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

Language: English

ISSN: 0010-700X

Abstract/Notes: This article shares the learning ecosystem of a project-based embedded systems course, identifying course elements that support self-directed learning and how assignments guide students toward becoming adaptive experts. The technology advances while the fundamentals of electrical engineering remain static. Educators can increasingly prepare students to identify what they need to know to solve problems and avail themselves of resources to learn. This article seeks to further understand ways that a project-based learning approach in an undergraduate embedded systems course can facilitate students' self-directed learning. In what ways can a project-based learning approach in an undergraduate embedded systems course facilitates the self-directed learning amongst students? This article, conducted in the context of an existing embedded systems design (ESD) course, relied on interviews of students, teaching assistants, and faculty along with document analysis and a mixed inductive-deductive thematic analysis. Findings: A learning ecology of the course is presented. This includes descriptions of space and facilities that influence student motivation, means by which the pedagogical intent of the instructor impacts the student experience, how the course builds on project-based learning knowledge, how the content is distributed using knowledge sharing, how Making supported the ecosystem, how students and instructor occupy similar roles, how the curricular design process was conducted, and how the open ecology promotes student self-direction.

Language: English

DOI: 10.1109/TE.2020.2975358

ISSN: 1557-9638

Abstract/Notes: Learning media are learning aids that can be physical or non-physical to convey messages from teachers to students. The purpose of this study is to determine the effectiveness of the use and process of product development in the form of Montessori-based learning media in science learning for fifth grade students. The research is a development research (R & D) with the Sugiyono development procedure. Based on the result of product validation, it received an “appropriate” assessment with a score of 3,6 from material experts. While media experts rated “strongly agree” with a score of 4,5. Based on result of product trials, it is known that average pretest value is 52,64 and posttest is 76,66 so that it has increased. Product assessment by students through questionnaires gets a score of 3,98 or when views in the classification table, namely “agree”. Based on the use trial, the average pretest value was 36,8 and posttest was 72,2 so thatit experienced an increase. Product assessment by students through questionnaires gets an average score of 4,3 or if seen in the table, it is “Strongly agree”. This shows that the learning media based on the Montessori method development can be said to be feasible to use.

Language: Indonesian

DOI: 10.36088/fondatia.v6i2.1816

ISSN: 2579-6194

Abstract/Notes: The uniqueness of learning in elementary school Sto. Rosario Montessori School Philippines Using the k-12 curriculum, by imitating the United States model, namely the Cooperative Learning model and the Communicative Learning approach. The purpose of this study is to design a teacher-student interaction model for basic education in Indonesia. This model is designed with the benchmarking Sto. Rosario Montessori School, Philippines. This research approach uses a qualitative approach. With the research method of level 1 R&D studies. Then qualitative data processing and data analysis were carried out. Data analysis gives meaning to the data from observations, interviews, documentation, and literature studies that have been collected so that they get a very important meaning in a study. Analyzing qualitative data can be done by reducing data, displaying data, and data conclusions. The result of this research is the design of the teacher-student interaction model for elementary school students which contains the philosophy, concepts, mechanisms and general guidelines for the application of the model. The model in this study uses cooperative learning and communicative learning. (1) The philosophy of the model “students are unique creatures”; (2) The concept of the model: cases, individual conditions of students and solving cases faced by students; (3) The model mechanism: (a) Mapping of students’ conditions; (b) Teacher training on leadership patterns; (c) The teacher classifies the students’ condition; (d) implementation of teaching and learning; (4) General instructions for implementing the designed model.

