Language: English

Language: German

Published: Frankfurt am Main, Germany: P. Lang, 1994

ISBN: 978-3-631-47463-1

Series: Heidelberger Studien zur Erziehungswissenschaft (Frankfurt am Main, Germany) , 43

Abstract/Notes: This article examines the three most prominent movements of alternative education in Israel: Democratic education, Waldorf education, and the Montessori method of education. By comparing the educational approaches according to specific criteria, the goal is to provide the reader with as broad a picture as possible of their similarities and differences. The discussion focuses on the philosophical approach and general principles of each movement and does not aim to provide information or characteristics of specific educational institutions. One of the goals of the article is to bring before parents, educators, and policy makers knowledge of the different approaches so that they can understand and judge them with greater clarity.

Language: English

DOI: 10.46827/ejae.v6i1.3563

ISSN: 2501-5915

Language: German

Published: Freiburg, Germany: Herder, 1986

ISBN: 978-3-451-20919-2

Abstract/Notes: My Honors Thesis compares creativity in children taught in a Montessori classroom with students taught in a conventional classroom. I tested 58 children at Belle Valley Elementary School in Erie Pennsylvania, half in the Montessori program, half in traditional classrooms. Their ages ranged from 5-9, from kindergarten to 3rd grade. I hypothesized that the independence allowed in Montessori classrooms would help foster creativity in its students. The project uses two forms of evaluation to test the concept of creativity, the Torrance Test of Creative Thinking and consensual assessment to score a creative collage. Significant developmental differences were found; older children scored higher on the creativity tests. There was, however, no significant difference between Montessori and conventionally taught children. The conclusion is that in young children creativity develops over time, but that the type of schooling does not moderate this development.

Language: English

Published: Syracuse, New York, 2005

Abstract/Notes: This research revolved around Johnson's (2013) definition of early childhood science, technology, engineering, and math (STEM) education, emphasizing the integration of science and math instruction with scientific inquiry, engineering design, mathematical analysis, and 21st-century interdisciplinary skills. Johnson recommended using an approach called integrated STEM, which aims to create a meaningful integration of STEM disciplines in the context of real-world challenges and problems. Given the swift advancements in science and technology, early exposure to STEM concepts is crucial for children. Research has indicated introducing STEM in preschool equips children with foundational skills to explore complex concepts in elementary school. Early childhood experiences have a substantial impact on cognitive and academic development, fostering brain development and enhancing lifelong cognitive and academic outcomes. Young children naturally exhibit qualities like prediction, hypothesizing, analysis, and curiosity. They actively engage with their surroundings, constructing scientific and mathematical understanding through hands-on STEM activities, and developing competence, knowledge, and problem-solving skills. This study employed narrative inquiry and autoethnography to explore early childhood educators' needs, talents, and challenges in integrating STEM curricula. It addressed critical questions about STEM education, such as its ideal form, optimal introduction timing, and ensuring equitable access for all preschoolers. The research examined educators' STEM knowledge and identified implementation barriers that affect STEM self-efficacy. This research underscores the importance of introducing STEM education early in childhood and highlights the need for comprehensive policies and equitable funding. The study's results bridge the knowledge–doing gap and emphasized the significance of adequately preparing educators to provide STEM-related curricula.

Language: English

Published: San Francisco, California, 2023

Language: German

Published: Würzburg, Germany: Königshausen und Neumann, 1990

ISBN: 3-88479-423-X

Language: English

ISSN: 1522-9734

Language: Italian

Published: Roma, Italy: Fefè Editore, 2013

ISBN: 978-88-95988-36-8

Series: Pagine Vere , 19

Language: English

Published: [S.I.]: Nienhuis Montessori USA, 1992