Abstract/Notes: Learning with nature is increasingly popular in Malaysia. However, there are challenges when designing kindergarten outdoor physical environments to assist learning with nature in Malaysia. Previous studies have looked into the types of necessary nature interaction and spaces needed for learning with nature. However, there is a gap in understanding the factors influencing the methods to include nature in the kindergarten outdoor areas. This research aims to investigate the methods of incorporating nature in the outdoor physical environment of kindergartens to facilitate learning with nature. This research is a multiple case study using maximum variation sampling. The main findings suggest that each school’s design is unique as their curriculums and philosophy are different, and the way children interact with nature depends on it. Gibson’s Theory of Affordances, which is when the environment and surroundings allow for the interaction we intended, can help design kindergarten outdoor areas to cater to the curriculum. Integrating nature and man-made materials in the design can create a conducive environment for learning with nature. External factors namely the size of available outdoor areas, terrain conditions, and others will influence how nature is incorporated in the design.

Language: English

ISSN: 2289-7410

Abstract/Notes: Northern California Montessori Association meets at Castilleja School – An open meeting of the Northern California Montessori Association was held this afternoon at Castilleja School. The following interesting program was enjoyed by the members of the association and those who accepted the invitation to meet with them: Introductory talk, Mrs. Gunnell; a talk on the Montessori method; Miss Peck; "The Work in Washington," Mrs. Willis; "The Settlement School at People's Place," Miss Meade; "School for Deficient Children," Miss Weill; "A Private School," Mrs. Berne.

Language: English

Language: English

ISSN: 0040-7887

Language: English

ISSN: 0956-1382

Abstract/Notes: This is a film review of "Teach Me to Do It Myself" (1975). 28 minutes in length. Distributed by Transmedia, Ltd.

Language: English

ISSN: 0040-7887

Abstract/Notes: Letter to the Editor

Language: English

ISSN: 0040-7887

Language: English

ISSN: 0040-7887

Abstract/Notes: Includes photographs of children using Montessori materials.

Language: English

ISSN: 0040-7887

Language: English

Abstract/Notes: It is undeniable that education is critical the evolution of modern societies. However, there are factors that affect schools in various ways, such as social, political and technological movements. Unfortunately, the schools have failed to keep up with the changes and transformations and still mostly facilitate the educational attitudes and philosophies adopted from the past century (Baker, 2012). Educational buildings, where teaching and learning activities take place, are important part of the education system. School buildings serve not only as educational facilities, but also as an important asset of the community and as a source of dominant aspects of education (Moore & Lackney, 1994). But more importantly, the extent to which school buildings enhance education has become an important issue for policy makers, educators, and design researchers, where it is also seen as a major focus in the fields of architecture and education. The needs in today’s education system raise several that require immediate attention - what kind of schools and classrooms would we like to have in the future and how should we improve the schools that we have today? Even though the structure of classes and the overall educational activities have been transforming globally, we still observe traditional classroom settings where students are seated in rows regardless of the teaching methods that the teachers engage in and the teachers’ interaction levels with students. Moreover, traditional classrooms are based on the concept that teacher is the only authority where students are not directed to see their peers as a source of learning or supported to interact and teach each other (Sharan, 1999). However, ideally, learning should occur in an environment that can allow students to engage with the concepts that are being used by teachers with a maximum opportunity. This approach promotes the idea that students should become a part of the teaching practice in classrooms, rather than being passive receivers. In addition, it is important to have a broad sense of communication in classroom environments. It is teachers’ task to create an environment for students for “the collision of reflections” that will eventually lead to students’ skills and intelligence to express their opinions and develop outcomes forming bases for knowledge building. Therefore, teachers’ role in classrooms and their interaction with students through their attitudes and motivational strategies play a crucial role in the overall teaching-learning process (Turner et.al., 2002).

Language: English

ISSN: 2301-2501