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1524 results

Book Section

Organization of Early Childhood Education Based on Montessori Approach in Thai Social Context

Book Title: Issues and Innovations in Thai Education: A Collection of Research

Asia, Early childhood care and education, Early childhood education, Montessori method of education, Southeast Asia, Thailand

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Abstract/Notes: Previously published in International Journal of Early Childhood Education (vol. 9, no. 1).

Language: English

Published: Bangkok, Thailand: Chulalongkorn University, 2004

ISBN: 974-13-3097-9 978-974-13-3097-3

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

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Language: English

ISSN: 0519-0959

Article

✓ Peer Reviewed

Transforming theories of childhood and early childhood education: Child study and the empirical assault on Froebelian rationalism

Available from: Taylor and Francis Online

Publication: Paedagogica Historica: International Journal of the History of Education, vol. 45, no. 4

Pages: 585-604

Friedrich Fröbel, Positivism

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Abstract/Notes: This article considers the possibility that one of the defining characteristics of the New Education, as it related to children in their early years, was its epistemological break with rationalist forms of knowledge and its embrace of empiricism and positivism. It considers, briefly, social theories that identify a similar process at a societal level before examining some of the polemics directed against theories of education based on rational forms of knowledge and, in particular, Froebel’s system. This theme is then pursued through a detailed consideration of the child study movement in England and its promotion of an empiricist project concerned with the production of knowledge about the child which drew upon the emergent fields of physiology, educational psychology, education and statistics. It is argued that child study helped to create the conditions for these sciences to distinguish themselves from the older philosophical currents from which they emerged. Consideration is then paid to how these transformations reacted on child study and on the Froebel movement. The article concludes that a break did indeed occur in the ways in which education was legitimised and that through the arrival of a new empirically based, scientific approach it became more closely aligned to reforming impulses. Nevertheless, the old philosophical, metaphysical foundations were not vanquished as in a violent rupture but were articulated in a new dialectical synthesis.

Language: English

DOI: 10.1080/00309230903100965

ISSN: 0030-9230, 1477-674X

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

Early Writing Ability for Early Childhood Education Using Metal Insets Media with Motor Sensory

Available from: International Journal of Social Science and Education Research Studies

Publication: International Journal of Social Science and Education Research Studies, vol. 3, no. 1

Pages: 190-198

Child development, Early childhood care and education, Early childhood education, Montessori materials, Writing - Instruction and study

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Abstract/Notes: Language is a socially or conventionally accepted code used to express a concept through the use of the desired symbols and combinations of symbols arranged by words. Early childhood is in a sensitive period in language, language skills are very important, they have a vital role in all aspects of intellectual development, in this period children will continue to master and develop their language’s development, if no stimulus is given, children will have limited intellectual development. Early language development involves four skills: hearing, speaking, reading, and writing. Writing is a helpful approach to encourage children to use signs and symbols to communicate their ideas. The aims of this study are to describe and analyze the application of Metal Insets media with sensory motor for learning to write through literature studies, explain the characteristics of Metal Insets Media with sensory motor, analyze the advantages and disadvantages of Metal Insets Media with sensory motor. This research method is a qualitative with a literature study approach to describe and analyze. The results obtained that Metal Insets media is a writing aid to stimulate early writing ability childhood involving sensory motor it is related to Montessori’s research about humans control their surroundings with their hands and change it in accordance with the direction of their minds, which is inextricably linked to their body morphology and abilities, Metal Insets application take notice on Montessori approach, with the four pillars, such as sensitive periods, a prepared environment, sensory education and spontaneous activity through repetition.

Language: English

ISSN: 2770-2782, 2770-2790

Article

✓ Peer Reviewed

Early Signs of Specific Learning Disabilities in Early Childhood

Available from: International Journal of Early Childhood Special Education (INT-JECSE)

Publication: International Journal of Early Childhood Special Education (INT-JECSE), vol. 12, no. 1

Pages: 84-95

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Abstract/Notes: Since comprehensive evaluation of academic skills cannot be extensively conducted in early childhood, specific learning disabilities cannot be diagnosed in preschool-aged children. To evaluate academic skills, children must be school-aged and interventions cannot begin in the preschool period. However, specific learning disabilities in children may also be noticed during preschool. Preschool teachers need to determine which kids are at risk of having specific learning disabilities so that they can be detected early and an intervention provided. Preschool teachers need to be aware of the early signs of specific learning disabilities to distinguish between typically developing children and those at risk of having specific learning disabilities. In this review, studies describing the preschool characteristics of students at risk of having specific learning disabilities are examined, and the early signs of specific learning disabilities and early intervention processes are described based on the literature. Research suggests that the signs of specific learning disabilities can be seen in early childhood. The need for preschool teachers and families to be sensitive to the characteristics of children at risk of specific learning disabilities in the context of early intervention is discussed.

Language: English

DOI: 10.20489/intjecse.722383

ISSN: 1943-023X

Article

✓ Peer Reviewed

Membedah Pemikiran Maria Montessori Pada Pendidikan Anak Usia Dini [Dissecting Maria Montessori's Thought on Early Childhood Education]

Available from: Pedagogi: Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini

Publication: Pedagogi: Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini [Pedagogy: Journal of Early Childhood and Early Childhood Education], vol. 6, no. 2

Pages: 57-67

Asia, Australasia, Indonesia, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Southeast Asia

