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Article

Starwars Education: Predicting Education in the Year 2000

Publication: The National Montessori Reporter, vol. 9, no. 3

Pages: 15

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Language: English

Article

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Frequency of Six Early Childhood Education Approaches: A 10-year Content Analysis of Early Childhood Educational Journal

Available from: Springer Link

Publication: Early Childhood Education Journal, vol. 34, no. 5

Pages: 301

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Abstract/Notes: The frequency of early childhood education approaches spanning 10 years of publications was investigated. A content analysis of publications (N = 492) from Early Childhood Education Journal was conducted. From a previous content analysis six approaches or search words were identified: Bank Street, Head Start, High/Scope, Montessori, Reggio Emilia, and Waldorf. Overall, the current content analysis demonstrated that the Head Start approach most frequently appeared. The results indicate that approaches vary as to their frequency of appearance and that contributors of Early Childhood Education Journal have investigated, reflected upon, and expanded upon approaches to educating young children to different degrees. This finding may be beneficial to future contributors of Early Childhood Education Journal. In addition, we have provided a brief overview of each approach that early childhood professionals may use to aid parents with their early childhood education enrollment decisions.

Language: English

DOI: 10.1007/s10643-006-0080-4

ISSN: 1082-3301, 1573-1707

Master's Thesis

A Study Comparing the Effect of Multiage Education Practices versus Traditional Education Practices on Academic Achievement

Available from: ERIC

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Abstract/Notes: This study compared the effects of multi-age classroom strategies to those of traditional classroom strategies on the academic achievement of fourth grade students in reading and math. Standardized test scores from 20 fourth-grade students in two multi-age third- and fourth-grade classrooms were compared to the scores of 20 students from 7 traditional fourth-grade classrooms. The Stanford Achievement Test (SAT), ninth edition was used as the test instrument. Scores from the students' third grade test in the 1996-97 school year were compared to their scores from the fourth grade test in reading and math by applying T-tests to the data. Analysis of the data revealed no difference in reading or math achievement between students taught in a multi-age classroom and those from a traditional classroom.

Language: English

Published: Salem, West Virginia, 1998

Article

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The Effect of Montessori Education on the Development of Phonological Awareness and Print Awareness

Available from: SCIndeks

Publication: Istraživanja u Pedagogiji / Research in Pedagogy, vol. 11, no. 1

Pages: 264-277

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Abstract/Notes: Montessori education program offers an alternative education opportunity for children, and it supports the development of children in early childhood period as well. In the study, it was aimed to examine the effect of Montessori education on the development of phonological awareness and print awareness, which are among the early childhood literacy skills. This study was conducted in a longitudinal research design. As the data were collected from the same participants, panel design was taken as the basis of the study. The study group was composed of a total of 50 children, 24 boys and 26 girls, in the" 4-6 age" group with normal development who received education in the Montessori class of a state nursery located in Sivas province of Turkey in the 2019-2020 academic year. As data collection tool, the "Scale for Evaluating Early Literacy Skills" (SEELS), which was developed by Karaman Benli (2013) and whose validity and reliability studies were carried out by the same author, was used. In the study, in order to examine whether there was a significant difference between the pretest and posttest scores in the phonological awareness and print awareness of children attending the Montessori Education program, dependent samples t-test was performed. In addition, in order to investigate whether there was a difference between the pretest and posttest scores regarding the participants' phonological awareness and print awareness in terms of gender, two-factor ANOVA test was employed. As a result of the study, it was determined that there was a difference in favor of posttest scores between the pretest and posttest mean scores of children with normal development in the "4-6" age group who were attending the Montessori Education program in terms of general phonological awareness, matching words starting with the same initial sounds, matching rhyming words, noticing the initial sounds of words, omitting sounds and syllables, connecting sounds, and general print awareness skills, and that this difference did not vary according to gender.

Language: English

DOI: 10.5937/IstrPed2101264B

ISSN: 2217-7337, 2406-2006

Article

✓ Peer Reviewed

Status of Early Childhood Education in Nepal

Available from: Springer Link

Publication: International Journal of Early Childhood, vol. 28, no. 2

Pages: 57-61

Asia, Early childhood education, Nepal, South Asia

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Abstract/Notes: "...Primary education starts at the age ofsix in Nepal. Parents were not aware of the need of institutional education for their preschool children before the establishment of a Montessori School by the government for the first time in 1949. This school was based on the philosophy of the early childhood educationalist Madam Montessori. Since then the idea of early childhood education started to grow in the context ofNepal. With the establishment of a College of Education (Now Faculty of Education) in 1956, the Montessori School was merged into its Laboratory School. Thus, this Montessori School lost its separate identity and started to work as a downward extension of the Laboratory School of the college. Since then, this model as a downward extension of primary school was followed by the private and boarding schools..."