Language: English

ISSN: 2503-0256, 2355-0155

Abstract/Notes: Recent studies regarding digital game-based learning (DGBL) are increasing, having the potential to enable new forms of learning, however, it remains unclear how DGBL applications can impact young students’ creativity. The main purpose of this study is to investigate whether DGBL application technologies (tablets and smartphones), can improve creativity skills in preschool children (aged 3–6) and “what the main components effective of creative skills are to enhance learning for young children in DGBL”. In this study, the procedure is a case study and the researcher used a sample of apps that were preloaded onto one tablet for seven children aged 3–6 years old in grade Foundation Stage 1 and 2 in a selected Montessori pre-school in Malaysia. In the present study, during using educational digital games by young children, the students’ creative thinking process and the relationship between these components based on Analyzing Children's Creative Thinking framework (ACCT) are investigated in order to understand perceptions of creativity skills involved in the learning approach. The findings suggest that DGBL can potentially affect students' ability to develop creative skills and critical thinking, knowledge transfer, acquisition of skills in digital experience, and a positive attitude toward learning as well as provide for deep, insightful learning. The students experienced opportunities for engaging the creative thinking process in their activity and thinking issue understanding and learning in educational digital games. This study provides an outlook for researchers, game designers, developers in the field of DGBL, and creativity. This research provides new insights, advice, and effective suggestions on how to increase creative skills, motivate, and improve learning outcomes and demonstrate learning with DGBL composition in teaching young students.

Language: English

DOI: 10.1016/j.childyouth.2020.105227

ISSN: 0190-7409

Abstract/Notes: There is little empirical understanding of how young children's screen engagement links to their well-being. Data from 19,957 telephone interviews with parents of 2- to 5-year-olds assessed their children's digital screen use and psychological well-being in terms of caregiver attachment, resilience, curiosity, and positive affect in the past month. Evidence did not support implementing limits (< 1 or < 2 hr/day) as recommended by the American Academy of Pediatrics, once variability in child ethnicity, age, gender, household income, and caregiver educational attainment were considered. Yet, small parabolic functions linked screen time to attachment and positive affect. Results suggest a critical cost–benefit analysis is needed to determine whether setting firm limits constitutes a judicious use of caregiver and professional resources.

Language: English

DOI: 10.1111/cdev.13007

ISSN: 0009-3920, 1467-8624

Language: English

DOI: 10.1111/j.2044-8279.1944.tb01534.x

ISSN: 2044-8279, 0007-0998

Abstract/Notes: This study is aimed at examining the effect of eight weeks of selected virtual-assisted games based on Montessori pedagogical principal on the motor proficiency and perceived self-control in the children with spastic hemiplegia during the coronavirus outbreak. In this quasi-experimental study, the children () with hemiplegia were randomly selected and assigned to either the experimental group or the control group. In the pretest, motor skills and self-controlling were evaluated using 36-item Lincoln-Oseretsky Motor Development Scale and Children’s Perceived Self-Control Scale (CPSC) (ss, 1982), respectively. The experimental group then engaged in three 45-minute sessions of virtual game play over the course of eight weeks. 24 hours following the last practice session, the posttest was given on the same day as the pretest. After ensuring the normal distribution of collected data with Shapiro-Wilk test, the data were analyzed using Analysis of Covariance test (ANCOVA). Results showed that the experimental group compared to the control group was better in the motor proficiency and perceived self-control after performing selected virtual-assisted Montessori games can significantly improve motor proficiency and perceived self-control (). This pattern of data revealed that the virtual-assisted intervention based on Montessori pedagogical principles may increase motor proficiency and self-control in children with hemiplegia, particularly when confronted with the limitations imposed on by the coronavirus epidemic.

Language: English

DOI: 10.1155/2022/5792094

ISSN: 2314-6133

Abstract/Notes: A randomized-trials design was used to evaluate the effectiveness of a preschool mathematics program based on a comprehensive model of research-based curricula development. Thirty-six preschool classrooms were assigned to experimental (Building Blocks), comparison (a different preschool mathematics curriculum), or control conditions. Children were individually pre-and posttested, participating in 26 weeks of instruction in between. Observational measures indicated that the curricula were implemented with fidelity, and the experimental condition had significant positive effects on classrooms' mathematics environment and teaching. The experimental group score increased significantly more than the comparison group score (effect size = 0.47) and the control group score (effect size = 1.07). Early interventions can increase the quality of the mathematics environment and help preschoolers develop a foundation of mathematics knowledge.

Language: English

DOI: 10.3102/0002831207312908

ISSN: 0002-8312, 1935-1011