Language: English

Published: Wellington, New Zealand: New Zealand Education Review Office, 2002

Language: English

Published: Melbourne, Australia, 1979

Language: English

Pages: 9-13

Language: English

Published: Cleveland, Ohio: NAMTA, 1991

Abstract/Notes: The debate about whether or not religious education should be included in early childhood education is a longstanding one. Even those who believe that Religious education should be included in early childhood programs cannot agree about the content or method for including it. The phenomenon of religious education in Montessori pre-primary schools in the Western Cape Province of South Africa is explored in this study, using a qualitative research approach. More specifically, the study explored the goals of their religious education; the level of awareness of Montessori's approach to religious education and finally looked at how they were implementing religion in their schools. A sample of 4 pre-schools were selected from the 90 Montessori pre-schools in the Western Cape. These included a Non-Denominational, Muslim, Christian and a Jewish School. The Muslim and Non-Denominational schools are full Montessori schools, while the Christian and Jewish schools have incorporated Montessori alongside other curriculums, namely the Jubilee Excellence School Curriculum and Reggio-Emilia approach, respectively. A collective case study approach was adopted and data was collected through observations and interviews. While the findings cannot easily be generalized, it is significant in providing a starting point to understanding the phenomenon of religious education in Montessori pre-schools in the Western Cape. The study highlighted Dr Montessori's personal and professional struggle with religion and found that the struggles Dr Montessori faced in terms of Religion have still not been resolved today. The schools in the Western Cape still grappled with the essence of Montessori's struggle, i.e. where to place religion and how to integrate it in the Montessori method and philosophy. Dr Montessori's beliefs about the importance of spirituality in the early years were found to be consistent with the contemporary views of scholars around the world. The religious schools followed guidelines of their own religions when deciding on which values to focus on. At the Jewish school, the focus was on the community, while at the Muslim school the focus was on the individual and selfetiquette. The focus of the Christian school was on discipline and obedience. The schools had various commitments to spiritual and ethical development of the children. Finally, the study found that the Montessori method was ideal for teaching the practices of religion, but when schools delved into issues of faith or love of God, they switched to other modes of teaching (e.g. preaching). This disjuncture between teaching faith and practices was ultimately Dr Montessori's reason for abolishing religious education from her method.

Language: English

Published: Cape Town, South Africa, 2017

Language: English

Abstract/Notes: Práce se zaměřuje na zjišťování informací o tom, jestli je možné zavádět montessori principy vzdělávání do ekonomických předmětů na středních školách. Součástí práce jsou i přípravy na výuku a popisy metod, forem, obsahu, didaktických pomůcek a didaktické techniky, kterou učitel může využít při zavádění montessori principů do výuky ekonomických předmětů na střední škole. Pro zjištění výsledků bylo využito experimentálního vyučování na Gymnáziu Duhovka, sebereflexe praktikanta, dotazníkové šetření ve třídě, kde experimentální výuka probíhala a didaktický test pro žáky, kteří se účastnili experimentálního vyučování. Výsledkem je, že zavádění je možné a nese sebou určité výhody (lepší dosahování výchovných cílů, zlepšení klimatu ve třídě), ale je zároveň zapotřebí dávat pozor na určité nevýhody, které se objevily během experimentálního vyučování (problémy s fixací nové a staré látky). [Thesis aims to find out whether or not it is possible to implement Montessori principles of education into economical subjects on High schools. Parst of the Thesis are also preparations for teaching of economical subjects with Montessori principals. At the end reader can find out more information about methods, forms, content, didactic aids and didactic technique which can be used to implement Montessori principles appropriately. Author used several different experimental methods like experimental teaching, self-reflection of the practitioner, questionnaire survey in the class where experimental teaching took place and didactic test for pupils who participated in experimental teaching. As a result, implementation of Montessori principles is possible and has advantages (better atmosphere in class, better way to achieve educational goals) and disadvantages (problems with fixation).]

