For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Book Section
Interior Design That Changes According to the Approaches Used in Preschool Education
Available from: IGI Global
Book Title: Contemporary Manifests on Design Thinking and Practice
Pages: 90-108
See More
Abstract/Notes: Preschool education programs jointly focus on supporting the child's physical, mental, emotional, and social development; and helping them know themselves by gaining self-control. The preschool period is also the beginning of the process in which children aged 0-6 begin to socialize with other children and adults. How this socialization and knowledge transfer will occur varies according to the approaches used in preschool education. The division of the learning environment into functions and the provision of the environment need to be expected from each function, with furniture and other elements become as important as the learning approach. The interior and furniture needs, which change according to the focus of the educational approach, form the essence of this study. Within the scope of the study, four different educational approaches and educational environment expectations were examined. These approaches were determined as Montessori, Reggio Emilia, HighScope, and Waldorf, and the educational philosophy of each approach and the changing spaces and furniture were evaluated.
Language: English
Published: Hershey, Pennsylvania: Information Science Reference, 2023
ISBN: 978-1-66846-377-2 1-66846-376-8 978-1-66846-377-2 978-1-66846-380-2
Master's Thesis (M. Ed.)
Pre-School Education in the ACT: An Evaluation and Comparison of the Traditional, the Montessori and the Weikart Approaches
Available from: University of Canberra
See More
Abstract/Notes: Since the 1980s, a variety of pre-school approaches has existed within the ACT Public School System. These approaches are in theory based on different educational ideologies and principles. The Field Study Project evaluates and compares three different educational models; existing classroom processes and procedures, and student achievements in a 'traditional', a modified Montessori and a Weikart pre-school currently operating in the ACT Public School System. Using selected criteria, an analysis of the three educational models, an ecological survey and student assessments were carried out to make the evaluations and comparisons. The analysis of the three educational models indicate different program orientations and instructional preferences in the different models. The ecological survey results suggest that the 'traditional', the modified Montessori and the Weikart approaches identify with the models they are based on. Nevertheless, educational trends and orientations are similar in the three programs, which are predominantly cognitively oriented. In contrast, teaching styles differ slightly. It is significant that the teacher in the 'traditional' program fulfills a more nurturing role, while her colleagues in the modified Montessori and the Weikart programs fulfill more instructional roles. The evaluation and comparison of the student assessments seems to indicate that there are no significant differences in achievement in drawing, specific cognitive tasks and in self-concept development between matched groups of learners in the three pre-schools. The findings support the notion that middle class children enrolled in approved pre-schools develop cognitive abilities regardless of the type of program they attend. The evaluation and comparison of the three existing approaches in the ACT suggests that the pre-school organisation in
Language: English
Published: Canberra, Australia, 1985
Article
A New Approach to Evaluation in a Montessori School
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Around the Child, vol. 5
Date: 1960
Pages: 69-70
See More
Language: English
ISSN: 0571-1142
Article
The Slowdown of the Multiage Classroom: What Was Once a Popular Approach Has Fallen Victim to NCLB Demands for Grade-Level Testing
Available from: ERIC
Publication: School Administrator, vol. 62, no. 3
Date: Mar 2005
Pages: 22
See More
Abstract/Notes: In this article, the author discusses multiage education. Multiage education hailed as recently as 10 years ago as a promising way to restructure schools and boost student achievement but now has fallen on hard times. Interest in the issue has waned, with new research on the topic virtually nonexistent and attendance at national multiage conferences a fraction of what it once was. Schools across the country are cutting existing multiage programs, or choosing not to begin new ones. Even the state of Kentucky, which in 1990 heralded ungraded primary education as a linchpin of its sweeping school reform effort, has seen the scope of its multiage initiative reduced by half. Some trace the decline of multiage education to No Child Left Behind (NCLB) and its emphasis on standardized, grade-level testing. A list of additional resources and Web sites concludes this article.
Language: English
ISSN: 0036-6439
Article
Possible Points of Agreement Between Montessori's and Piaget's Approaches to Education
Publication: Znanstvena revija, no. 1
Date: 1996
Pages: 99-104
See More
Language: Slovenian
ISSN: 1318-7945
Article
Montessori - An Individual Approach to Learning
Publication: The Alcove: Newsletter of the Australian AMI Alumni Association, no. 1
Date: Jul 1998
See More
Language: English
Article
A History Approach to Mathematics for the Adolescent
Publication: Montessori Insights
Date: 2015
Pages: 12-16
See More
Language: English
Article
Montessori Meets Bloom's Taxonomy: Project Cards Help Integrate Approaches
Publication: The National Montessori Reporter
Date: Winter 1988/1989
See More
Language: English
Book Section
An Approach to the Resolution of Conflicts in a Positive Way
Available from: ERIC
Book Title: The Relevance of Montessori Today: Meeting Human Needs-Principles to Practice: Proceeding of the AMI/USA National Conference, Bellevue, Washington, July 25-26, 1996
Pages: 46-49
AMI/USA National Conference (Bellevue, Washington, 25-26 July 1996), Americas, North America, United States of America
See More
Language: English
Published: New York: American Montessori Internationale of the United States (AMI/USA), 1997
Report
Hartford Early Childhood Program, Hartford, Connecticut: An Urban Public School System's Large-Scale Approach Toward Restructuring Early Childhood Education. Model Programs - Childhood Education
Available from: ERIC
See More
Abstract/Notes: The Hartford Early Childhood Program involves more than 4,500 children from 4 years old to first grade level in over 200 classrooms. Classrooms are designed to offer children an environment that encourages them to learn independently. Ideas have been borrowed from the Montessori approach and the British Infant Schools and fitted to the needs of the Hartford school district's urban students. The program philosophy embodies new approaches that can be used in old school buildings such as formal education beginning at 3 years, mixed-age "family" grouping, interest centers, and emphasis on intrinsic motivation toward personel success. Future plans call for extension of the program to all public school classes in grades K through 2. Sources of more detailed information are provided for this program, specifically, and for Model Programs Childhood Education, in general. (Author/WY)
Language: English
Published: Palo Alto, California, 1970