Language: English

DOI: 10.1007/BF03174504

ISSN: 0020-7187, 1878-4658

Article

An Open Door to Appropriate Education for Special Children [Montessori Special Education School of Cleveland, OH]

Publication: Montessori Special News, vol. 3, no. 3

Pages: 1-2

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Language: English

Article

Kauno seserų benediktinių ugdomoji veikla Lietuvoje 1918–1940 m. [Educational Activity of Kaunas Sisters Benedictines in Lithuania in 1918–1940]

Available from: Vytautas Magnus University

Publication: SOTER: Journal of Religious Science, vol. 75, no. 103

Pages: 45-60

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Abstract/Notes: A. Šiame straipsnyje Kauno seserys benediktinės pristatomos kaip visuomenės ugdytojos. Jų ugdomoji veikla suklestėjo 1918–1940 m. Lietuvoje. Kauno visuomenė vertino seserų benediktinių ugdomąją veiklą, kurioje buvo taikoma tuo metu nauja ir moderni M. Montessori pedagogikos sistema. Atliekant tyrimą, naudotasi dar niekur nepublikuotais šaltiniais, padėjusiais atskleisti seserų benediktinių ugdomąją veiklą ne tik Kaune, bet ir įvairiose Lietuvos vietovėse: Joniškyje, Pasvalyje, Čiobiškyje, Prienuose, Ariogaloje, Čekiškėje, Šiluvoje, Vilniuje ir Pernavoje. Ši veikla buvo susijusi su vienuolyno plėtra, naujų skyrių steigimu. Seserys ne tik prisidėjo prie visuomenės ugdymo nuoširdžia apaštališkąja veikla, taip atsiliepdamos į to laiko reikmes, bet ir atrado dirbdamos ugdomąjį darbą naujas benediktiniškojo gyvenimo formas. [This paper presents the Sisters Benedictines of Kaunas as educators of the society, whose educational activities flourished from 1918 to 1940 in Lithuania. Kaunas society appreciated the educational activities of the Benedictine Sisters, which used the new and modern pedagogical system of M. Montessori at that time. During the research, unpublished sources were used, which helped to compile and present, in order to achieve the set aim, educational activities in Kaunas and, based on the development of the monastery, the establishment of new departments, to highlight educational activities in various areas of Lithuania. The Benedictine Sisters were sent everywhere as educators and educators who applied the most upto-date and modern Montessori pedagogical system of the time. Having the necessary preparation, this pedagogical system was applied by the Benedictine Sisters working with children not only in Kaunas as the first nun educators, to whom the first state primary school was opened at the request of the monastery society, but also in the kindergartens established by them in Joniskis, Pasvalys, Zasliai, as well as in the transferred to lead children’s shelter in Ciobiškis, and a kindergarten in Prienai. Most of the sisters worked in different kindergartens: educators and leaders, there were sr. Gabriele Spokaite and sr. Apolonija Salčiute. Non-formal education was provided in other established sections of the monastery. The Sisters prepared children for the First Confession and Communion in Ariogala and the Cekiškes. The Benedictine Sisters cared of the church and took care of the old people in Siluva. The Sisters engaged in self-education or educated others in Vilnius. And there is no knowledge about any educational activity in Pernava, but during the ten years of the opening of this monastery branch, one or another educational activity had to be carried out.]

Language: Lithuanian

DOI: 10.7220/2335-8785.75(103).4

ISSN: 1392-7450, 2335-8785

Article

✓ Peer Reviewed

Perspectives in Early Childhood Education: Belize, Brazil, Mexico, El Salvador and Peru

Available from: ERIC

Publication: Forum on Public Policy, vol. 2012, no. 1

Pages: 1-27

Americas, Belize, Brazil, Central America, Early childhood care and education, Early childhood education, El Salvador, Latin America and the Caribbean, Mexico, Peru, South America, ⛔ No DOI found

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Abstract/Notes: Early childhood education (ECE) provision is becoming a growing priority. During the past twenty years, Latin America has shown a growing recognition in the provision of educational programs for young children, birth to age eight, is essential. Urban and rural populations intimated in 2009, that many countries utilizing equitable access to quality early childhood programs is often seen by policy makers as a means of achieving economic and political goals (United Nations, 2012). Unfortunately, a pre-occupation with economic and political goals may conflict with the provision of quality programming for young children. In a number of Latin American countries provisions for educating young children exist as intent to provide quality services. The continuing challenge is to finance, organize and regulate those well-meaning intentions. The objective of this article is two-fold. First, to describe national policy efforts that regulate the education of young children consistently. And, second, to reflect the status of early childhood education programming; and to examine the possibilities for the improvement of the quality and accessibility of an education for all young children. Five Latin American nations have been chosen for examination, including: Belize, Brazil, El Salvador, Mexico, and Peru. (Contains 4 tables.)

Language: English

ISSN: 1556-763X, 1938-9809

Article

Science Education and Scientific Education

Publication: NAMTA Quarterly, vol. 1, no. 1

Pages: 24-27

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Language: English

Article

Education for Life [Montessori Special Education School of Cleveland, OH]

Publication: Montessori Special News, vol. 3, no. 1

Pages: 1

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Language: English

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