Abstract/Notes: In England, the early childhood education and care (ECEC) workforce is largely characterised by a high proportion of young, female employees with lower than average qualification levels to comparable sectors, high staff turnover, poor pay, and restricted professional development opportunities, while carrying out demanding and responsible work. Within this context, the research reported here examined the workforce, professional development and qualifications of Montessori settings within the Montessori Schools Association (MSA) in England compared to the general ECEC sector in England. An online survey with a mix of closed and open text questions using the Qualtrics survey tool was administered through MSA from February - Summer 2020. A response rate of 22% was achieved with 77 responding settings. Key messages from findings were: Montessori settings reported well qualified, experienced staff and higher Ofsted ratings; nonetheless there were threats to maintaining qualification levels, difficulties in professional development and poor external recognition of Montessori qualifications; the future supply of trained Montessori workforce was insecure and currently has limited diversity; Montessori provision was more likely to be in areas of lower disadvantage and, within settings, higher qualified staff were most likely to be deployed with older children.

Language: English

Published: Milton Keynes, United Kingdom, 2020

Abstract/Notes: This chapter will look at the purpose of education in the context of Indonesia’s past and present. I will draw on the philosophy of Ki Hajar Dewantara (1889–1959), who is regarded as the father of Indonesian education. In conceptualising education, he was influenced by his upbringing, local culture, and international influences from various educators and philosophers such as Rabindranath Tagore, Maria Montessori, and Friedrich Fröbel. This chapter is particularly timely because the Indonesian government has started to critically re-examine two of the educational concepts proposed by Dewantara, which are “pendidikan karakter” (character education) and “merdeka belajar” (independent learning). The chapter will start with a discussion on the purpose of education before introducing Dewantara and his background. I will then offer two comparisons; First, between Dewantara’s purpose of education and the aims of Dutch schools during the colonial period in Indonesia, highlighting the importance of imparting local wisdom and values in Dewantara’s school which were ignored by the colonial schools. Second, between Dewantara’s purpose of education and the current government’s policies. By doing so, I will highlight the different purposes articulated for education in various contexts, from the colonial era to present-day Indonesia. The conclusion of this chapter is that there have been profound changes to the very purpose of education in Indonesia. Nevertheless, Dewantara’s philosophy is still very much relevant today and thus, the Indonesian government should revisit its conceptualisation of the foundations of education. Dewantara’s thought is also likely to see increased interest in other countries due to a growing global demand for awareness of non-Western educational philosophies.

Language: English

Published: Singapore, Singapore: Springer Nature, 2023

Edition: 1st ed.

ISBN: 978-981-9901-39-5

Language: English

Published: Dublin, Ireland, 1989

Language: Korean

ISSN: 1226-9417

Abstract/Notes: Montessori students of all ages at Post Oak School in Houston, Texas, interact with Montessori materials, with their teachers, and with each other. The reflections of the interviewed adolescents and teachers are juxtaposed and correlate with the research conclusions.

Runtime: 11 minutes

Language: English

Published: Burton, Ohio, 2004

Abstract/Notes: Includes a section of blue-tone photographs at the end of the volume.

Language: Spanish

Published: Madrid, Spain: El Magisterio Español, 1915

Language: Japanese

ISSN: 0913-4220

Language: English

Published: Edinburgh, Scotland: [s.n.], 1934

Abstract/Notes: The paper focuses on the relationship between Outdoor Education and adolescence in order to highlight the educational potential of this specific approach in relation to the development tasksof the age in which “going out” represents the symbolic figure of the personal and social identity construction. Starting from Rousseau and Montessori’s perspective, rethinking adolescents’education according to the outdoor method is today particularly congenial in school and extraschool contexts, with particular regard to their social and civic education. / Il contributo mette a fuoco il rapporto tra Outdoor Education e adolescenza al fine di mettere in luce il potenziale educativo di questo specifico approccio in ordine ai bisogni evolutivi dell’età in cui l’“uscire fuori” rappresenta la cifra simbolica del processo di ricerca e di costruzione della propria identità personale e sociale. Muovendo dalle prospettive di Rousseau e Montessori sul tema, ripensare l’educazione degli adolescenti secondo la modalità outdoor si rivela oggi particolarmente congeniale sia in contesti scolastici che extrascolastici, con particolare riguardo alla loro formazione sociale e civica.

Language: Italian

DOI: 10.7346/SE-012020-09

ISSN: 1722-8395, 2035-844X

Language: Hungarian

ISSN: 0025-0260