Language: Italian

Published: Roma, Italy: Vita dell'infanzia, 1963

Abstract/Notes: This study aims to present the way of enhancing kindergarten teacher's professionalism through pre-service teacher's education. For this, as the study method, the legal qualification criteria of kindergarten teachers were investigated, and the systems of kindergarten teacher education currently for teacher education curriculums of junior colleges that have 2~3 year courses and universities that have 4 year courses were analyzed. The results of the study are as follows. Firstly, all curriculums for pre-service kindergarten teacher education need to be a 4 year bachelor's degree based on the tightening of teacher qualification criteria recently. Secondly, all the institutions for kindergarten teachers should educate the students according to the Nuri curriculum, so that after graduation they can implement the Nuri curriculum efficiently. Consequently, the years required for graduation of junior colleges needs to be extended to 4 year courses gradually, and the curriculum of the courses should be implemented focusing on the Nuri curriculum. / 본 연구는 우리나라 누리과정이 도입되면서 유치원 교사양성교육에 요구되는 교사교육의 전문성제고 방안을 제시하는 것을 목적으로 한다. 이에 유치원교사의 국가 자격기준을 검토하고 전문대학과 4년제 대학의 유치원교사 양성 및 양성교육과정 현황을 분석하여 유치원 교사의 전문성제고 방안을 제시하였다. 교사 양성현황은 양성대학 유형과 입학정원, 졸업자 및 취업률, 수업연한, 자격증 발급수. 전문대학 전공심화과정 운영 현황 등을 분석해 제시 했으며, 양성교육과정현황은 교사자격 과목의 이수기준에 비추어 전문대학과 4년제 대학의 교육과정 편성현황을 분석해 제시했다. 유치원 교사의 전문성 제고 방안으로 첫째, 유치원교사 양성교육과정은 교사자격기준을 강화한 표준화 기반의 4년제 학사 과정으로 제고되어야 하며, 둘째, 유치원교사 양성기관은 누리과정 운영에 충실한 교원을 양성해야 한다. 향후 순차적인 전문대학 수업연한의 조정이 요구되며 누리과정 기반의 양성교육과정 운영이 요구된다.

Language: Korean

ISSN: 1226-9417

Language: Korean

Abstract/Notes: The present study was intended to investigate the current status of Montessori education practices in Korea and to suggest future direction for its improvement and successful implementation of Montessori education in Korean kindergarten. This study was conducted by self-administered questionnaire survey. Subjects served for the study consisted of 85 Montessori teachers among 30 Montessori Kindergartens located in Seoul area, sampled from Korean Montessori kindergarten, using random sampling method. Data were analysed by IBM-PC computer, using SAS program. Statistical methods employed were frequency of item, t-test, and ANOVA. The summary of the research findings was as follows: It was revealed that Korean Montessori teachers who have worked for Montessori Kindergarten with the large amount of Montessori materials on hand had considerably higher recognition of the practical application of Montessori materials and teaching method of Montessori`s theory and program than Montessori teachers with small amount of materials in their Montessori kindergarten. However, the educational instruments for assessing the whole development of children held in stock by Korean Montessori kindergarten generally were below the mean number of holdings. Therefore, the author suggests the importance of educational assessment instruments for Montessori children and those proper application methods.

Language: English

ISSN: 1226-9557, 2733-9653

Abstract/Notes: This article examines the effects of Montessori music-movement activities on the development of the rhythmic abilities of 59 children from Montessori preschools, aged between 3 and 6 years. Children were deployed into two experimental groups (EG 1 (n = 20) & EG 2 (n = 22)) and a control group (CG) (n = 17). Our intervention consisted of introducing 15 to 20 min of unstructured movement time, either accompanied by a piano (EG 1) or recording (EG 2), three times a week for four months, whereas the control group carried on the usual Montessori program. We used a quasi-experimental nonequivalent groups design with pretest–posttest. Three tests for measuring rhythmic abilities were used: auditory discrimination of the rhythmic patterns, imitation of spoken rhythmic phrases, and determining the synchronization of movement with the rhythm of the music. The interventions had a positive effect on the development of the rhythmic abilities of children included in the study. The most significant effect was noticed in EG 1, while no effect of non-activity was detected in the control group.

