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The Effects of Three Different Educational Approaches on Children's Drawing Ability: Steiner, Montessori, and Traditional
Available from: Wiley Online Library
Publication: British Journal of Educational Psychology, vol. 70, no. 4
Abstract/Notes: Although there is a national curriculum for art education in the UK there are also alternative approaches in the private sector. This paper addresses the issue of the effect of these approaches on children's drawing ability. Aim. To compare the drawing ability in three drawing tasks of children in Steiner, Montessori and traditional schools. Sample. The participants were 60 school children between the ages of 5;11 and 7;2. Twenty children were tested in each type of school. Method. Each child completed three drawings: a free drawing, a scene and an observational drawing. Results. As predicted, the free and scene drawings of children in the Steiner school were rated more highly than those of children in Montessori and traditional schools. Steiner children's use of colour was also rated more highly, although they did not use more colours than the other children. Steiner children used significantly more fantasy topics in their free drawings. Further observation indicated that the Steiner children were better at using the whole page and organising their drawings into a scene; their drawings were also more detailed. Contrary to previous research Montessori children did not draw more inanimate objects and geometrical shapes or fewer people than other children. Also, contrary to the prediction, Steiner children were significantly better rather than worse than other children at observational drawing. Conclusion. The results suggest that the approach to art education in Steiner schools is conducive not only to more highly rated imaginative drawings in terms of general drawing ability and use of colour but also to more accurate and detailed observational drawings.
ISSN: 2044-8279, 0007-0998
Narrative, Meaning Making, and Personal Development: Teachers' Storied Experience in Montessori, Steiner and Other Primary Classrooms
Available from: University of Notre Dame Australia
Abstract/Notes: This study explored how narrative was being used to foster meaning-making in Montessori, Steiner, Government and Catholic schools. In-depth interviews of twelve teachers from the four educational settings were used to collect the teachers' stories that comprised the data on narrative use. NUD*IST software was employed to organise data and to focus on emerging concepts through data analysis. A wide spectrum of narrative uses related to meaning making was revealed. These varied understandings support using narrative to foster insight on three levels relating to several theoretical views of narrative and its importance.
Published: Sydney, Australia, 2001
An Investigation of the Expressive and Representational Drawing Development in National Curriculum, Steiner, and Montessori Schools
Available from: APA PsycNet
Publication: Psychology of Aesthetics, Creativity, and the Arts, vol. 6, no. 1
Date: Feb 2012
Abstract/Notes: Little is known about how children’s drawing ability may vary between different educational approaches. This study investigated the expressive and representational drawing ability of British National Curriculum, Steiner, and Montessori pupils aged 5 to 9 years old. Ability was measured from performance on specified drawing tasks. One hundred and 35 children participated, 45 from each educational establishment consisting of 15 from each of the three age groups, 5-, 7- and 9-year-olds. Participants completed three expressive drawings (depicting a happy, sad, and angry mood) and three representational drawings (observational drawing of a wooden mannequin, a house from memory and a free drawing). Results indicated that for expressive drawings Steiner pupils generally depicted more content themes, used formal properties more expressively, and produced higher quality expressive drawings than Montessori and National Curriculum pupils. Where there were differences between National Curriculum and Montessori pupils the Montessori children tended to do better than the National Curriculum pupils on these measures. Although representational drawing development varied in younger Steiner pupils compared to their National Curriculum and Montessori peers, no differences were observed among the oldest children attending the three schools. The positive relationship between expressive and representational drawing performance was the strongest in Steiner pupils. The results suggest the art program in Steiner education is more conducive to nurturing expressive drawing ability than those delivered in Montessori and National Curriculum education, with seemingly no disadvantage in representational drawing ability in the primary school years.
ISSN: 1931-3896, 1931-390X
Lebendige Geschichte des Kindergartens: eine Bildungsreise zu Oberlin, Fröbel, Montessori und Steiner
Published: Frankfurt am Main, Germany: Dt. Verein für Öffentl. u. Priv. Fürsorge, 1989
ISBN: 978-3-17-006648-9 3-17-006648-X
Series: Materialien für die sozialpädagogische Praxis
A Theosophical Paradigm in Montessori Educational Thought: A Point of Contact with Steiner Educational Thought / モンテッソーリ教育思想にみる神智学的パラダイム--シュタイナー教育思想との接点 / A Theosophical Paradigm in Montessori Educational Thought: A Point of Contact with Steiner Educational Thought
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 39
Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.
L'Ecopedagogia e il suo ruolo in Steiner e Montessori
Available from: Tesi online
Abstract/Notes: Per quanto i fisici si addentrino nella materia, la natura non rivela la presenza di nessun
Published: Firenze, Italy, 2018
Teaching Nature: From Philosophy to Practice
Available from: ERIC
Publication: NAMTA Journal, vol. 38, no. 1
Abstract/Notes: David Hutchison is an educator and ecologists. In this paper, he suggests how ecological vision can be translated into five aspects of educational practice: the interdisciplinary emphasis, eco-orientation to citizenship, inquiry learning, outdoors acclimatization, and social activism. These five levels of training constitute the holistic preparation for forging new levels of responsibility and sensibility for the natural world in the self-actualized adult. [Reprinted from "The NAMTA Journal" 28, 1 (2003, Winter): 207-218. This paper is adapted from a keynote address at the NAMTA conference titled "Montessori Education for Human Development: The Child in the Natural World," in Chicago, IL October 31-November 3, 2002.
Changing the Educational Landscape: Philosophy, Women, and Curriculum
Available from: Taylor and Francis Online
Abstract/Notes: Changing the Educational Landscape is a collection of the best-known and best-loved essays by the renowned feminist philosopher of education, Jane Roland Martin. Trained as an analytic philosopher at a time before women or feminist ideas were welcome in the field, Martin brought a philosopher's detachment to her earliest efforts at revolutionizing the curriculum. Her later essays on women and gender further showcase the tremendous intellectual energy she brought to the field of feminist educational theory. Martin explores the challenges and contradictions posed by the very concept of women's education, and also recognizes how the presence of women necessitates the rearticulation of not only the curriculum but also the standard ideologies in education.
Published: New York, New York: Routledge, 1994
Evolution as Philosophy and Action
Publication: NAMTA Journal, vol. 22, no. 1
Abstract/Notes: Examines implications of creation stories from a Montessorian perspective. Claims that each era has an epic narrative guiding it, and that current ecology epic can educate and inspire children to fulfill their unique role within the larger meaning of life on earth. Suggests that children have a sense of wonder motivating them to realize their unity with the earth. (KDFB)
Philosophy and Practice: Primary Considerations for the Implementation of an All-Day Montessori Program
Publication: NAMTA Journal, vol. 18, no. 2
Date: Spring 1993
Abstract/Notes: Challenges Montessori instructors and advocates to address the complex issues of staffing, scheduling, and maintaining a consistency of approach with respect to all-day Montessori instruction. (HTH)