Abstract/Notes: The key role of toys and play in early years education has been highlighted by several childhood pedagogues such as Froebel, Montessori, Weikart, and Malaguzzi, among many others. It is consensual among the international educational community that children now spend far more time being instructed an...

Language: English

Published: Hershey, Pennsylvania: IGI Global, 2018

ISBN: 978-1-5225-5167-6

Abstract/Notes: Report submitted to Fordham University in December 1972.

Language: English

Published: Bronx, New York, Dec 1972

Language: English

Language: English

Abstract/Notes: While students are receiving a high-quality education within the classroom, some students face difficulty performing adequately on assessments. These students typically receive intervention support to assist in increasing their skill deficits. However, many schools are unaware of the different approaches they can implement within a Multi-Tiered System of Supports framework. While utilizing a standard protocol has been the preferred method, many schools are currently implementing the problem-solving approach because it targets one skill the student is struggling with. Little research has been conducted comparing or combining the two approaches leading schools to be clueless about which one will provide more positive results. A synthesis of articles implementing one or both approaches was conducted to determine which approach would work best in a Montessori school. Results showed an individualized approach might assist students more based on higher effect sizes. However, some researchers who compared the two approaches indicate both approaches are comparable in yielding positive results. To implement interventions effectively, educators must use an evidence-based intervention that’s explicit and structured, screen and monitor progress to make informed decisions, and implement the intervention with fidelity.

Language: English

Published: St. Paul, Minnesota, 2023

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 study identifies philosophical and instructional values implicit in the educational thought of Maria Montessori and compares those values with Shapiro's (1986, 1987) set of humanistic value principles. Shapiro's 16 value principles, which are derived from an analysis of 100 works of 89 well-known writers who have been publicly associated with humanistic education, concern: (1) a process orientation; (2) self-determination; (3) interpersonal connectedness; (4) personal relevance; (5) integration of affect and cognition in a holistic approach; (6) consideration of context; (7) an affective, experiential bias; (8) innovation; (9) democratic participation; (10) orientation toward personal growth; (11) orientation toward the intrinsic value of persons; (12) individualism; (13) reality as concrete and pragmatic; (14) formative over summative evaluation; (15) encouragement of diversity and creativity; and (16) the cultivation of spiritual potential. A content analysis of Montessori's highly philosophical book, "The Secret of Childhood," yielded 156 value statements that were sorted using Shapiro's 16 value principles. Results demonstrate extensive similarity between Montessori's values and the values of humanistic educators. Each area of similarity is discussed.

Language: English

Published: California: [s.n.], 1987

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

Abstract/Notes: In this study, investigators made an experimental comparison of four curricula for Head Start classes: (1) the official (or "traditional") Head Start program, emphasizing enrichment of experience, individual differences, a climate of freedom, and learning by doing, (2) the DARCEE program, emphasizing reinforcement of attitudes combined with training in basic skills and intensive work with mothers, (3) the academic drills approach of Bereiter and Engelmann, emphasizing the ability to handle linguistic and numerical symbols, and (4) the Montessori program, characterized by a high degree of structure in respect to the analysis and sequencing of tasks, combined with great flexibility in that each child is expected to pursue his own interests. During the 1968-69 school year 14 classes were conducted--two Montessori classes, and four classes in each of the other program styles. The 4-year-olds in these classes were pre- and posttested with nine instruments, selected to assess gains in cognitive, motivational, social, and perceptual development. A non-preschool control group was also tested. Classes were monitored periodically throughout the year to assess treatment dimensions. All phases of the first year of this study are now complete. Data analysis is in process. Tables and appendices are included. (Author/NH)

Language: English

Published: Louisville, Kentucky, Jun 11, 1969

Abstract/Notes: Studi ini merupakan Diskursus mengenai Prinsip, Pendekatan Dan Metode-metode Pembelajaran Yang Relevan Kepada Anak Usia Dini. Adapun kategori anak usia dini adalah masa usia emas (golden age) untuk menanamkan nilai-nilai rohani dan pembentukan karakter serta memperkenalkan mereka dengan pengetahuan dan keterampilan dengan sederhana. Studi ini dilakukan dengan metode deskriptif melalui penelitian literatur yang berkaitan dengan pendidikan anak usia dini dengan menelaah prinsip, pendekatan proses pembelajaran dan metode-metode pembelajaran terhadap anak usia dini. Hasil studi memperlihatkan adanya dua pendekatan proses pembelajaran yakni dari golongan interaksionisme dan kategorial yang masing-masing berorientasi kepada anak sebagai subyek pendidikan serta bermacam-macam metode pembelajaran yang menekankan peran anak untuk memahami, menangkap dan mengetahui apa yang hendak diajarkan oleh guru kepada mereka. Karena itu, satuan pendidikan PAUD dapat menggunakan integrasi atau kombinasi antara pendekatan dari golongan interaksionisme dan kategorial. Demikian pula, satuan PAUD dapat menggunakan beragam metode yang relevan dengan memberikan penekanan bahwa anak-anak usia dini sebagai subyek pendidikan yang perlu diberikan rangsangan untuk menolong mereka bertumbuh dengan utuh (holistic/comprehensive approach) baik rohani, karakter, pengetahuan dan keterampilan.

Language: Indonesian

DOI: 10.51667/mjpkaud.v1i1.431

ISSN: 2798-6195