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Abstract/Notes: Artikel ini mengkaji tentang pendidikan anak usia dini berdasarkan pemikiran Montessori. Biografi, kurikulum, metode, lingkungan kelas Montessori menjadi pembahasan dalam artikel ini. Hasil penelitian studi literatur menunjukkan bahwa Montessori merupakan seorang wanita pertama Italia lulusan kedokteran. Montessori tertarik pada studi tentang penyakit mental dan gangguan psikologis terhadap anak. Ia membuka sebuah sekolah dengan murid-muridnya yang cacat mental, hingga ia meneliti bagaimana metode pendidikan untuk anak cacat mental. Montessori berkeyakinan bahwa metode yang telah dilakukannya pada anak cacat mental bisa dilakukan juga pada anak-anak normal. Menurut Montessori rentang usia anak 0 sampai 3 tahun merupakan usia dibawah sadar, dan rentang usia 4 sampai 6 tahun mengalami peningkatan ke usia sadar. Kurikulum Montessori terdiri dari tiga bagian yaitu lingkungan praktis, latihan sensorik motorik, dan perkembangan bahasa. Kebebasan, lingkungan yang terstruktur dan teratur merupakan elemen penting dalam metode Montessori. Dan lingkungan kelas Montessori yang terdiri dari prinsip kebebasan, ketertiban, kenyataan dan alam, suasana dan keindahan, bahan-bahan Montessori dan pengembangan kehidupan masyarakat. [This article examines early childhood education based on Montessori thinking. Biography, curriculum, methods, and the Montessori classroom environment are discussed in this article. The results of the literature study showed that Montessori was the first Italian woman to graduate from medicine. Montessori was interested in the study of mental illness and psychological disorders in children. He opened a school with mentally disabled students, so he researched educational methods for mentally disabled children. Montessori believes that the method he has done on mentally disabled children can also be applied to normal children. According to Montessori, the age range of children 0 to 3 years is a subconscious age, and the age range of 4 to 6 years has increased to the conscious age. The Montessori curriculum consists of three parts, namely the practical environment, motor sensory training, and language development. A free, structured and orderly environment is an essential element of the Montessori method. And the Montessori classroom environment which consists of the principles of freedom, order, reality and nature, atmosphere and beauty, Montessori materials and the development of people's lives.]

Language: Indonesian

ISSN: 2599-042X, 2599-0438

Article

✓ Peer Reviewed

Help to life, education from birth: A reflection on early childhood starting from Maria Montessori / Ayuda a la vida, educación desde el nacimiento: Una reflexión sobre la primera infancia a partir de Maria Montessori

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 3, no. 3

Pages: 59-66

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Abstract/Notes: The study aims to investigate a topic less debated in Montessori studies, which is the theme of childbirth, essential for the application of the Montessori’s method in all age groups and also to children aged from zero to three years old. For this reason Maria Montessori’s little known writings are deliberately considered. These writings are very significant for the reconstruction of her educational thinking which has always seen the childbirth as the starting point for a reflection of the newborn education and a transformation of humanity considering a review of its educational processes. This reflection is indispensable today in the absence of specific training courses to “welcome the secret of the child who comes into the world” which were the educational courses for birth attendants starting from the end of the 1940s. Tracing the history of these Montessori educational courses and of the great personalities who have designed them, can be used to rethink Montessori differentiating instruction courses in order to acquire skills related also to welcome the newborn. This means adding in these educational courses specific learning modules about “education from birth” according to a definition beloved by Montessori. / En este artículo se investiga un tema poco abordado en los estudios Montessori, el tema del nacimiento, que resulta fundamental en términos de aplicación del método Montessori en todos los grupos de edad y por lo tanto también en el de los niños de edades comprendidas entre los cero y los tres años de edad. Por esta razón se consideran deliberadamente textos menos conocidos de María Montessori, pero muy significativos para la reconstrucción de su pensamiento pedagógico, que siempre ha entendido el nacimiento como el punto de partida para la reflexión de la nueva pedagogía y la transformación de la humanidad considerando una revisión de su proceso educativo. Esta reflexión es indispensable hoy en día, en ausencia de una formación específica para “recibir el secreto del niño que viene al mundo”, que formaba parte, a partir de finales de los años cuarenta, de los cursos de formación de las matronas. Trazar la historia de estos cursos de formación Montessori y de las grandes personalidades que los diseñaron puede servir para repensar estos cursos dirigidos a adquirir habilidades relacionadas con dar la bienvenida al recién nacido. Esto significa añadir en estos cursos de formación módulos específicos sobre "la educación desde el nacimiento”, de acuerdo con la definición dada por Montessori.

Language: English

ISSN: 2255-0666

Article

Dr. Maria Montessori: selbsttätige Erziehung im frühen Kindesalter [Dr. Maria Montessori: Independent education in early childhood]

Publication: Kindergarten, vol. 55

Pages: 65-75

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Language: German

Master's Thesis

Unintended Consequences: The Montessori Story of the Early Childhood Education Qualification Requirement - 2000-2007

Available from: Victoria University of Wellington - Research Archive

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Abstract/Notes: In 2002, the Ministry of Education in New Zealand released Pathways to the Future: Nga Huarahi Arataki. This 10year strategic plan for early childhood education was the culmination of years of advocacy, research and consultation within the early childhood sector. A key component of the plan is a staged requirement for teachers in early childhood centres to have a Diploma of Teaching ECE or equivalent qualification. The study analyses the impact on the Montessori early childhood sector of the requirement that teachers in a centre be qualified with a Diploma or equivalent. This thesis draws on the results of a qualitative study involving interviews with key policy informants and focus groups of teachers and the story that emerges describes the complexities, frustrations and positive outcomes for centres and their teachers. The story points to a need for support, intervention and creative strategies to ensure no part of the early childhood sector is left behind, and diversity within early childhood education in New Zealand is maintained. The final outcome of the study raises the dilemma faced by the Montessori community; how can the approach accommodate the current ideas of early childhood education brought to centres through the policy requirement and remain identifiably Montessori?

Language: English

Published: Wellington, New Zealand, 2008

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