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Article
The Professional Preparation of Early Childhood Education in Japan
Available from: CG Scholar
Publication: The International Journal of Learning, vol. 15, no. 10
Date: 2008
Pages: 23-30
Asia, East Asia, Japan, Montessori method of education, Trainings
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Abstract/Notes: Issues such as falling birthrate, the changing Japanese family and society, diverse family needs, and working mothers have all had an impact on preschool education in Japan. The Japanese government has addressed the situation by implementing policies to support childrearing, “Kosodate Shien”. These operate at the family and community levels. This has led to changes in the standards and regulations in preschool education and has resulted in new childrearing systems or institutions, in addition to the traditional kindergartens and nursery schools. Consequently, universities and colleges have to train professionals who can also deal with parents and the community. In this presentation, currents issues in early childhood education will be described, as well as government policies. In addition, the significance of changes in professional preparation programs at universities and colleges will be discussed.
Language: English
DOI: 10.18848/1447-9494/CGP/v15i10/45950
ISSN: 1447-9494
Article
Book Review: Montessori and Early Childhood
Publication: Montessori Australia eArticle, vol. 2014, no. 1
Date: 2014
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Language: English
Article
Learning from Students, Learning from Music: Cognitive Development in Early Childhood Reflected through Music-Perceptual Tasks
Available from: Rider University
Publication: Visions of Research in Music Education, vol. 17, no. 1
Date: 2011
Pages: 1-21
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Abstract/Notes: The purpose of this study was to investigate young children’s perception of melodic construction in hope of finding clues about their broader cognitive development in nonmusical domains. Following Jeanne Bamberger’s example of musical-perceptual tasks with Montessori bells, four children aged three to six were presented with a melodic construction task and asked to create a representation of their work. Analysis of data revealed common themes with varied results of (a) eagerness or hesitancy to participate, (b) whether bells were moved or played, (c) exploration of bells, (d) internalization of rhythm, (e) cognitive readiness for melodic construction, and (f) role of visual representation. No cross-case findings could be drawn about broader cognitive development, however specific characteristics of the children and their approach to the melodic construction task are presented. Recommendations for further study center on potential clues a melodic construction task could provide about language construction in individual children.
Language: English
ISSN: 1938-2065
Article
The Wellsprings of Early Childhood Education
Publication: Momentum, vol. 19, no. 4
Date: Nov 1988
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
Early Education: The Kindergarten; The House of Childhood; The 'Exceptional Home'
Available from: HathiTrust
Publication: Kindergarten Review, vol. 24, no. 5
Date: Jan 1914
Pages: 271-283
Friedrich Fröbel - Philosophy, Kindergarten (Froebel system of education) - Criticism, interpretation, etc., Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Language: English
Article
Back to the Future? Children Living in Poverty, Early Childhood Centres and Mathematics Education
Available from: Springer Link
Publication: ZDM (Zentralblatt für Didaktik der Mathematik), vol. 46, no. 7
Date: Dec 2014
Pages: 999-1011
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Abstract/Notes: The present call for structured mathematics programmes in preschools continues a trend from the nineteenth century, in which young children’s lack of mathematical knowledge was considered to have a detrimental effect on their individual futures and those of the wider society. In this paper, an investigation of the philosophies behind several early childhood programmes shows that there is a long-standing acceptance that those not living in poverty should make decisions about the education, including the mathematics education, that children who are living in poverty should engage in. Consequently, the philosophies behind these programmes, and with them the advocated mathematics education, contribute to a homogenised view of the child. This fails to recognise the attributes that children and their communities have and situates those living in poverty as being deviant. The strong promotion in this century of structured mathematics education programmes is solidifying this homogenising process in a manner not seen in previous early childhood programmes.
Language: English
DOI: 10.1007/s11858-014-0578-y
ISSN: 1863-9704
Article
The Prepared Environment Beyond Early Childhood
Available from: ProQuest
Publication: Montessori Life, vol. 28, no. 3
Date: Fall 2016
Pages: 5
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Abstract/Notes: Elisabeth Coe, in Montessori in Contemporary American Culture Montessori offers us the concept of the "prepared environment," embedded in the four planes of development.In this issue, the reader is urged to consider the nature of "environment" when reading a father's reflections on the effects of parental choices on children's behavior (page 66), one teacher's ruminations on his experiences in a public Montessori school (page 30), another teacher's thoughts on the challenges and possibilities of the third plane (page 46), and also an examination of the development of self-knowledge through involvements in the world of the senses (page 42).
Language: English
ISSN: 1054-0040
Article
San Remo Lectures: Lecture I, The Creative Capacity of Early Childhood
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2003, no. 2-3
Date: 2003
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Language: English
ISSN: 0519-0959
Article
The Formation of Mind: Language, Learning and Logic in Early Childhood
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2003, no. 4
Date: 2003
Pages: 25–32
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Language: English
ISSN: 0519-0959
Article
Beobachtungen zum Spiel- und Sprachverhalten bei Jungen mit Fragilem-X-Syndrom im frühen Kindesalter [Observations on play and speech behavior in boys with Fragile X syndrome in early childhood]
Available from: Hogrefe
Publication: Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, vol. 27, no. 3
Date: 1999
Pages: 175-181
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Abstract/Notes: Zusammenfassung: Jungen mit Fragilem-X-Syndrom weisen im Schul- und Jugendalter charakteristische Merkmale des körperlichen Erscheinungsbildes, der Entwicklung und des Verhaltens auf. Es werden vorläufige Beobachtungen an zehn Jungen im frühen Kindesalter mitgeteilt. Im Vergleich zu den Befunden bei älteren Kindern sind schwere kognitive Behinderungen und kommunikative Auffälligkeiten seltener. Im Spielverhalten in einer Montessori-Übungssituation zeigen Jungen mit dieser genetischen Besonderheit sehr wohl die Fähigkeit zu gezieltem und kooperativem Spiel, aber weniger Ausdauer und Selbstorganisation bei zielgerichteten Tätigkeiten. Die Unterschiede sind signifikant im Vergleich zu nicht-behinderten Kindern bzw. Kindern gleichen Behinderungsgrades, aber anderer Behinderungsursache und als Merkmale des Verhaltensphänotyps bei Jungen mit fragilem-X-Syndrom zu verstehen. [Summary:Boys with Fragile X syndrome show characteristic features of physical appearance, development and behavior in school and adolescence. Preliminary observations on ten boys in early childhood are reported. Compared to the findings in older children, severe cognitive disabilities and communicative abnormalities are less common. In play behavior in a Montessori exercise situation, boys with this genetic peculiarity do show the ability for targeted and cooperative play, but less perseverance and self-organization in targeted activities. The differences are significant compared to non-disabled children or children of the same degree of disability, Play and communicative behavior in young boys with fragile-X syndrome Summary: Reports on development and behavior in boys with fragile-X syndrome support the idea of a characteristic behavioral phenotype in this special population. Preliminary results are presented for 10 boys with fragile-X syndrome in early childhood. Severe mental handicaps and communicative abnormalities are observed less frequently than was expected on the basis of results reported for school-age children or adults. Boys with fragile-X syndrome show goal-directed and cooperative play behaviors in a Montessori play session, but less persistence and organization than children with normal development or a mental handicap of heterogeneous origin. Results confirmed these behavioral differences as characteristic aspects of a "behavioral phenotype" in children who already in early childhood have fragile-X syndrome.]
Language: German
DOI: 10.1024//1422-4917.27.3.175
ISSN: 1422-4917