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1111 results

Article

Demands in Early Childhood Education: Montessori Pedagogy, Prepared Environment, and Teacher Training

Available from: International Journal of Research in Education and Science

Publication: International Journal of Research in Education and Science, vol. 7, no. 1

Pages: 144-162

Trainings

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Abstract/Notes: Recognizing the inherent attention in examining how educational practices affect our future, there is little known about society's demands related to early childhood education. This paper aims to analyze the current preschool enrolment situation in the Euro-Western world and the demands of society, focusing attention on the characteristics needed in the prepared environment and in teacher training practices that inclusive education offers. Different socio-cultural theories have been analyzed, and practices regarding human development have been presented as they guarantee an integral development of the child, one which respects infant developmental stages and offers the right scaffolding and environment to stimulate a child's interest and potential. All these aspects are claimed in society, and are reflected in the Montessori Pedagogy principles, where thanks to the observation and knowledge regarding children's needs, educators can prepare stimulating environments that lead to personal formative development.

Language: English

DOI: 10.46328/ijres.1272

ISSN: 2148-9955

Book

Provision of Early Childhood Education in Montessori Preschools

Australasia, Australia and New Zealand, Early childhood care and education, Montessori method of education, Montessori schools, New Zealand, Oceania

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Language: English

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

Article

Visual Environmental Scale: Analysing the Early Childhood Education Environment

Available from: SpringerLink

Publication: Early Childhood Education Journal, vol. 47, no. 1

Pages: 43-51

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Abstract/Notes: Although children’s physical environments play an important role in their development, there have been few empirical studies on the interior design of early childhood centres. This is partly due to a lack of adequate methods and instruments for the systematic spatial investigation of educational environments. In light of this, the following paper presents a qualitative method for such systematic investigation, which we shall call visual environment analysis. It also presents the results of the application of this method to ten early childhood centre environments, which can be ranged between the two extremes of restraint and expressiveness. The analysis shows that early childhood centre environments may be shaped by partly conflicting aims, such as giving children as much freedom as possible on the one hand and providing them with a stimulating atmosphere on the other. The paper therefore discusses both visual environment analysis as a method and, in applying this method, the interior design of a number of educational environments.

Language: English

DOI: 10.1007/s10643-018-0914-x

ISSN: 1082-3301, 1573-1707

Report

ECIA, Chapter 1 Early Childhood Education Program in the Portland Public Schools. 1986-87 Evaluation Report

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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

Doctoral Dissertation

An Examination of Implementation Practices in Montessori Early Childhood Education

Available from: ProQuest Dissertations and Theses

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Abstract/Notes: This study examined to what extent Montessori early childhood education programs in one geographical region of the United States could be classified into homogeneous clusters based on teachers’ reported practices associated with Montessori education. Once identified, the characteristics defining each subgroup were described, and factors supporting or hindering the implementation of recommended practices were examined. Of particular interest was whether the teachers were intentionally or inadvertently making changes to the model, and if modifications were being made, whether these were due to situational factors or to viewpoints that differed from Montessori’s perspectives. Teachers’ beliefs about managing and motivating children were also assessed in relation to their interpretation of the Montessori method in order to examine what role, if any these beliefs played in shaping classroom practices.

Language: English

Published: Berkeley, California, 2004

Book Section

Considerazioni di alcuni economisti del primo 800 sulla scuola per la prima infanzia [Considerations of some early 19th century economists on early childhood education]

Book Title: Valore educativo e sociale della scuola materna: atti [Educational and social value of the nursery school: proceedings]

Pages: 255-262

Conferences, Early childhood education - History - Nineteenth century

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Language: Italian

Published: Roma: Vita dell'infanzia, 1963

Article

Montessori Approach in Character Education in Early Childhood Education

Available from: Journal of Positive School Psychology

Publication: Journal of Positive School Psychology, vol. 6, no. 6

Pages: 5936-5947

Asia, Australasia, Early childhood care and education, Early childhood education, Indonesia, Montessori method of education, Southeast Asia, ⛔ No DOI found

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Abstract/Notes: Character education is an effort to form good values imprinted in a person and manifested in the form of behavior so they can distinguish themselves from others. This character education aims to form a strong and noble human being. All educational institutions realize how important the development of character education is for students in their institutions. However, the process of character education has not been fully able to run effectively in all educational institutions because schools emphasize more on increasing students' cognitive abilities. This study aimed to obtain an overview of the extent to which teachers understand the importance of character education in Early Childhood Education (ECE) and the Montessori Method in shaping the character of students. This study is quantitative with a descriptive approach. The sample in this study was ECE teachers in Panongan Sub-district, Tangerang Regency, totaling 112 people. The selection of samples was done using the Simple Random Sampling method. The instrument used was a survey distributed to respondents via Google form. The results of the study indicate that ECE teachers have understood the importance of character education and the Montessori Method which is integrated into 6 aspects of early childhood development through a character education process that is provided continuously at every level.

