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Article
Montessori Education and Modern Psychology [Excerpts from Education for Human Development]
Publication: AMI/USA News, vol. 6, no. 2
Date: Apr 1993
Pages: 3–6
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Language: English
Book
Early Childhood Education in Nigeria: Proceedings of the International Seminar on Early Childhood Education, Zaria, 4-8 July, 1983
Africa, Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: Proceedings of the Internationa Seminar on Early Childhood Education, held in Zaria [Nigeria], 4-8 July, 1983. "Organised by the Institute of Education, Ahmadu Bello University in Collaboration with the London Montessori Institute"--Title page verso. Early childhood education at the crossroads in Nigeria / Emmanuel U. Emovon (17 p.). -- Montessori philosophy in early childhood education / Sandra Nash Petrek (22 p.). -- Cultural roots of the child's moral and intellectual growth in Africa / Etim N. E. Udoh (40 p.). -- Implications of Piagetan theory to elementary education in Nigeria / O. M. Onibokun (24 p.). -- Headstart : assumptions and curriculum models--what relevance for Nigeria? / Eileen B. Wilson (20 p.). -- Classroom pedagogy: a case for the development of critical thinking / Rodney Burton (32 p.). -- Childhood education in Nigeria: A study of Ilorin schools / S. O. Medahunsi (32 p.). -- Day in a pre-school: A Nigerian experience / Kathleen Kano (20 p.). Early childhood education in two cultures: The U.S.A. and the Jamaican experience / Anne Lou Blevins (45 p.). -- Traditional factors in African education / D. O. Adewoye (27 p.). -- Moral development in the child through Christian education / J Idowu-Fearon (18 p.). -- Educating the teachers of children / Grace Alele Williams (19 p.). -- Child, the teacher and the classroom with relation to nursery education / Fola A. Fagbohun (16 p.). -- Child's socialization in Islam / Zainab Said Kabir (31 p.). -- Environment and the education of the child / J. M. Ibiwoye (24 p.). -- Environment and the education of the child / A. B. Ayanniyi (15 p.). -- Bilingualism in early childhood education in Nigeria: Problems and possibilities / Theresa T. Imasuen (15 p.). -- Comparative study of the role expectations of children's needs in the Carribean and Nigeria / S. U. Compton-Adegbite (15 p.). -- Teacher and the child with special educational needs / Karen Odock (13 p.). -- Special education for pre-primary children: Intervention and remediation / C. A. Sam (26 p.). -- Theory and practice of educating maladjusted children in Nigeria / J. A. Shindi (18 p.). -- Children with special educational needs: The case of bilingual children / R. A. Chijioke (30 p.).
Language: English
Published: Zaria, Nigeria: Institute of Education, Ahmadu Bello University, 1983
Report
Comparing Montessori Education and Conventional Education on Aspects of Creativity
Available from: Syracuse University
Comparative education, Montessori method of education
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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
Article
Montessori Teacher Education 2000: Teacher Education Survey [Profiles of training centers]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 12, no. 3
Date: Spring 2000
Pages: 17-22
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Language: English
ISSN: 1071-6246
Article
A Study Educational Philosophy of Maria Montessori and Its Relevance in Present Educational Scenario
Available from: Sabhavna Research Journal
Publication: Sadbhavna: Research Journal of Human Development, vol. 10, no. 2
Date: Jul 2020
Pages: 100-107
Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: Montessori system its impact can easily be seen in the field of pre-primary education in the European countries, U.S.A., India, China, Japan, African countries, Latin American countries and all through the world, This system has encouraged lovers of education to discover new methods of teaching young children. This system emphasized the necessity of study of children in order to educate them properly. As a result, education became child-centered. The construction of curriculum became oriented to the actual needs of life. It was considered necessary to provide a good environment in the school. The aims of education became oriented to individual development of each child. Hence emphasis was laid on the development of personality of each child. Proper training of teachers was considered necessary.
