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1574 results

Article

✓ Peer Reviewed

Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia

Available from: ECRP Website

Publication: Early Childhood Research and Practice, vol. 4, no. 1

Pages: 1-14

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Abstract/Notes: Waldorf, Montessori, and Reggio Emilia are three progressive approaches to early childhood education that appear to be growing in influence in North America and to have many points in common. This article provides a brief comparative introduction and highlights several key areas of similarity and contrast. All three approaches represent an explicit idealism and turn away from war and violence toward peace and reconstruction. They are built on coherent visions of how to improve human society by helping children realize their full potential as intelligent, creative, whole persons. In each approach, children are viewed as active authors of their own development, strongly influenced by natural, dynamic, self-righting forces within themselves, opening the way toward growth and learning. Teachers depend for their work with children on carefully prepared, aesthetically pleasing environments that serve as a pedagogical tool and provide strong messages about the curriculum and about respect for children. Partnering with parents is highly valued in all three approaches, and children are evaluated by means other than traditional tests and grades. However, there are also many areas of difference, some at the level of principle and others at the level of strategy. Underlying the three approaches are variant views of the nature of young children's needs, interests, and modes of learning that lead to contrasts in the ways that teachers interact with children in the classroom, frame and structure learning experiences for children, and follow the children through observation/documentation. The article ends with discussion of the methods that researchers apply to analyze the strengths and weaknesses of each approach.

Language: English

ISSN: 1524-5039

Article

From Italy, a New Approach to Education: Reggio Emilia Model Getting Deserved Attention

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 5, no. 4

Pages: 9

Public Montessori

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Language: English

ISSN: 1071-6246

Article

'Fine Designs' from Italy: Montessori Education and the Reggio Emilia Approach

Available from: ProQuest

Publication: Montessori Life, vol. 15, no. 1

Pages: 34

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Language: English

ISSN: 1054-0040

Article

The Project Approach [Reggio Emilia]

Publication: The National Montessori Reporter, vol. 22, no. 3

Pages: 7

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Language: English

Article

✓ Peer Reviewed

L'Apprendimento come partecipazione a contesti significativi: l’esperienza del Reggio Emilia Approach alla luce dei contributi di Maria Montessori e John Dewey

Available from: IUL Press

Publication: IUL Research, vol. 2, no. 4

Pages: 81-92

John Dewey - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc.

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Abstract/Notes: Ripercorrendo gli spunti educativi offerti da Montessori e Dewey, il presente contributo intende proporre una lettura ragionata del ruolo del contesto come fattore educante nella pedagogia reggiana. Secondo un approccio socio-costruttivista, non solo l’ambiente scolastico, ma ogni tipologia di contesto sociale e culturale può essere importante ai fini educativi, se vi si rintracciano ed evidenziano relazioni significative, in un’ottica generativa di nuovi significati e relazioni.

Language: Italian

DOI: 10.57568/iulres.v2i4.155

ISSN: 2723-9586

Article

✓ Peer Reviewed

Care Givers’ Knowledge of Integrating the Montessori; Indigenous Communicative Teaching Methods and Reggio Emilia in Early Child Care Education

Available from: African Journals Online

Publication: AFRREV IJAH: An International Journal of Arts and Humanities, vol. 6, no. 3

Pages: 127-140

Africa, Indigenous communities, Indigenous peoples, Nigeria, Sub-Saharan Africa, West Africa

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Abstract/Notes: Studies have identified the mismatch between theory and practice as the main reason for gap between the intended and the achieved curriculum objectives. The early childcare education is no exception. Theories of child development emphasize that children learn best through play and self-discovery. Unfortunately, research results revealed that caregivers do not adhere to the prescribed pedagogy and since pedagogy stems from the theory of the nature of the learner and how he learns; it implies that failure to use the right pedagogy adversely affects the achievement of the objectives. The study therefore sought to identify caregivers’ knowledge of integrating Montessori, Indigenous Communicative Teaching and Reggio Emilia approaches in Early Childhood Care Education in Owerri Educational zone, Imo State, Nigeria. The study is a descriptive survey with the population comprising all caregivers in government approved pre-primary schools totalling 119, using a 39-item questionnaire and percentages as well as chi square for data analyses. Results showed that respondents were not knowledgeable. Recommendations include the need to monitor caregivers to ensure compliance to stipulated policy.Keywords: childcare education, caregivers