Language: English

ISSN: 2717-7564

Book

Pedagogical Documentation in Early Childhood Education: Process-Oriented Procedures for Documenting Education and Development

Available from: SpringerLink

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Abstract/Notes: Today, the documentation of children's education and development is an important part of educational work in early childhood education. This book systematises the topic of pedagogical documentation based on current empirical research. The book analyses different pedagogical reasons for documentation and then presents and discusses different procedures of pedagogical documentation in theory and empirical practice : Portfolio, Learning Stories, pedagogical documentation in the room, project documentation and digital pedagogical documentation. Pedagogical documentation is discussed in the tension between a social constructivist understanding of education on the one hand and a diagnostic logic of fostering on the other. The book is intended as a part of pedagogically oriented childhood research, which also wants to contribute to the reflection and improvement of pedagogical practice.

Language: English

Published: Wiesbaden, Germany: Springer Nature, 2022

ISBN: 978-3-658-39736-4 978-3-658-39735-7

Article

The Place of the Outdoors in a Good Childhood: Historical and Contemporary Perspectives on Outdoor Provision in Early Childhood Education

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2007, no. 1

Pages: 34–52

⛔ No DOI found

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Language: English

ISSN: 0519-0959

Article

Diseño de ambientes para el juego: práctica y reflexión en educación infantil / Design of environments for the game: Practice and reflection in early childhood education

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 5, no. 1

Pages: 85-96

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Abstract/Notes: Esta investigación parte del supuesto que girar la mirada hacia el diseño de ambientes como dispositivo para potenciar el juego en la primera infancia, implica un movimiento en la comprensión de las prácticas docentes que podría llevar a cuestionarse, entre otros: el rol del maestro, las características en el desarrollo de los niños y las niñas, su necesidad de actividad libre y autónoma y su juego dentro de ambientes diseñados para tal fin. Este estudiocuyo objetivo fuepromover y estudiar la reflexión sobre el diseño de ambientes para el juego, desde la práctica de un grupo de profesores; se fundamenta en una visión de la educación cuyo fin específico es potenciar el desarrollo infantil. Se inspira en algunos autores representativos en el campo de estudio, como Montessori, Decroly, más recientemente, Malajovich, Glanzer, Abad, Hoyuelos, Schön, entre otros. El marco metodológico escogido es la investigación-acción desarrollando los ciclos de planeación, acción, observación, reflexión, con el grupo de docentes involucrados en el trabajo. El resultado más destacado de esta investigación fuehacer visible el saber que surge a partir de la reflexión de la propia experiencia, en torno al diseño de ambientes para el juego. Además de lo anterior contribuyó a que los maestros se sintieran reconocidos y valorados en su quehacer docente y permitió contemplar institucionalmente tiempos y espacios para el encuentro y la reflexión del colectivo de maestras. / This research focuses on the design of environments as a device to enhance the game in early childhood which implies a movement to the understanding of teaching practices that could lead to question, among other matters: the teachers’ role, the features of children’s development, the need for free and independent activity of play environments designed for that purpose. This study aims to promote reflection and study on the design of environments for play, from the practice of a group of teachers. It is based on a vision of education whose specific purpose is to promote child’s development, having as activities of the early childhood, game, art, literature and exploration of the environment, as well as the possibilities of expression, communication, interaction and approach to the culture of early childhood. It draws on some important authors in the field of study, such as Montessori, Decroly, Garvey and more recently, Malajovich, Glanzer, Abad, Hoyuelos, Schön, among others. The methodological framework chosen is the action research, developing cycles of planning, action, observation, and reflection, with the group of teachers involved in the work. The most outstanding result of this research was to make visible the knowledge that comes from the reflection of their own experience about the design of environments for play. Besides, the teachers felt recognized and valued in their teaching work. After that the group of teachers was granted with time and space for meetings and reflection activities.

Language: Spanish

ISSN: 2255-0666

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