Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Language: English

Published: Loveland, Ohio: Treehaus Communications, 2000

Edition: [2nd ed.]

ISBN: 1-886510-14-8 978-1-886510-14-2

Abstract/Notes: The frequency of early childhood education approaches spanning 10 years of publications was investigated. A content analysis of publications (N = 492) from Early Childhood Education Journal was conducted. From a previous content analysis six approaches or search words were identified: Bank Street, Head Start, High/Scope, Montessori, Reggio Emilia, and Waldorf. Overall, the current content analysis demonstrated that the Head Start approach most frequently appeared. The results indicate that approaches vary as to their frequency of appearance and that contributors of Early Childhood Education Journal have investigated, reflected upon, and expanded upon approaches to educating young children to different degrees. This finding may be beneficial to future contributors of Early Childhood Education Journal. In addition, we have provided a brief overview of each approach that early childhood professionals may use to aid parents with their early childhood education enrollment decisions.

Language: English

DOI: 10.1007/s10643-006-0080-4

ISSN: 1082-3301, 1573-1707

Language: Japanese

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Language: English

Published: Loveland, Ohio: Treehaus Communications, 1998

Edition: [1st ed.]

ISBN: 1-886510-14-8 978-1-886510-14-2

Language: English

Abstract/Notes: Diese Arbeit versucht, den Betrachtungen und Aspekten, die das Kind in unserer Gesellschaft ausgehend vom Standpunkt Montessoris beleuchten, nachzugehen, wobei ich die Gemeinsamkeiten in den Montessoris und Millers pädagogischen Ansätzen feststelle. Laut Montessori und Miller ist das Kind ist als gleichwertiger Mensch anzuerkennen, und die Seele des Kindes erfordert eine besondere Feinfühligkeit des Erwachsenen für seine Bedürfnisse her. Es ist wichtig, die Kinder in ihren Fähigkeiten bestmöglich zu fördern. Im Bezug auf das pädagogische Spannungsverhältnis von Selbständigkeit und Zwang beschäftige ich mich mit dem Widerspruch von pädagogischer Norm und Funktion aus der Sicht der Kältestudien von Gruschka. Die Kältestudien verweisen auf die von den einzelnen Menschen unaufhebbar erfahrenen Widersprüche von der Norm der sozialen Allgemeinheit von Bildung und der Selektionsfunktion von den pädagogischen Institutionen. Schließlich sollten die gesellschaftlichen Strukturen, die Kälte als gesellschaftlich akzeptiertes Verhalten verursachen, bewusst wahrgenommen und reflektiert werden. Dafür ist es nötig, den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. [This work attempts to trace the considerations and aspects that illuminate the child in our society from the Montessori point of view, noting the similarities in the Montessori and Miller's pedagogical approaches. According to Montessori and Miller, the child is to be recognized as an equal human being, and the child's soul requires a special sensitivity on the part of the adult for its needs. It is important to support the children in their abilities in the best possible way. In relation to the pedagogical tension between independence and coercion, I deal with the contradiction between pedagogical norm and function from the point of view of Gruschka's cold studies. The cold studies point to the irreconcilable contradictions experienced by individuals between the norm of the social generality of education and the selection function of educational institutions. Finally, the social structures that cause cold as socially accepted behavior should be consciously perceived and reflected upon. For this it is necessary to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children. to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children. to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children.]

Language: German

ISSN: 1738-6675

Abstract/Notes: In the United States, children are often given the opportunity to engage in pretend activities; many believe this kind of play benefits children’s development. Recent research has shown, though, that when children ages 4 to 6 are given a choice to do the pretend or the real version of 9 different activities, they would prefer the real one. The reasons children gave for preferring real activities often concerned their appreciation of the functionality; when children did prefer pretend activities, their reasons often cited being afraid of, not allowed to, or unable to do the real activity. Given that children in Montessori classrooms have more experience performing real, functional activities, in this study we asked if this preference for real activities is even stronger among children in Montessori schools. We also asked children to explain their preferences. The data are from 116 3- to 6-year-old children (M = 59.63 months, SD = 12.08 months; 68 female): 62 not in Montessori schools and 54 in Montessori schools. Children explained their preferences for pretendand real versions of 9 different activities. Children in Montessori schools preferred real activities even more than did children in other preschools, but all children explained their choices in similar ways. The implications of these results are discussed with regard to play in preschool classrooms.

Language: English

DOI: 10.17161/jomr.v4i2.7586

ISSN: 2378-3923

Language: English