Abstract/Notes: The Hartford Early Childhood Program involves more than 4,500 children from 4 years old to first grade level in over 200 classrooms. Classrooms are designed to offer children an environment that encourages them to learn independently. Ideas have been borrowed from the Montessori approach and the British Infant Schools and fitted to the needs of the Hartford school district's urban students. The program philosophy embodies new approaches that can be used in old school buildings such as formal education beginning at 3 years, mixed-age "family" grouping, interest centers, and emphasis on intrinsic motivation toward personel success. Future plans call for extension of the program to all public school classes in grades K through 2. Sources of more detailed information are provided for this program, specifically, and for Model Programs Childhood Education, in general. (Author/WY)

Language: English

Published: Palo Alto, California, 1970

Abstract/Notes: In this study where literature review method is used, Montessori education method that is considered among the alternative education methods and the one that carefully defines what kind of education and learning experiences are suitable and useful for each growing period and Islamic education whose basic aim is to grow "mature human being" has been compared. In the introduction part of the study containing two sections as introduction and another two parts, the problem, aim, importance, hypotheses, methods and limitations of the study are handled. Montessori Education system is examined in the first part, and in the second part it is compared with Islamic education that forms the basis for the study, giving information about Islamic education system. Studies carried out on both Montessori and Islamic education systems were searched thoroughly and then they were carefully evaluated before starting to write. Within this context, all the sources related to the subject in the libraries in Turkey were provided, a very large database of information for foreign sources were scanned and they were obtained through different ways. In the light of the data obtained as a result of the study, the methods and principles that are similar in both approaches were determined and their comparison which forms the base for the study was made through the findings obtained. / Literatür taraması yönteminin kullanıldığı bu araştırmada, her gelişim aşamasına, hangi çeşit eğitim ve öğrenme deneyimlerinin uygun ve yararlı olduğunu özenle belirleyen ve alternatif eğitim modellerinden Montessori eğitim sistemi ve esas hedefi "kamil insan yetiştirmek" olan İslam eğitim sistemi karşılaştırılmaya tabi tutulmuştur. Giriş ve iki bölümden oluşan bu çalışmanın giriş kısmında araştırmanın problemi, amacı ve önemi, hipotezleri ve yöntem ve sınırlılığı ele alınmıştır. Çalışmanın birinci bölümünde Montessori eğitim sistemi incelemeye tabi tutulmuş, ikinci bölümde ise araştırmanın temelini oluşturan İslam eğitim sistemi hakkında bilgilere yer verilerek, Montessori ve İslam eğitim sisteminin karşılaştırılması yapılmıştır. Araştırmanın yazım aşamasına başlamadan önce Montessori ve İslam eğitim sistemiyle ile ilgili çalışmalar taranmış ve değerlendirilmiştir. Bu çerçevede Türkiye'deki kütüphanelerdeki konuyla ilgili tüm kaynak eserlerin temini yapılmış, yabancı kaynakların temini için pek çok veritabanlarında taramalar yapılmış ve bu eserler çeşitli şekillerle elde edilmiştir. Araştırma sonucu ortaya çıkan veriler ışığında her iki yaklaşımın benzerlik gösterdiği metot ve ilkeler tespit edilmiş ve elde edilen bulgularla çalışmanın esasını oluşturan her iki yaklaşımın karşılaştırılması yapılmıştır.

Language: Turkish

Published: Bursa, Turkey, 2016

Language: English

Abstract/Notes: In this research, the effect of Montessori education approach on the creativity of pre - school children in visual arts lesson was investigated and the creativity developments in students were observed. The research was carried out in college kindergarten, which educates under Kayapınar district of Diyarbakır province. 20 students between 48-66 months were applied the Montessori Education Approach and 60 students were applied the Ministry of National Education pre-school program and these two were compared to each other. Equal units are applied in both programs, Ceramic, watercolor, collage technique. The problem addressed in the study;The loss of student creativity in the implementation of the Ministry of National Education Preschool Program, the loss of self-confidence while students work, and the fact that the applied approaches are teacher-centered and therefore the works are not unique but are similar to each other. In the classrooms where Montessori Education Approach is applied, reflections of originality in the works of art, attitudes of free children to the lesson, and increased co-operation during the lesson have been observed. It is also observed that in the classrooms in which the Ministry of National Education pre-school program is applied, the method of instruction, class rules reminded in the lesson, teachers' criticism of the works resulted in loss of self-confidence in the students, reluctance to the subject,not being able to bring out the creativity and being bad tempered to students' friends. / Bu araştırmada, okul öncesi eğitim programında yer alan görsel sanatlar eğitimi ders konularının, Montesori Eğitimi Yaklaşımı programı uygulanarak, yaratıcılık gelişimlerine etkisinin nasıl olduğu belirlenmeye çalışılmıştır. 48-66 ay grubundaki 20 öğrenciye Montessori Eğitimi Yaklaşım Programı, aynı yaş grubundaki 60 öğrenciye Milli Eğitim Programı uygulanmış ve ikisi karşılaştırılmıştır. İki programda eşit üniteler işlenmiş, bunlar; Seramik tekniği, kolaj tekniği ve suluboya tekniğidir. Araştırma Milli Eğitim Bakanlığı Okul Öncesi Programının uygulandığı, görsel sanatlar eğitiminde, görsellerle yapılan anlatım sunumları, öğrencilerin yaratıcılıklarına etkileri, derste sınıf kuralları hatırlatarak ders işlenmesi aynı zamansa öğrenci eserlerine öğretmenlerin olumlu veya olumsuz eleştirilerinin etkileri araştırılmıştır. İkinci program olan Montessori Eğitimi Yaklaşımı programının uygulandığı, görsel sanatlar eğitiminin sonunda öğrencilerin yaratıcılıklarına etkileri, sanat çalışmalarının, özgünlük ve yenilik açısından yansımaları, özgür bırakılan çocukların derse kaşı tutumları, öğrenci başarısına etkileri belirlenmeye çalışılmıştır. Araştırmanın sonuçları, Montessori Eğitimi Yaklaşımı programı uygulanan sınıftaki öğrencilerde yardımlaşmanın önemli ölçüde arttığı, çocuklara yönelik yönerge olmadan, derslere kendi istekleri doğrultusunda katıldıkları ve malzemelerin yerlerini öğrenerek ihtiyaç duydukları anda aldıkları görülmüştür. Milli Eğitim Bakanlığı Programı ile işlenen, sanat eğitimi derslerinde, öğretmenlerin görsel materyalleri, örnek modelleri, anlatım ve soru-cevap yöntemlerini kullandıkları. Sınıftaki malzeme dolapları öğrencilerin ulaşamayacakları yükseklikte ve göremeyecekleri kapalı dolaplarda bulunması öğrencileri sınırladığı sonucuna ulaşılmıştır.

