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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
Date: Summer 1993
Pages: 9
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Language: English
ISSN: 1071-6246
Article
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
Date: 2021
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
ISSN: 2723-9586
Article
Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia
Available from: ECRP Website
Publication: Early Childhood Research and Practice, vol. 4, no. 1
Date: 2002
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
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
Date: 2017
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
Book Section
Organization of Early Childhood Education Based on Montessori Approach in Thai Social Context
Book Title: Issues and Innovations in Thai Education: A Collection of Research
Asia, Early childhood care and education, Early childhood education, Montessori method of education, Southeast Asia, Thailand
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Abstract/Notes: Previously published in International Journal of Early Childhood Education (vol. 9, no. 1).
Language: English
Published: Bangkok, Thailand: Chulalongkorn University, 2004
ISBN: 974-13-3097-9 978-974-13-3097-3
Article
Organization of Early Childhood Education Based on Montessori Approach in Thai Social Context
Available from: The Korean Society for Early Childhood Education
Publication: International Journal of Early Childhood Education, vol. 9, no. 1
Date: 2003
Pages: 73-88
Asia, Early childhood care and education, Early childhood education, Montessori method of education, Southeast Asia, Thailand
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Abstract/Notes: The purposes of the research and development project were to study appropriate ways to implement the Montessori method in the Thai social context and to present ways to implement the method for the school administrators and those who were interested in the method. One model school, Kornkaew Nursery School and the 4 network schools were selected for study: Amnuaysilpa School, and Pranantanit Kindergarten in Bangkok, Pierra-Navin Child Care, Ayutthaya Branch and Naresuan Palau Border Patrol Police School in rural are3. The samples studied were 5school administrators, 24 teachers/caregivers and 68 parents from the five schools. Five research tools were used: The school Fundamental Data Survey. The Record Form for Supervision and Follow-up of the Montessori Teaching, The Interview Form for Administrators, The Interview Form for teachers/Caregivers, and The Questionnaire for Parents were used for data collecting . The Montessori method was implemented and the data was collected from May to October 2000. The resulted showed: (1) the appropriate way to implement the Montessori method is to study the fundamental information regarding to the social context of the school; (2) 5 models from 5 schools which can be really implemented for the preschool children; and (3) the results from the Interview and the Questionnaire showed that the administrators, the teachers/the caregivers and the parents of five schools were satisfied and confident with the method of teaching. | Reprinted in "Issues and Innovations in Thai Education: A Collection of Research" (2004).
Language: Korean
ISSN: 1226-9557, 2733-9653
Book
Understanding Sustainability in Early Childhood Education: Case Studies and Approaches from Across the UK
Available from: Taylor and Francis Online
England, Europe, Northern Europe, Northern Ireland, Scotland, Sustainability, United Kingdom, Wales
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Abstract/Notes: This unique book explores research related to education for sustainability within early childhood education in the United Kingdom. Divided into the four home nations, it examines what education for sustainability looks like in practice, discusses the different application and positions of each region, and considers the contribution of early childhood education to support the Sustainable Development Goals. Each chapter considers the relevant early years framework and includes associated case studies which highlight connections between statutory guidance, policy and positive early years pedagogical practice. The authors use an education for sustainability lens to explore the critical issues and explicit and implicit links embedded in each of the curricula frameworks. Each chapter acknowledges the context of outdoor learning with discussion related to different interpretations of ecological sustainability. This exploration should help readers to consider the idea of sustainability within early childhood education. The book considers early childhood education as a distinct and valuable phase beyond the readiness for school discourse and recognises the importance of having skilful and knowledgeable adults to work with young children from birth. It offers a unique resource for students, practitioners, leaders and researchers engaged in the study of education for sustainability in early childhood and the importance of the early years for the development of life-long pro-environmental attitudes.
Language: English
Published: New York: Routledge, 2017
Edition: 1st
ISBN: 978-1-315-64250-5
Book
The Montessori Approach to the Education of the Exceptional Child, Early Childhood Through High School
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Language: English
Published: [S.l.: s.n.], 1977
Doctoral Dissertation
Montessori as Metonymy: How Montessori Early Childhood Teachers Approach Race in the Classroom
Available from: Bethel University - Institutional Repository
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Abstract/Notes: The purpose of this qualitative study was to examine how Montessori early childhood teachers approach teaching about race and racial bias in their classrooms. Twenty-four Montessori early childhood teachers participated in an open-ended survey, and five teachers of those 24 participated in a data-informed online semi-structured interview. The interviewees received an infographic with narrative and graphics in which themes of the survey were detailed, a form of graphic elicitation. Surveys and interviews were coded and analyzed for themes. Themes were verified through independent coding by an independent analyst. Several themes that emerged from the surveys and interviews indicated that 1) Montessori early childhood teachers generally hold a race neutral view of early childhood, 2) Most Montessori early childhood teachers believe that young children do not have bias, 3) Most Montessori early childhood teachers believe that teaching about race and racial bias is implicit in their Montessori training on culture, peace, and respect, 4) Montessori early childhood teachers did not receive explicit instruction from their Montessori training or education programs regarding teaching about race and racial bias, and 5) Most Montessori early childhood teachers supplemented their training with books or developed lessons outside of those obtained in training to teach about race. Reasons for participants' beliefs around race, racial bias, prejudice, young children, and teaching are discussed, as well as the implications of these outcomes. The results of this study were used to develop recommendations for Montessori teachers, Montessori teacher education programs, and national Montessori organizations. Recommendations for further research suggest that a broad examination of demographics along with data on how Montessori teachers are teaching about race and racial bias may yield pertinent information that could further guide educators and trainers.
Language: English
Published: St. Paul, Minnesota, 2018