Language: English
ISSN: 2277-7377
Book
Report on the Montessori System of Education: Presented to the Council of Education, Witwatersrand
Africa, L. C. Wynsouw - Writings, South Africa, Southern Africa, Sub-Saharan Africa
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Language: English
Published: Johannesburg, South Africa: Council of Education, 1915
Article
The New Curriculum of Education in Kenya: a Linguistic and Education Paradigm Shift
Available from: eRepository at University of Nairobi, Kenya
Publication: International Journal of Novel Research in Education and Learning, vol. 5, no. 1
Date: 2018
Pages: 15-27
Africa, East Africa, Kenya, Sub-Saharan Africa
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Abstract/Notes: The current system of education in Kenya is the 8-4-4 structure, where children study for eight years of Basic (primary) education, four years of Secondary education and four years of University education. This system was introduced in 1985 to promote man-power capable of performing blue collar jobs, as compared to the former 7-6-3 system that targeted developing a local workforce to replace the British workforce who largely held white collar jobs in the new, independent Kenya. However, over the years, the 8-4-4 curriculum has been widely criticised for a myriad of reasons. The criticisms against this curriculum are that it is too heavily loaded with content, purely examinations-oriented, and generally violating the Rights of the Child by placing undue physical and psychological pressure on learners. In order to address this problem therefore, a new curriculum was hastily crafted and taken through a rushed pilot drive in April 2017 and is expected to replace the current 8-4-4 system by January 2018. Admittedly, this new education system addresses some of the weaknesses of the current 8-4-4 education system, since it is competency-based and focuses more on skills acquisition as opposed to a purely knowledge-based acquisition system. The issues addressed in this paper is how this new and hurriedly crafted curriculum (as well as the introduction of Free Secondary School Education) will be implemented by teachers who are yet to come to terms with the new paradigm shift of teaching and learning. The second issue addressed is whether the crafters of this system took into consideration children’s rights, or whether at all, the system was crafted from a child-centred perspective. The concerns are that apart from the manner in which this syllabus was been crafted and planned for implementation, if not reviewed comprehensively may not only violate the rights of future generations of children, but also enhance negative ethnicity from a linguistic perspective
Language: English
ISSN: 2394-9686
Article
Implementasi Pendidikan Karakter Melalui Metode Montessori pada PAUD di Lingkungan Pesantren [Implementation of Character Education Through the Montessori Method in Early Childhood Education in Islamic Boarding Schools]
Available from: Journal of Instructional and Development Researches
Publication: Journal of Instructional and Development Researches, vol. 3, no. 3
Date: Jun 2023
Pages: 119-130
Asia, Australasia, Indonesia, Southeast Asia
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Abstract/Notes: Penelitian ini dilatarbelakangi Implementasi pendidikan karakter untuk mempersiapkan mereka kelak sebagai pribadi yang mempunyai identitas diri, melalui pembiasaan dan keteladanan. Tujuan penelitian ini adalah untuk mengetahui: (1) Bagaimana Implementasi Pendidikan Karakter Pada PAUD Melalui Metode Montessori menekankan proses belajar eksperiensial? (2) Bagaimana Implementasi Pendidikan Karakter Pada PAUD Melalui Metode Montessori menekankan proses belajar one-on-one lesson? (3) Bagaimana Implementasi Pendidikan Karakter Pada PAUD Melalui Metode Montessori menekankan proses belajar peace education?Penelitian ini menggunakan pendekatan kualitatif dan menggunakan penelitian jenis penelitian studi kasus. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Hasil penelitian: (1) Guru dalam proses belajar secara aktif sehingga peserta didik dapat memperoleh pengalaman langsung dan terlatih untuk dapat menemukan sendiri berbagai pengetahuan yang dipelajarinya. (2) Guru memberikan satu tema dan membimbing peserta didik dengan belajar langsung untuk menunjang kebutuhan belajar sehingga peserta didik dapat perhatian penuh dari guru dalam proses belajar (3) Guru membantu peserta didik untuk memiliki kemampuan mengatasi konflik dan masalahnya sendiri, tanpa kekerasan dan dengan cara yang kreatif 0 CITATIONS 0 Total citations 0 Recent citations n/a Field Citation Ratio n/a Relative Citation Ratio
Language: Indonesian
ISSN: 2807-5471, 2807-548X
Article
Development of a Peace Education Program by the Kindergarten Teacher Awareness for Peace Education in Korea
Available from: The Korean Society for Early Childhood Education
Publication: International Journal of Early Childhood Education, vol. 9, no. 2
Date: 2003
Pages: 39-69
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Abstract/Notes: This study examines the baseline data of peace educational ideas in the level of recognition and practice among Korean kindergarten teachers. Data was collected through a questionnaire survey. Subjects served for this study consisted of 265 kindergarten teachers including 93 Montessori teachers and 172 traditional kindergarten teachers among 42 kindergartens located in Seoul and Kyungki province area, a using random sampling method. Data was analyzed by IBM-PC computer, using a SPSS program. Statistical methods employed were frequency: of item, t-test, and ANOVA. The authors developed a peace education activity, and applying the kindergarten based on the data obtained from this study and Montes-sort four domains for a peace education to be reviewed. The results of this study were as follows: There was no significant difference in the awareness of peace education between Montessori teachers and traditional kindergarten teachers. The teachers who had much more teaching experiences showed the higher awareness for peace educational practice than younger teachers with the shorter teaching career. Even though Montessori and traditional kindergarten teachers had the high recognition for a peace education did not have the systemically peace education program. Authors developed 12 activities of peace education included self-awareness (3 activities), community awareness (3 activities), cultural awareness (3 activities), and global environmental awareness (3 activities). The peace educational program on the basis of research data and the Montessori had four domains. The standards of a peace educational program are decided and accomplished on the basis of these four categorical interactions and all practical data available for the real state of affairs in a specific cultural community and country. In conclusion, standards of peace education are subject to change as the actual circumstances of country and the world change and teacher practice patterns for the peace education evolve. These parameters of peace education should be considered in peace education programs only.
Language: English
ISSN: 1226-9557, 2733-9653
Article
A Comparative Study Between Montessori Education and Ecology Education / 몬테소리 교육프로그램과 생태교육프로그램에 관한 비교연구
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 11
Date: 2006
Pages: 17-34
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Language: Korean
ISSN: 1226-9417