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Article
Study Approaches to the Problem of Day Care
Publication: NAMTA Quarterly, vol. 1, no. 1
Date: Autumn 1975
Pages: 21-24
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Article
Pre-School Education and Different Approaches That Emerged in Historical Development
Available from: Tishk International University (Iraq)
Publication: International Journal of Social Sciences & Educational Studies, vol. 9, no. 3
Date: 2022
Pages: 217-227
Comparative education, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Waldorf method of education - Criticism, interpretation, etc.
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Abstract/Notes: The history of pre-education is quite recent. In fact, in order for this education to start, it was necessary to wait for the formal education to spread to the whole society. Pre-school education, which emerged and designed to meet the needs of post-industrial societies, gave importance to the cognitive, affective and psychomotor development of students. Especially the educational needs of post-war societies also required pre-school education. In this context, three different approaches to pre-school education have emerged. The common point of these approaches is that they adopt a democratic education model and reject the authoritarian teacher role in the traditional education model. Thus, a reflection of humanity’s democratization adventure in the modern age has also shown itself in education models.
Language: English
ISSN: 2520-0968, 2409-1294
Article
Preschool Educational Approaches: A Comparative Study
Available from: Comparative Education Society of Iran (CESIR)
Publication: Iranian Journal of Comparative Education, vol. 5, no. 2
Date: 2022
Pages: 1898-1928
Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Waldorf method of education - Criticism, interpretation, etc.
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Abstract/Notes: The aim of research was a comparative study of preschool educational approaches. In this research, the components of goals, content, teaching method, educational atmosphere and evaluation in romantic, humanistic, Montessori, Waldorf and Reggio Emilia approaches have been compared. The method of data collection and analysis were documentary and Bereday’s four-step approach respectively. In dimension of goals, all approaches emphasize the enrichment of the child's imagination through the senses. In the activities dimension, all approaches emphasize the learning process. Montessori and Reggio Emilia's approach, more than other approaches, design activities in a more problem-oriented manner. In the Montessori, Reggio Emilia and Waldorf approaches emphasized the question-and-answer method and indirect transmission of material to the child. In particular, the Reggio Emilia and Waldorf approaches have made the learning method the basis of child-teacher interaction, and teaching means the process of helping children learn research. In the dimension of educational atmosphere, human interaction with the environment - through the senses - is the basis of education in all approaches. In the evaluation dimension - with the exception of the Montessori approach which focuses on the extent to which predetermined goals are achieved-, other approaches do not emphasize learning standards and the evaluation is not done in the traditional way. Iranian curriculum planners are encouraged to use the findings of the present study to develop a suitable approach for early childhood education
Language: English
ISSN: 2588-7270
Article
Comparison of Sudoku Solving Skills of Preschool Children Enrolled in the Montessori Approach and the National Education Programs
Available from: Red Fame
Publication: Journal of Education and Training Studies, vol. 8, no. 3
Date: 2020
Pages: 32-47
Asia, Comparative education, Middle East, Montessori method of education, Turkey, Western Asia
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Abstract/Notes: According to Johnson-Laird (2010), sudoku, a mind game, is based on a pure deduction and reasoning processes. This study analyzed sudoku solving skills of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of Education preschool education program and the Montessori approach. Sudoku skills of children were analyzed by gender, age, duration of preschool attendance, mother’s and father’s education level and previous experience of playing sudoku using a 12-question Sudoku Skills Measurement Tool developed for this research study. The study sample of the study consisted of 118 children (57 girls, 61 boys) aged between 54-77 months. The findings showed that there was no significant difference in sudoku skills by gender. However, sudoku skills varied with age (54-65 months and 66-77 months) in favor of older groups. Children's sudoku skills were more developed with an increase in education level of either parent. Children who had been in preschool for longer had higher sudoku scores. A previous experience of playing sudoku did not impact sudoku scores. Sudoku skills of children who were educated according to the Montessori program were more developed compared to those of children educated according to Ministry of National Education program.According to Johnson-Laird (2010), sudoku, a mind game, is based on a pure deduction and reasoning processes. This study analyzed sudoku solving skills of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of Education preschool education program and the Montessori approach. Sudoku skills of children were analyzed by gender, age, duration of preschool attendance, mother’s and father’s education level and previous experience of playing sudoku using a 12-question Sudoku Skills Measurement Tool developed for this research study. The study sample of the study consisted of 118 children (57 girls, 61 boys) aged between 54-77 months. The findings showed that there was no significant difference in sudoku skills by gender. However, sudoku skills varied with age (54-65 months and 66-77 months) in favor of older groups. Children's sudoku skills were more developed with an increase in education level of either parent. Children who had been in preschool for longer had higher sudoku scores. A previous experience of playing sudoku did not impact sudoku scores. Sudoku skills of children who were educated according to the Montessori program were more developed compared to those of children educated according to Ministry of National Education program.
