational theories with an equal mindset and perspective; second discriminate and absorb the foreign educational theories on the basis of reflective criticism; third, root in China’s educational practice. In this way can the scholars better absorb western educational theories’ essence and promote the creation of original educational theories.

Language: Chinese

ISSN: 1007-8169

Article

Does Preschool Curriculum Make a Difference in Primary School Performance: Insights into the Variety of Preschool Activities and Their Effects on School Achievement and Behaviour in the Caribbean Island of Trinidad; Cross-Sectional and Longitudinal evidence

Available from: Taylor and Francis Online

Publication: Early Child Development and Care, vol. 103, no. 1

Pages: 27-42

Americas, Caribbean, Latin America and the Caribbean, Trinidad and Tobago

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Abstract/Notes: Preschool education is an important and much studied topic in developed countries, and of growing importance in the third world. Studies exploring preschool experience have noted positive effects when comparing children with access to preschool versus children without access, and effects of particular curriculum approaches over the length of primary schooling. This study adopts a focused sample, cross‐sectional design to explore the types of preschool experience available (denoted by types of preschool activities which equate broadly to curriculum approaches) and whether variation in preschool experience affects core curriculum (English, science, mathematics) performance and classroom behaviours throughout the years of primary schooling in Trinidad and when children complete their primary education in the form of a national ‘common entrance examination’ for entry into a stratified secondary school system. Results show that a large majority of the sampled children attended preschool and that most of the preschool experience was traditional and teacher centred. Neither child centred or teacher centred preschool activities affected academic performance in the core subjects during the primary school years or at the end of their primary school career. Type of preschool activity did affect teacher perception of behaviour in class. Child centred experience facilitated a social/peer orientation in children. High levels of teacher centred experience detracted from later relationships with teacher. Results were confounded by social class, with middle class children having most access to (the limited amount available) child centred preschool experience and performing at the highest academic and behavioural levels in the classroom although in limited numbers. The discussion questions the appropriacy of the various preschool activities for pupils within a cultural orientation of traditional upbringing and primary schooling practices.

Language: English

DOI: 10.1080/0300443941030103

ISSN: 0300-4430, 1476-8275

Report

Montessori Pre-School Education: Final Report

Available from: ERIC

Academic achievement, Americas, Comparative education, Comparative Analysis, Early childhood education, Montessori method of education, Montessori schools, North America, United States of America

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Abstract/Notes: In order to investigate the effectiveness of Montessori preschool education as compared with non-Montessori preschool education, Phase I of this study matched 2 groups, each of 21 preschool children, on intelligence quotient and certain socio-economic factors. One group attended a Montessori preschool and the other a non-Montessori preschool. The children were administered tests near the beginning and end of the preschool year to determine any differences in achievement due to the preschool training. In Phase II a trained researcher interviewed the primary grade teachers who by then had some of the preschool children of Phase I in their classrooms. Ratings of these teachers provided information on the personality and ability of 3 groups of children, (1) former Montessori preschool children, (2) former non-Montessori preschool children, and (3) non-preschool children. The children were rated on 8 major traits which contained 27 stimulus variables. Phase I data indicated that Montessori preschool children gained significantly more in verbal ability than non-Montessori preschool children. Phase II data indicated that Montessori children were superior to the children of the other 2 groups in reading readiness, interest in learning, independence, interpersonal relations, leadership, and learning ability. No differences were found in creativity or ability to adjust to the traditional-type school.

Language: English

Published: Washington, D.C., Jun 1967

Article

Konsep Montessori Tentang Pendidikan Anak Usia Dini Dalam Perspektif Pendidikan Islam [The Montessori Concept of Early Childhood Education in the Perspective of Islamic Education]

Available from: Universitas Islam Negeri Sunan Kalijaga (Indonesia)

Publication: Jurnal Pendidikan Agama Islam [Journal of Islamic Religious Education], vol. 11, no. 1

Pages: 37-52

Asia, Australasia, Indonesia, Montessori method of education - Criticism, interpretation, etc., Religious education, Southeast Asia

