Language: English

Language: English

Language: English

ISSN: 0091-620X

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Abstract/Notes: Children are being introduced to organized sports programs at younger ages today. The first experience sets the stage for how they may view their physical competency and acceptance within a group. In these experiences, frequently, the coach is a well-intended parent who may not have any background in coaching or physical education training. Dr. Maria Montessori is widely known for her contributions to experiential learning for young children. Although Montessori addressed motor development through her pedagogical approach, it is rarely associated with physical education or sports. This article aims to provide some insight to educators, physical education teachers, coaches, and parents with an alternative approach to sport introduction through a Montessori theoretical lens which may allow children to develop a love for physical activity and/or future athletes.

Language: English

DOI: 10.1080/07303084.2023.2237550

ISSN: 0730-3084

Abstract/Notes: This article delves into the application of Maria Montessori's and Lev Vygotsky's thoughts within the realm of inclusive education. Employing a descriptive comparative methodology, it meticulously scrutinizes both theorists' perspectives to uncover the convergences and divergences in their views on inclusive educational practices. Drawing upon an extensive literature analysis of the original works of Montessori and Vygotsky, as well as relevant research studies, this research aims to shed light on the synergies and disparities between their pedagogical philosophies. The research findings reveal common ground in their emphasis on active learning methodologies, recognition of the significance of progression and procedural learning, and a shared commitment to prioritizing the child's individual needs within the educational framework. Nevertheless, the research underscores the distinctive features within Montessori's advocacy for fostering independence and self-exploration, juxtaposed with Vygotsky's emphasis on the pivotal role of social interaction and guided instruction. The practical implications distilled from their respective viewpoints furnish valuable insights that resonate with the design and implementation of inclusive learning strategies. By interweaving Montessori's self-directed learning ideals with Vygotsky's scaffolding concept, the article contends that an enriched and adaptive approach to inclusive education can be cultivated. This study endeavors to enrich the discourse surrounding the integration of Montessori's and Vygotsky's pedagogical tenets, fostering a comprehensive understanding of how these distinct yet complementary philosophies can be harnessed to fashion an inclusive educational environment that not only accommodates the diverse needs of all learners but also nurtures their holistic growth.

Language: English

DOI: 10.54443/injoe.v3i2.65

ISSN: 2810-059X

Language: English

Published: [S.I.]: Teacher education extension service science research associates, 1966

Abstract/Notes: From the early 1900s through the 1950s, child-centered and humanistic theories of education were developed and disseminated from hubs of progressive educational theorization. Based on the resultant educational reforms of the 1960s, humanistic approaches to education became popular in schools throughout the United States. Concurrently, and perhaps not coincidentally, while these theories were being developed, Doctor Who was conceived and promoted as an educational television series for young learners throughout Britain. This essay posits that, consciously or inadvertently experimenting with progressive new pedagogical models, the Doctor and his series of companions present a complementary union of potentially opposing pedagogical approaches. While the Doctor’s lessons tend to be pedantic in nature and substance, the companions’ efforts to absorb the Doctor’s demonstrated teachings, relating that message to the audience, make episodes humanistic learning experiences for the viewer. By presenting dilemmas confronted and varyingly resolved by companions of the Doctors show-run by Russell Davies and Steven Moffat, this essay illustrates each companion’s personal struggles and attempts to understand and assimilate the Doctor’s lessons into an expanding worldview or moral truth that parallels and elicits the viewer’s—who occupies the silent, observant position of novice companion, or neophyte as acolyte—empathetically vicarious experiences.

Language: English

ISSN: 2517-4266