Language: Turkish

Published: Samsun, Turkey, 2018

Abstract/Notes: This research revolved around Johnson's (2013) definition of early childhood science, technology, engineering, and math (STEM) education, emphasizing the integration of science and math instruction with scientific inquiry, engineering design, mathematical analysis, and 21st-century interdisciplinary skills. Johnson recommended using an approach called integrated STEM, which aims to create a meaningful integration of STEM disciplines in the context of real-world challenges and problems. Given the swift advancements in science and technology, early exposure to STEM concepts is crucial for children. Research has indicated introducing STEM in preschool equips children with foundational skills to explore complex concepts in elementary school. Early childhood experiences have a substantial impact on cognitive and academic development, fostering brain development and enhancing lifelong cognitive and academic outcomes. Young children naturally exhibit qualities like prediction, hypothesizing, analysis, and curiosity. They actively engage with their surroundings, constructing scientific and mathematical understanding through hands-on STEM activities, and developing competence, knowledge, and problem-solving skills. This study employed narrative inquiry and autoethnography to explore early childhood educators' needs, talents, and challenges in integrating STEM curricula. It addressed critical questions about STEM education, such as its ideal form, optimal introduction timing, and ensuring equitable access for all preschoolers. The research examined educators' STEM knowledge and identified implementation barriers that affect STEM self-efficacy. This research underscores the importance of introducing STEM education early in childhood and highlights the need for comprehensive policies and equitable funding. The study's results bridge the knowledge–doing gap and emphasized the significance of adequately preparing educators to provide STEM-related curricula.

Language: English

Published: San Francisco, California, 2023

Language: English

Abstract/Notes: In this qualitative, interpretive study, I examine the experiences of African American families in accessing and financing Montessori education in the United States, including African American families who did or did not eventually enroll their child(ren) in Montessori schools. The extant literature notes that African American families are disproportionately underrepresented in Montessori schools, despite an interest in this form of education. Grounded in the theoretical framework of critical race theory, I analyze participants’ perspectives on the role of race, and relatedly class, on what helped or hindered their awareness of, access to, and financing of Montessori education. Through 45–60-minute interviews with 13 African American families characterized as interested in enrolling their children in Montessori education, I found the following themes in regard to my research questions. First, participants’ experiences were noted as the power of social capital, challenge of logistics, and competing tensions in enrollment decision making. Second, hindrances to participants’ access and financing of Montessori education included: financial and financial aid barriers, gaps in equitable communication and marketing strategies, and limited diversity & equity initiatives. Third, participants found sources of support for accessing and financing Montessori education through a guiding belief in the philosophy of Montessori education and external change agents. Implications for theory and practice are included.

Language: English

Published: Philadelphia, Pennsylvania, 2022

Language: English

Published: New York: Capricorn, 1970

Abstract/Notes: This action research studied the impact of peace education and portions of the Positive Discipline curriculum in a three-six primary Montessori classroom. During five weeks of implementing the research, sixteen students participated in class meetings for twenty minutes a day. The peace table activities and wheel of choice lessons were conducted individually and as a whole class. The peace table activities included a set of mini dishes on a tray, a rain stick, and a peace rose. The wheel of choice consisted of pictures and words of examples of what students could choose to help them solve problems. A few examples are count to ten, apologize, ask for help, and write your name on the agenda. Implementing the presentations into the classroom environment became a work for the students to use if needed and did not occur daily. As a work choice, the previous activities were available on tables and children were allowed to choose the work as many times as they felt was necessary. The research began with baseline data collection through SWIS (School Wide Information System) referral records, student interviews, and student surveys. Sources of data obtained during the study included interviews, surveys, observation tally sheets, and a field journal. The results presented an increase in social awareness and problem-solving skills through the class meetings. Students began acknowledging problems and brainstorming solutions. Class meetings will continue daily to extend the positive problem-solving capabilities and mindfulness students developed in their classroom community.

Language: English

Published: St. Paul, Minnesota, 2016

Language: English