Language: English
ISSN: 2324-8068
Article
The Kumon Approach to Teaching and Learning
Available from: JSTOR
Publication: Journal of Japanese Studies, vol. 20, no. 1
Date: 1994
Pages: 87-113
Article
The Montessori Approach as a Model of Personalized Instruction
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 6, no. 2
Date: 2020
Pages: 13-25
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Abstract/Notes: I present a brief overview of the key elements of personalized learning and Montessori education, a related pedagogical approach, aiming to examine common theoretical principles and key elements. I discuss the common features of personalized instruction and the Montessori approach of education. Both personalized instruction and the Montessori approach stand firmly on a constructivist paradigm and share many philosophical and theoretical principles. Research has shown that Montessori education is one of the most visible models that incorporates numerous aspects of personalized instruction and shares many common elements with personalized learning. This research has shown that, while personalized instruction also suggests many strategies for implementation of the concept, Montessori education actualizes the principles of personalized learning.
Language: English
ISSN: 2378-3923
Article
Evaluating Pre-Readiness Approaches to Reading: Montessori
Publication: Education (Boston), vol. 87
Date: 1966
Pages: 12-14
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Language: English
ISSN: 0013-1172
Article
Montessori Approach to Science Education: Cosmic Vision as a Unique Area of Pupils’ Studies / Montessoriańskie podejście do poznawania środowiska społeczno-przyrodniczego. Kosmiczna edukacja jako wyjątkowy obszar uczniowskiego poznania
Available from: Jesuit University Ignatianum in Krakow
Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, vol. 16, no. 3 (whole number 61)
Date: 2021
Pages: 71-86
Eastern Europe, Europe, Montessori method of education - Criticism, interpretation, etc., Poland, Science - Study and teaching
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Abstract/Notes: Celem niniejszego artykułu jest przypomnienie głównych założeń, jakie sformułowała Maria Montessori na temat rozwoju dziecka i organizacji procesu edukacyjnego, jako punktów krytycznych w rozważaniach nad koncepcją kształcenia w zakresie poznawania środowiska społeczno-przyrodniczego. W pedagogice Montessori wskazana koncepcja przybiera postać tzw. Kosmicznej Edukacji. Kosmiczna Edukacja jest unikatowym podejściem w pracy z dziećmi w wieku od 6 do 12 lat. W artykule wyjaśniono ideę Edukacji Kosmicznej, wskazano związek między potrzebami dziecka a programem poznawania środowiska społeczno-przyrodniczego. Opisano istotę Wielkich i Kluczowych Lekcji, jako ośrodków dziecięcych badań i dociekań. Zaprezentowano także rekomendowany przez Montessori sposób poznawania przez dzieci fundamentalnych potrzeba człowieka, będący inspiracją dla praktyki szkolnej. Podstawą do zebrania materiału empirycznego była analiza treści, przeprowadzona w celu scharakteryzowania aktualnych osiągnięć w ramach wybranego tematu.
Language: English
DOI: 10.35765/eetp.2021.1661.05
ISSN: 1896-2327, 2353-7787
Article
The Sense of Patterns and Patterns in the Senses: An Approach to the Sensory Area of a Montessori Preschool Classroom
Available from: Taylor and Francis Online
Publication: Education 3-13, vol. 51, no. 6
Date: 2023
Pages: 979-987
Child development, Classroom environments, Montessori method of education, Prepared environment, Senses and sensation in children, Sensorial education, Sensorial materials
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Abstract/Notes: This article presents and analyses a didactic proposal based on manipulative material (Knobless Cylinders) used in a Montessori classroom of 3-6-year-old pre-schoolers. Choosing this material is justified in relation to the competencies/strategies/skills used during the development of mathematical patterning. Numerous studies emphasise the importance of patterns in mathematics and experimental sciences instruction from early childhood onward. However, there are several educational factors that have not yet been clarified, such as meaningful learning, the overuse of abstract visual patterns that are distant from the student’s previous life experience, etc. This article discusses the sequence of proposed activities and certain critical issues.
Language: English
DOI: 10.1080/03004279.2022.2032786
ISSN: 0300-4279, 1475-7575
Article
Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 51, no. 3
Date: 2014
Pages: 567-603
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Abstract/Notes: This randomized controlled field trial examined the efficacy of the Responsive Classroom (RC) approach on student achievement. Schools (n = 24) were randomized ...
Language: English
ISSN: 0002-8312, 1935-1011