Language: Czech

Published: Prague, Czech Republic, 2017

Abstract/Notes: Mnogi pedagogi, filozofi ali celo zdravniki so zaradi nezadovoljstva s tradicionalno šolo in šolskim sistemom poskušali ponuditi svoje pedagoške koncepte za izboljšanje izobraževalnega sistema. Nagnjenost k spremembi tradicionalne šole, osredotočene na vsebino, je privedla do ustvarjanja pedagoškega pluralizma, ki je v demokratični družbi neizogiben in se nenehno spreminja. Vzpostavljajo se številni pedagoški koncepti, ki se približujejo učencem in jih postavljajo v središče vzgojno-izobraževalnega procesa. Čeprav alternativno izobraževanje od 19. stoletja deluje skupaj z državnim izobraževalnim sistemom, ti modeli pogosto niso znani širšemu krogu ljudi in starši običajno niso seznanjeni s ponudbo šol, kar vodi do zavrnitve takšnega sistema izobraževanja. Da bi podrobneje pojasnili in izpostavili alternativne šole na Hrvaškem, smo najprej proučili njihov zgodovinski razvoj, in sicer v kontekstu reformske pedagogike ob koncu 19. in začetku 20. stoletja. Danes na Hrvaškem delujeta le montessori in waldorfska alternativna šola, ki sta glavni ustvarjalki pluralizma v izobraževanju, ki je še vedno v začetnih fazah razvoja. S tem razlogom je to magistrsko delo skromen prispevek k širjenju idej alternativnega izobraževanja. [Dissatisfied with the traditional school and the system, many pedagogues, philosophers or even doctors have tried to offer their pedagogical concepts to improve the education system. The tendency to change the traditional content-focused school has led to the creation of pedagogical pluralism, which in a democratic society is inevitable and constantly changing. There are numerous pedagogical concepts that are approaching students and put them at the heart of the educational process. Although alternative education has been operating since the 19th century, along with the state education system, these models are often not known to a wider circle of people, and parents are usually not familiar with what schools offer, which leads to the refusal of such an education system. In order to clarify and highlight the alternative schools in Croatia, we first examined their historical development, which was studied in the context of reform pedagogy at the end of the 19th and the beginning of the 20th century. Today, only montessori and waldorf alternative schools operate in Croatia, which are the main creators of pluralism in education, which is still in its early stages of development. For this reason, this task is a modest contribution to spreading the ideas of alternative education.]

Language: Slovenian

Published: Maribor, Slovenia, 2019

Abstract/Notes: Evidence from ethnology, anthropology, and educational history and research indicates that age segregation is neither necessary nor natural. An examination of primate and simple human societies suggests that rigid assumptions about age segregation of the young is a recent departure from social patterns existing for millions of years. The researcher summarizes the findings of 27 empirical studies in multiage grouping in elementary schools conducted between 1948 and 1981 in the United States and Canada: multiage grouping has no consistent relationship with academic achievement, and multiage grouping has a generally benign effect on social and emotional development. Naturalistic and observational studies on companionship outside the classroom provide further evidence on the importance of cross-age grouping. The general pattern that emerges from these studies is one of increased competition and aggression within same-age groups and increased harmony and nurturance within more natural

Language: English

Abstract/Notes: The Portland Chapter 1 Early Childhood Education Program is one of three arrangements in the district to offer education for preschool children. Together, the programs enrolled 1,500 students during 1986-87. Although there are some differences among programs, the one located at Kenton School is typical of most. It consists of 3 classrooms, each holding a morning and an afternoon session of 2.5 hours each, with each session having the capacity for 20 students. Each classroom is staffed with a certified teacher and an aide. Other professional staff who were involved included the principal, program coordinator, speech therapist, and community agent. Program costs amounted to approximately 2,000 dollars per year per child. The curriculum covered language, math, small and large motor functions, art and music, and personal and social development. Program activities alternated between large and small group contexts, with student movement around the classroom quite unrestricted except during direct instruction. Many of the techniques replicated those of the Headstart Program and the Montessori method. Data obtained via a rating form containing a large sample of the skills taught in the seven skill areas and via follow-up of children who completed the program indicate that the program helps children master skills and that replication of the program across years has been consistent. Evaluation instruments are appended. (TJH)

Language: English

Published: Portland, Oregon, Aug 1987