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1148 results

Article

Montessori and Early Childhood Education: A Contemporary Perspective

Publication: The Child and You, vol. 11

Pages: 1-8

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Abstract/Notes: Includes references.

Language: English

Article

The Wellsprings of Early Childhood Education

Publication: Momentum, vol. 19, no. 4

Pages: 7-10

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Abstract/Notes: Examines three philosophical traditions and their implications for early childhood education. Links Montessori to the empirical tradition. Considers the influence of the nativistic tradition of Plato and Rousseau on Froebel, the originator of the kindergarten, and Steiner, the founder of the Waldorf Schools. Discusses Piaget's ties to constructivism.

Language: English

ISSN: 0026-914X

Article

Thoughts on the Curricula Contents and Methods of Teaching for the 21st Century Early Childhood Education in South Korea

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 15

Pages: 107-120

Asia, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea

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Abstract/Notes: New knowledge and skills acquired through the synergy of individuality and diversity will lead the society and culture in the 21st century. Contrasted with the isolation and exclusiveness in the 20thcentury, the synergy of individuality and diversity will be made through the mutual understanding and respect among people. In early childhood, children are beginning learners in their society, immature in body and mentality. They require social learning skills that will embrace the diversities within their culture. Korea is divided into South and North for over 60 years. As South Korea embraces the advanced society, understanding the South and North and the national education for the advanced society should be included in the early childhood education curriculum. The great scholars supported the premise that early childhood is the fundamental period for forming the personality and learning the basic knowledge and skills for the present and future. The encouragement of this global trend for individuality and diversity in current Korean early childhood program is in the beginning stages. Mixed racial families are becoming more prevalent in the Korean society. In the education area, the teaching method is just as important as the content. The type of teaching method, whether it is an experience or instructional-based method, depends on the learner and the knowledge trait. The teaching method has to focus on the learner and the characteristic of knowledge.

Language: Korean

ISSN: 1226-9417

Article

A Study on Montessori's Thought of Early Childhood Education / Montessori의 유아교육사상에 관한 연구

Available from: RISS

Publication: 東南保健大學論文集 人文社會硏究 [Dongnam University Humanities Review], vol. 2

Pages: 1-22

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Abstract/Notes: The results of study on Montessori's thought of early childhood education which has contributed to the development of child education in twentieth century are in the following: First, Montessori offers the idea of 'the new children.' His study focuses on children's natural ability of sensitivity and abserbent mind which enable them to choose voluntarily. Second, the aim of child education, according to Montessori, is to encourage physical and psychological development of a child by providing materials under prepared environment. Third, the methods of education presented by Montessori are to provide materials from the five areas under prepared environment and the instruction of the teacher encouraging voluntary choices of children. Fourth, the requirements for the teacher which Montessori emphasizes are pure mind, affection, patience, devotion, insight and sensitivity. Fifth, for expansion and practical application of Montessori education in Korea, it is required to establish the officially licensed Montessori institutes for tranining the teacher.

Language: Korean

Article

Early Childhood Education: The Journey So Far and the Road Ahead

Publication: The Child and You, vol. 12

Pages: 42-46

Asia, India, South Asia

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Language: English

Master's Thesis

A Walk in the Woods: Nature and the Practice of Mindfulness in Early Childhood Education

Available from: MINDS@UW River Falls

Environment, Mindfulness, Montessori method of education, Nature education

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Abstract/Notes: Alongside the growing body of research on nature in education, there is a predilection for the implementation of mindfulness-based strategies in the classroom. The research on mindfulness, however, is notably limited when it comes to mindfulness practices in early childhood education. Moreover, school implementation focuses on the addition of mindfulness-based curriculum, rather than the thoughtful construction of an environment that can best encourage and develop the practice of mindfulness. This action research took place at a public Montessori charter school in a midwestern town. The school's Children's House, consisting of 40 students, 4-6 years of age, hikes and explores the surrounding woods twice a week. In an effort to examine the relationship between time spent in nature, at school, and the possible impacts on children's wellbeing and the classroom environment, this study used both qualitative and quantitative tools. After charting classroom engagement ("focus"); gathering anecdotal evidence; interviewing children and staff; and conducting parent surveys, the collected data indicates that time spent in nature is both beneficial (especially to children who struggle in a conventional school setting) and desired by the school community. This study contends that providing access to nature, instead of a structured implementation of a mindfulness curriculum, might be an important component to consider when designing or espousing educational practices that cultivate mindfulness within early childhood classrooms.

