Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Abstract/Notes: Two waves of reform have been conducted in China since the 1980s to transform its early childhood curriculum into a Western-style, progressive model. Western curricula and programs such as the Montessori method, the project approach, the Reggio Emilia method, and the high/scope method have been imported and adopted all over the country. But the top-down reforms and these “imported” ideas have been challenged by scholars and practitioners. Aiming to understand how practices in kindergartens measure up with the reform objectives, the present study investigated the teachers’ beliefs and practices in five Shenzhen kindergartens’ literacy instruction. Altogether, ten early childhood classrooms were observed for one school week, and the ten classroom teachers were interviewed about the observed Chinese teaching practices. The teachers and teaching assistants of the ten classes (N = 20) were also surveyed about their teaching beliefs and practices. The results indicated a remarkable belief-practice gap as well as a policy-practice gap. Most of the curriculum reform ideas were expressed by the teachers in their self-reported beliefs but had not been implemented in their teaching practice. The traditional Chinese model with the teacher directing the whole-class session was still dominating. Slight differences were also found among the ten classes, which reflect the cascading effects of curriculum reform. These findings suggest that curriculum reforms should take into consideration the culture, language, teachers, parents, resources available, and the prevailing education system.

Language: English

DOI: 10.2753/CED1061-1932440601

ISSN: 1061-1932, 1944-7119

Abstract/Notes: Montessori education is a popular way of education in the world. Although this method has been passed around the world for many years, it became popular in China's education system in the 1990s. However, parents in China either choose to believe in Montessori's influence and significance on their children or choose to keep their children educated only in traditional Chinese culture. There are some kindergartens in China where China Sinology and Montessori education coexist. Current studies lack discussion on the impact of the integration of Montessori education and Sinology education on children. Both Montessori education and Sinology have their special advantages for children's cognitive development. This research aims to explore the influence of the Montessori teaching method and Chinese traditional education on the language cognitive development of 3–6 years-old-children.

Language: English

ISSN: 2411-5681

Abstract/Notes: <正>中国蒙台梭利专家协会(CHINA MONTESSORI EXPERTS ASSOCIATION)简称

Language: Chinese

ISSN: 1008-3855

Abstract/Notes: Children’s media is replete with human-like portrayals of animals and objects that wear clothing, speak, drive cars, and experience human emotions. Recent research has shown that anthropomorphic portrayals of animals in books lead children to think anthropomorphically about real animals. Here we asked whether this is also the case for an inanimate object. Specifically, does exposure to an anthropomorphized train, as compared to a real train, increase children’s tendency to make anthropomorphic attributions to real trains? We also investigated whether this effect with books extends to another common medium of presentation: video. Chinese preschoolers (n = 258) ages 4–6 were randomly assigned to watch a video or listen to a book about either a real or an anthropomorphized train. Before and after this exposure, children completed a modified Anthropomorphism Questionnaire–Child Form (IDAQ-CF), which included questions about trains. Children who were exposed to the anthropomorphic book significantly increased in their tendency to view real trains as having human-like qualities, as compared to control children who had no exposure. Video exposure had no effect on the anthropomorphism of trains.

Language: English

DOI: 10.1080/17482798.2019.1570960

ISSN: 1748-2798

Abstract/Notes: The aim of the research is to investigate a Montessori pedagogic approach, enabling a Jewish school to be part of the Chinese international-school system, while fostering Jewish identity. We conducted semistructured interviews with principals (2), teachers (8), parents (12), and students (10) and recorded class observations (8) over two visits. The analysis employed a grounded theory approach using a constant comparative method. The main result was that Montessori principles enabled the school to foster a strong particularistic Jewish identity for this situational minority while also developing a broad understanding of the host (Chinese) culture.

Language: English

DOI: 10.1080/15244113.2019.1559433

ISSN: 1524-4113

Abstract/Notes: This paper is a historical account of the spread of Montessori education in mainland China. It surveys the general picture of early childhood education (ECE) in China and discusses the factors leading to the popularity of Montessori education in the 1990s. Although first introduced into China in the early 1900s, for reasons explained, Montessori education was unsuccessful in catching on as an education method in the early part of the 20th century. Following policy changes and growing interest in western education methods, Montessori education reemerged in the 1990s and has remained a sought-out education method since. In this paper, localization is also discussed as a prominent concern expressed in the Chinese research is ensuring Montessori education promotes and instills values consistent with Chinese society. As is shown, elements of the Montessori method are consistent with Chinese culture, creating a cooperative relationship between these two systems. Of equal importance, Montessori education emphasizes the cultivation of collective identity and societal relationships similar to Chinese culture, the slight difference between them being that Montessori also emphasized the construction of the individual as well.

Language: English

DOI: 10.16993/jmre.17

ISSN: 2002-3375

Abstract/Notes: Montessori method arrived in China at the time when Chinese scholars wanted to established Chinese version kindergartens with modern and scienti c teaching method and tools. rough translation and expert coming to China, Chinese scholars introduced Montessori thought into China. However, the study on Montessori method only stopped at the step of translating Montessori’s theory and trying to reshape the didactic materials. In spite of two short-lived success examples in the 1920s and 1930s, it was never large-scale applied in China. Except the expensive of the didactic tools, lacking spokesman and teachers were the main reason for the failure of the method.

Language: English

DOI: 10.20952/revtee.v11i26.9011

ISSN: 2358-1425