Language: English

DOI: 10.1080/09540250701763566

ISSN: 0954-0253

Abstract/Notes: Syftet med studien var att få kunskap om de metoder som förskollärarna använder vid arbetet med skriv- och läsutveckling. I studien ingick sju förskolor där de ansvariga förskollärarna/barnskötarna ...

Language: Swedish

Published: Stockholm, Sweden, 2013

Abstract/Notes: Intended for teachers who have asked for information on how to manage a multi-age classroom, this book outlines the ideal classroom as it exists when all of the multi-age components are put in place. Opening sections of the guide discuss creating the multi-age classroom, and the advantages and principles of multi-age instruction. The next sections provide overviews of classroom organization, instructional strategies, curriculum, assessment and evaluation, and getting started. Each of these sections includes the overview, results of the changes brought about by multi-age instruction, and advice from the experts. Additional sections address scheduling, grouping strategies, working with Bloom's taxonomy, projects for active learners, using novels for literature instruction, and helping children discover themselves and others. Separate sections address the management of mathematics, authentic assessment and evaluation, and student record forms, with sample forms included. A glossary of

Language: English

Published: Edmonds, Washington: CATS Publications, Apr 1995

Edition: Revised

ISBN: 1-886753-03-2

Abstract/Notes: This study had several objectives. First, to investigate the practices of forest kindergartens in three different geographic regions of Türkiye. Second, to explore how the founders of forest kindergartens overcome challenges and take advantage of favorable circumstances as they set up and run the kindergartens. Third, to research the challenges and favorable circumstances that teachers face in such kindergartens and ways to deal with them. Fourth, to examine what kinds of cultural adaptations kindergarten founders and teachers need to make to use Forest Pedagogy in their own culture or location. Fifth, to elicit the kindergarten founders', teachers', and parents' knowledge of Forest Pedagogy. And sixth, to explore how parents' knowledge of Forest Pedagogy relates to their expectations of forest kindergartens. This study included members of the forest kindergartens (N = 21), which comprised the founders (N = 3), teachers (N = 9), and parents (N = 9). The study discovered that forest kindergartens were not typical, despite sharing similar practices with other kindergartens, such as the daily use of outdoor playgrounds. The diversity of the outdoor settings employed by forest kindergartens varied from region to region, depending on their geographical characteristics. However, they shared certain challenges with other kindergartens, such as a lack of unstructured and affordable natural settings surrounding the kindergartens. In all cases, the kindergarten founders and teachers had limited knowledge of sustainable attitudes for children and the significance of risky play. Yet, the parents possessed the knowledge to value free, muddy, and risky play throughout the year.

Language: English

Published: Ankara, Turkey, 2022

Language: Korean

ISSN: 1226-9417

Abstract/Notes: Aim: The topic of the article is the issue of popularizing the Maria Montessori method in the magazine “Przedszkole Przedszkolne” (1925–1939). The article was divided into five parts. The first presents the magazine “Preschool Education”, its issues and educational and popularizing functions. The second part of the article contains an outline of Maria Montessori’s biography up to 1910. The most important turning point in the life of this outstanding teacher is the year in which she gave up her medical practice and didactic work at the University of Rome, devoting herself entirely to teaching, primarily improving and promoting her own method. The most important for the discussed issue, i.e. the third, fourth and fifth parts include the description and the analysis of articles describing the Montessori method in the pages of Preschool Education, presentation of the section with sets of sense exercises and presentation of critical voices regarding this method, published in this journal. Methods: a critical analysis of sources. Results: an analysis of original articles propagating the Maria Montessori method in the magazine “Preschool Education” (1925–1939), whose founder and editor-in-chief was Maria Weryho-Radziwiłłowicz. Conclusions: In the years 1925–1939, the magazine “Preschool Education” published several articles that were a valuable source of information about the pedagogy of Maria Montessori and the organization of “children’s homes”. The authors of the most important of them were Klara Grunwald, and critical of this method ‒ Zofia Bogdanowiczowa. Importantly, in 1936 a translation of one of Maria Montessori’s lectures was published. The editors of “Preschool Education” placed great emphasis on the issues of pedagogical practice, which is why from the first issue the subject of sensory education was promoted. A huge number of various the so-called sensory exercises, in the form of usually creative suggestions for educators, could however result in the shallowing of the Montessori method as a whole.

Language: Polish

DOI: 10.17460/PHO_2020.3_4.06

ISSN: 0033-2178

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Abstract/Notes: This study deals with the psycho-social rehabilitation in Montessori education system which centered on Montessori s theoretical background principles and model of psycho-social rehabilitation in Montessori method. The psycho-social rehabilitation principles in Montessori education method focused on the normalization theory, self-correctional education, the theory of individualized education, activities of daily living and occupational training. The basic reality of these enable social integration of disabled children. The Montessori Education is a practical educational method. This is applicable to both disabled and normal children alike, and suggests integrated education models for handicapped children. Montessori s methods are applied to all field of the children with physical or mental problems and emphasize social behavior with help and cooperation, personal growth, social maturity, independence and responsibility.

Language: Korean

ISSN: 1738-5563

Language: Italian

Language: Slovenian

ISSN: 1318-9115