Language: English

Published: River Falls, Wisconsin, 2019

Book Section

Montessori as an Alternative Early Childhood Education

Available from: Taylor and Francis Online

Book Title: The Influence of Theorists and Pioneers on Early Childhood Education

Pages: 211-221

Comparative education, Culturally responsive teaching, Early childhood education, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: Montessori education was developed over 100 years ago, and persists as a marginal ‘niche reform’ of the standard model. Here I discuss two unresolved dichotomies in early childhood education – the tension between work and play, and between structure and freedom. I explain how Montessori collapses and thereby resolves the dichotomies, and does so in a contemporary theoretical frame – one that is dynamical rather than linear. I next describe the origins and functioning of Montessori preschool environments, outcomes from the most methodologically sound studies to date, and impediments to Montessori’s more widespread adoption. I also show how Montessori is a culturally responsive pedagogy, and conclude by return to the dichotomies and how Montessori makes sense for the modern era. Originally published in: Early Child Development and Care, volume 191, issue 7–8 (2021), pp. 1196–1206.

Language: English

Published: New York, New York: Routledge, 2022

ISBN: 978-0-367-63674-6 978-0-367-63675-3 978-1-00-312021-6

Book Section

Reasons for Documentation in Early Childhood Education Centres

Available from: Springer Link

Book Title: Pedagogical Documentation in Early Childhood Education: Process-Oriented Procedures for Documenting Education and Development

Pages: 5-29

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Abstract/Notes: The documentation of educational processes and the development of children is today seen as a sign of high quality in ECE centres and as a central task of pedagogues. This general and widely undisputed setting is fed by both (elementary) pedagogical theories and programs as well as by political requirements. First, four significant educational approaches (Montessori and Waldorf education as well as the Situation approach and the Reggio approach) will be examined to see what importance they attribute to documentation. Subsequently, the today in theory and practice of elementary education dominant social constructivist educational understanding will be illuminated in more detail with regard to documentation; this is followed by an analysis of the curricula of the German federal states as relevant political framework for the work in ECE centres. Finally, these theoretical and political foundations will be brought together by working out the diversity of objectives associated with documentation as well as the different addressees of documentation.

Language: English

Published: Wiesbaden, Germany: Springer, 2022

ISBN: 978-3-658-39736-4

Book

The Influence of Theorists and Pioneers on Early Childhood Education

Available from: Taylor and Francis Online

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Abstract/Notes: The chapters in this book reflect on the major shifts in the views of early childhood thinkers and educators, who have contributed to contemporary theoretical frameworks pertaining to early childhood learning. The book also revisits and critically analyses the influence of developmental theories on early childhood education, starting in the 1890s with the work of G. Stanley Hall that established the close association of early childhood education and child development. Several chapters comprise critical examinations of the fundamental influence of thinkers such as Piaget, Vygotsky, Kohlberg, Adler, Pestalozzi, Froebel, and so on, on early childhood learning. The book also contends that these theoretical conceptions of child development have heavily influenced modern views of early childhood education. This book is a significant new contribution to early childhood learning, and will be a great resource for academics, researchers, and advanced students of Education, Public Policy, History of Education, Psychology, and Sociology. The chapters in this book were originally published as a special issue of the Early Child Development and Care

Language: English

Published: New York, New York: Routledge, 2022

Edition: 1st ed.

ISBN: 978-0-367-63674-6 978-0-367-63675-3 978-1-00-312021-6

Article

Embracing Change in Early Childhood Education

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 22, no. 1

Pages: 6

Public Montessori

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Language: English

ISSN: 1071-6246

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