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Abstract/Notes: Education is the business of adults to prepare children to be able to live independently and is able to perform the duties of his life as well as possible. The toddler years are a golden period for the growth and development of children. Development of each child must be observed, education and teaching needs to be ailored to the child’s development. Montessori is early childhood education leaders who opened the eyes of their sensitive period in children, Montessori asserted that education is self-education. Montessori then use the freedom and liveliness of the child with the best in the method, so that each child had the opportunity to evolve according to the nature and talent. In Islam, God entrusted the child is to be protected and educated with the best. Therefore, addressing the development and early childhood education, the need for an educational program that is designed in accordance with the child’s developmental level. This study aims to describe and analyze the Montessori concept of early childhood education in the perspective of Islamic education. Data collection through literature study is based on primary and secondary data. Data analysis using analytic descriptive with inductive thinking patterns. The results showed: 1) Montesssori shift from teacher-education center central (teachers as a source of learning) be child-central (protégé as a center of learning); 2) Sensitive Periods expressed early age is a sensitive period; 3) The freedom and independence according to the Montessori system is not real freedom, but freedom is limited; 4) Child’s Self-Construction stating that children construct their own development of his soul; 5) At the time of early childhood have a soul absorbent range of knowledge and experience in his life. Montessori concept in Islamic educational perspective, the emphasis is on the child’s intellectual is right. However, it should pay attention to other aspects such as emotional aspects and skills.

Language: Indonesian

DOI: 10.14421/jpai.2014.111-03

ISSN: 2502-2075

Conference Paper

Is There a Need for Handicraft in Preschool? Attitudes of Preschool Teachers and Parents on Including Handicraft Activities in the Regular Preschool Program

Available from: IATED Digital Library

INTED2020 14th International Technology, Education and Development Conference

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Abstract/Notes: Alternative educational concepts evolved in response to classical educational methods in which children are placed in a passive position and the transfer of knowledge is cultivated as a form of teaching. Models of alternative pedagogy (Montessori, Waldorf, Reggio, Agazzi) advocate developmentally appropriate practices which Bredekamp (1993) describes as a presence of different strategies, i.e., child-oriented behaviours of teachers and responding to the child's individual needs. In order to help each child to grow into a universal and competent individual from preschool age, it is necessary to encourage their imagination and creativity, as well as to acquire habits of cooperation and coexistence with other children. One of the activities which promote these desirable characteristics in children is handicraft. Many studies and findings in the area of neuroscience, multiple intelligences theories, and the aforementioned alternative pedagogical concepts emphasize the importance of handicraft and point out its benefits not only for children but for the entire community. However, such an approach to children's learning and activity is poorly represented in educational institutions. Therefore, the aim of the study was to examine the views of preschool teachers and parents on handicraft activities and its more frequent use in regular preschool programs. The survey was conducted by an anonymous questionnaire on a sample of 316 respondents, preschool teachers (N=141) and parents (N=175). The results of the study show that both preschool teachers and parents agree that certain elements of alternative concepts such as handicraft have a positive impact on the overall development of the child and that they are useful and practical life skills. They also agree that handicraft activities should be used in educational institutions to a greater extent. [Conference Name: 14th International Technology, Education and Development Conference; ISBN: 9788409179398; Place: Valencia, Spain]

Language: English

Published: Valencia, Spain: International Academy of Technology, Education and Development (IATED), 2020

Pages: 1511-1519

DOI: 10.21125/inted.2020.0499

ISBN: 978-84-09-17939-8

Article

Meng tai suo li jiaoshi jiaoyu renzheng xiehui de biaozhun yu chengxu ji qi qishi / 蒙台梭利教师教育认证协会的标准与程序及其启示 [Introduce and Evaluation of the Standards and Procedure of MACTE]

Publication: Studies In Preschool Education, vol. 2014, no. 4

Pages: 28-35

Montessori Accreditation Council for Teacher Education (MACTE), Montessori method of education - Evaluation

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Abstract/Notes: Montessori Accreditation Council for Teacher Education is a famous accrediting institution in the field of teacher education which bases its activities on evaluating preschool teacher education mainly. Also it’s the only accrediting institution in America for accrediting Montessori teacher education unit and Montessori teacher education programs. Its accreditation is not only recognized in America, but also, as an international accrediting institution for preschool teacher and Montessori teacher, has significant influence on preschool teacher education all over the world. The standards and procedure of MACTE are positive factors to normalize the process and improve the quality of preschool teacher education. MACTE’s experience tells us that the quality of preschool teacher education can not be improved without setting clear goals and effective means. We should carry out in-depth research on preschool teacher standard to build a hierarchical preschool teacher education system which focus on the assessment of all kinds of preschool teacher’s level. So we could truly establish the teacher education quality assurance system in preschool.

Language: Chinese

ISSN: 1007-8169

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