Language: English

DOI: 10.1007/s10643-023-01459-x

ISSN: 1573-1707

Abstract/Notes: This study aims to create an interactive application of beginning counting with the Montessori method that appropriate to apply as a learning media in Kindergarten. And also to find out the appropriateness of interactive application. The research method used in this research is Research and Development (R&D) and using the ADDIE development model. The development model is divided into 5 stages : (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. In the development stage, the RAD (Rapid Application Development) method is used. The interview method, literature method, and instrument method are used in collecting data. Further, interactive application validated or assessed by media expert and material expert. The results showed that the interactive application of beginning counting with the Montessori method successfully created. The application divided into 3 parts : (1) Knowing numbers, (2) Sorting numbers, and (3) Counting with numbers. Based on the results of the validation of the interactive application, the percentage of interactive application appropriateness were obtained 96.6% by material expert, and 94.7% by media expert. This shows that the interactive application that has been developed can be used as learning resources or learning media of beginning counting.

Language: English

ISSN: 2549-0389

Abstract/Notes: The purpose is to compare the Kindergarten music textbooks with those of the first grade of elementary school and analyze them, to examine whether the correspond to children's developmental characteristics whether the music education of Kindergarten and the first grade have a connection each other. The subject of this study are as follow: 1. What are the objects of music education in Kindergarten and the first grade? 2. How are the contents of music education in Kindergarten and the first grade? 3. Do the songs mentioned in the music textbook of Kindergarten and the first grade coincide with children's musical charateristics? The method of this study: Comparing the objects and contents of the collection of guiding child education materials' with those of the pleasant lives' guide book for teacher, I analyze the songs gathered in each book through the aspect of contents, composition, length, rhythm and voice-ranges. The result of this study are as follows: 1. The music education of the first grade presents the goal which 'the musicality of children is enlightened, through desirable musical experiences and the harmonious emotion and creativity.' On the contrary, the goal of music is not presented in Kinergarten education. 2. The spheres of music education contents in the first grade are divided into three, as like the basic capability, the expression capability, and the appreciation, 3. The songs of the first, grade are estimated that they are selected to correspond to children's musical characteristics, on the other hand, those of Kindergarten have many problems in the aspect of composition, length, rhythm and voiceranges. The conclusions derived from the results. The music education of Kindergarten should be carried out coinciding with children's growth, connecting with that of elementary school.

Language: Korean

Language: Italian

Language: Italian

ISSN: 0042-7241

Abstract/Notes: This research explored student evaluation practices used by Montessori elementary teachers. The Montessori teaching method emphasized students learning at their own pace within a prepared environment where the teacher's role was somewhat different compared to traditional classroom settings. Both traditional and alternative methods of student assessment were utilized by Montessori teachers (e.g., anecdotal records, informal conferences with students, observation of students, one-to-one interview with students, checklists of lessons, demonstration of skill mastery, and standardized achievement tests). The methodology and reasoning behind student evaluation was not well understood by the educational community, and today's dynamic cultural environment demands better attention to this subject. Following a literature review of assessment practices, analysis consisted of sampling member schools of the American Montessori Society (AMS). A questionnaire was submitted to 241 eligible AMS member schools with elementary programs across the United States, and 108 responses (representing 30% of the eligible schools) were collected. The questionnaire's items (27 total questions) were refined to 16 research questions which were analyzed using both quantitative and qualitative methods. A number of results were produced. The two most prominent were: Montessori elementary teachers used more alternative than traditional methods of assessment practices; and, the factors that influenced the assessment practices used by Montessori teachers were the make up (student:teacher ratio, individual student's needs, multi-aged range) of students in the classroom and the Montessori method of education. Other results of this study included: Montessori schools used standardized achievement tests but individual respondents were not convinced they fit the Montessori method of teaching; and, the combination of non-graded report cards, anecdotal records, and student portfolios were successful reporting practices for parent teacher conference. The study concluded with identifying several areas of assessment practice where future research and professional development may benefit Montessori administrators, teachers, students, and parents.

Language: English

Published: Memphis, Tennessee, 1999