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Article
幼児教育の追求とモンテッソーリ教育 [The Pursuit of Early Childhood Education and Montessori Education]
Available from: Hanazono University - Institutional Repository
Publication: Hanazono daigaku shakai fukushi gakubu kenkyu kiyo / 社会福祉学部研究紀要 / Annual Report of the Social Welfare Department at Hanazono University, no. 22
Date: 2014
Pages: 49-57
Asia, Early childhood care and education, Early childhood education, East Asia, Japan, Montessori method of education
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Abstract/Notes: 今、モンテッソーリ教育が再び注目されている。幼児教育への関心の高まりと先進国各国で行きづまった教育の方向模索の中で、再評価され始めているのである。モンテッソーリ教育そのものというよりも、今日の教育観、人間観、子ども観に「人格形成」の確立を迫るものとしてのモンテッソーリの貢献が、取り上げられている。本稿では、近代以降の教育思想の歩みの中で、モンテッソーリによってなされた子ども観の転換と幼児教育の転換の特質を考察し、モンテッソーリの唱えた子どもの創造的使命擁護の方法が、今日こそ必要性を増していることを考察した。 [Recently the method of Montessori is recognized again. It is being revalued because the childhood education is getting much interest and it is at a standstill in advanced countries. The contribution of Montessori is in the limelight, not as one teaching method, but as a clue to establishment of "character building" in perspectives on education, human, and children. The study considers the characteristics of perspective on children and the childhood education, which have been converted and effected by Montessori from modern times onwards. The study also suggests that the need to support the creativities of children, proposed by Montessori, is increasing today.]
Language: Japanese
Book Section
The Influence of Neuroscience on Early Childhood Education
Available from: Taylor and Francis Online
Book Title: Scientific Influences on Early Childhood Education
Pages: 176-190
Developmental psychology, Early childhood education, Maria Montessori - Philosophy, Neuroscience
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Abstract/Notes: It is only within very recent history – the past 25 to 30 years – that neuroscience has become a force in child development and educational research, as the tools to study the brain in action have improved and become more readily available. Although neuroscience research on reading, math, and social and emotional function also has important implications for education, this chapter focuses on executive function (EF) skills because these skills play an especially foundational role in learning and because they have been particularly well studied. Basic research on EF development has provided an important foundation for interventions designed to specifically target EF skills in young children, and suggests how to structure places of education to playfully explore their environments in intentional and attentive ways, to practice reflection, and to engage in self-regulated learning. Although neuroscience is a relatively new player in early education, it has transformed people's understanding of the conditions that support learning and brain development.
Language: English
Published: New York: Routledge, 2020
ISBN: 978-0-429-46828-5
Book
Pioneers of Early Childhood Education: A Bio-Bibliographical Guide
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Language: English
Published: Westport, Connecticut: Greenwood publishing group, 1998
ISBN: 0-313-30404-1
Book Section
La società moderna di fronte all'educazione della prima infanzia [Modern society in the face of early childhood education]
Book Title: Valore educativo e sociale della scuola materna: atti [Educational and social value of the nursery school: proceedings]
Pages: 243-253
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Language: Italian
Published: Roma, Italy: Vita dell'infanzia, 1963
Article
A Comparative Study of Sensory Training in Early Childhood Education Programs
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1990, no. 1
Date: 1990
Pages: 16–20
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Language: English
ISSN: 0519-0959
Doctoral Dissertation (Ph.D.)
An Examination of Implementation Practices in Montessori Early Childhood Education
Available from: American Montessori Society
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Abstract/Notes: This study examined to what extent Montessori early childhood education programs in one geographical region of the United States could be classified into homogeneous clusters based on teachers’ reported practices associated with Montessori education. Once identified, the characteristics defining each subgroup were described, and factors supporting or hindering the implementation of recommended practices were examined. Of particular interest was whether the teachers were intentionally or inadvertently making changes to the model, and if modifications were being made, whether these were due to situational factors or to viewpoints that differed from Montessori’s perspectives. Teachers’ beliefs about managing and motivating children were also assessed in relation to their interpretation of the Montessori method in order to examine what role, if any these beliefs played in shaping classroom practices.
Language: English
Published: Berkeley, California, 2004
Article
Early Childhood Education: The National Agenda
Publication: NAMTA Journal, vol. 16, no. 1
Date: Fall/Winter 1990
Pages: 104-112
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Book
Contemporary Influences in Early Childhood Education
Available from: Books to Borrow @ Internet Archive
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Language: English
Published: New York, New York: Holt, Rinehart and Winston, 1975
Edition: 2nd ed.
ISBN: 978-0-03-089584-5 0-03-089584-7
Article
Women’s Role in Early Childhood Education in Europe
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 25, no. 1
Date: 1993
Pages: 67-75
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Abstract/Notes: The history of education is mainly a history of male educators and their ideas and systems of education, whereas the history of early childhood education is to a large extent a field of history where women have been the actors and to some extent also the writers about early childhood education. But this history is coloured by the withdrawn and to a large degree subordinate status of women, which is also reflected in the way history is written: A history of invisibility and anonymity, which also may have affected the place early childhood education has had in general educational history...
Language: English
DOI: 10.1007/BF03174635
ISSN: 0020-7187, 1878-4658
Article
The Perception of the Teachers on Accreditation System and the Present Level of Montessori Early Childhood Education Program / 인정평가에 대한 몬테소리 유아교육기관 교사의 인식 및 기관 자체 평가
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 10
Date: 2005
Pages: 107-123
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Language: Korean
ISSN: 1226-9417