Language: English

DOI: 10.4314/ijah.v6i3.11

ISSN: 2227-5452

Master's Thesis

The Contribution of the Montessori Approach to Multisensory Approaches to Early Learning Disabilities

Available from: University of Witwatersrand - Institutional Repository

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Abstract/Notes: Learning disabilities have become of increasing concern for educators. More and more children are having difficulty learning to read and write. This dissertation investigates what constitutes a learning disability, its etiology and whether or not it is possible to identify these disabilities in early childhood. The investigation further aims to discover if these learning disabilities are comprised of sub-disabilities and if these can be identified as such. To this end the research aims to determine the most appropriate remedial intervention strategies used for learning disabilities. Multisensory intervention is therefore explored. On the basis of this the Montessori Method is examined to ascertain whether or not the method can contribute to multisensory intervention at the preschool level. It is argued that the Montessori Method is admirably suited to making such a contribution. Further empirical research for these claims is indicated.

Language: English

Published: Johannesburg, South Africa, 2006

Article

✓ Peer Reviewed

Promoting a Person-Centered Approach to Strengthening Early Childhood Practices that Support Social-Emotional Development

Available from: Taylor and Francis Online

Publication: Early Education and Development, vol. 33, no. 1

Pages: 75-91

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Abstract/Notes: Research Findings: This paper presents findings from an exploratory study to define associations between social–emotional teaching practices and teacher characteristics through a person-centered approach. The sample consisted of 97 teachers working in center-based early childhood education settings with young children ages 2–5 in the U.S. Pacific Northwest. We analyzed teachers’ observed classroom social–emotional teaching practices and self-reported Professional Development (PD) experiences, job attitudes (e.g., job-related stress, satisfaction, and commitment), and disciplinary efficacy to identify profile membership of teachers. A latent profile analysis revealed 4 profiles: (a) higher practice quality, higher PD experience, higher job attitudes, and higher disciplinary efficacy, (b) higher practice quality, mixed PD experience, lower job attitudes, and lower disciplinary efficacy, (c) lower practice quality, mixed PD experience, higher job attitudes, and higher disciplinary efficacy, and (d) lower practice quality, mixed PD experience, mixed job attitudes, and lower disciplinary efficacy. Practice or Policy: The results suggest that a person-centered approach to understanding classroom quality might provide multiple dimensions to consider for quality improvement. Additionally, a tailored and tiered professional development approach to support the early childhood workforce is needed that considers the complex connections between teachers’ practices, beliefs, and job attitudes.

Language: English

DOI: 10.1080/10409289.2020.1857215

ISSN: 1040-9289, 1556-6935

Book

The Montessori Approach to the Education of the Exceptional Child, Early Childhood Through High School

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Language: English

Published: [S.I.]: s.n.], 1977

Article

✓ Peer Reviewed

Teaching Effectiveness in the Utilization of Montessori Approach in Early Childhood Basic Science Learning in Ika South Local Government Area (LGA) in Delta State

Available from: Center for Humanities and Innovation Studies

Publication: International Journal of Humanities and Innovation (IJHI), vol. 6, no. 1

Pages: 26-31

Africa, Early childhood care and education, Early childhood education, Montessori method of education, Montessori schools, Nigeria, Science - Study and teaching, Sub-Saharan Africa, West Africa

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Abstract/Notes: Most learners find science challenging, which may be because of the methodology used in the early years that presents it as difficult and abstract. On the other hand, the Montessori Method uses a hands-on approach to teaching science from the early years. This study, therefore, looks at the effect of the teachers' utilization of the Montessori approach to early childhood education in Ika South Local Government Area (LGA) of Delta State, Nigeria. Two research questions and hypotheses were raised. The research design adopted for the study was a descriptive, pre-test, post-test, quasi-experimental method used to test the differences between the pupils' learning experiences in the two groups. The Taro Yamane formula was used to get the sample size, and a stratified random sampling technique was used to select 77 teachers and 40 nursery pupils, comprising ten each in experimental and control groups, in two schools in Ika South LGA of Delta State. The instruments to be used for this study will be self-designed multiple-choice achievement test questions in early years' science and four-point Likert-type self-structured questionnaires. The result indicates that teachers' knowledge and utilization of the Montessori approach to teaching pre-primary science is more effective than the conventional teaching method. Some suggestions were made for the way forward

Language: English

DOI: 10.33750/ijhi.v6i1.177

ISSN: 2614-6169

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