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Archives par mot-clé : Montessori
Hiles E., (2018), Parents’ Reasons for Sending Their Child to Montessori Schools, Journal of Montessori Research, Vol 4 No 1, pp. 1-13.
DOI: https://doi.org/10.17161/jomr.v4i1.6714 Keywords: Montessori, school choice, educational principles, school fit, student outcomes, classroom environment Abstract Although the Montessori Method of education is more than 100 years old, the number of Montessori schools in the United States has exponentially increased since 1990. Montessori … Continuer la lecture
Publié dans Non classé
Marqué avec adaptation à l'école, choix de l'école, Classroom environment, educational principles, Environnement de la classe, Montessori, principes éducatifs, résultats des élèves, school choice, school fit, student outcomes
Commentaires fermés sur Hiles E., (2018), Parents’ Reasons for Sending Their Child to Montessori Schools, Journal of Montessori Research, Vol 4 No 1, pp. 1-13.
Taggart J., Fukuda E., and Lillard, A. S., 2018, Children’s Preference for Real Activities: Even Stronger in the Montessori Children’s House, Journal of Montessori Research, Volume 4, Issue 2, pp. 1-9.
Keywords: children, Montessori, preschool, activities, preferences, pretend, real Abstract: 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 (Haight & Miller, 1993; Haight, Masiello, Dickson, … Continuer la lecture
Publié dans Fukuda E., Lillard Angelina S., Taggart J.
Marqué avec activités du monde réel, activities, Children, école maternelle, Enfants, jeux de rôle, Montessori, preferences, Preschool, pretend, real
Commentaires fermés sur Taggart J., Fukuda E., and Lillard, A. S., 2018, Children’s Preference for Real Activities: Even Stronger in the Montessori Children’s House, Journal of Montessori Research, Volume 4, Issue 2, pp. 1-9.
Lillard A. S., Heise M. J., Richey E. M., Tong X., Hart A., Bray P. M., (2017), Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study, Front. Psychol. 8:1783. doi: 10.3389/fpsyg.2017.01783
Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model … Continuer la lecture
Publié dans Bray P. M., Hart A., Heise M. J., Lillard Angelina S., Richey E. M., Tong X.
Marqué avec Academic achievement, cognitive development, développement cognitif, Développement social, Early childhood education, Education préscolaire, mastery orientation, Montessori, orientation de la maîtrise, réussite scolairepreschool, Social development, théorie de l'esprit, theory of mind
Commentaires fermés sur Lillard A. S., Heise M. J., Richey E. M., Tong X., Hart A., Bray P. M., (2017), Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study, Front. Psychol. 8:1783. doi: 10.3389/fpsyg.2017.01783
Serina-Karsky Fabienne, 2013, “L’enfant à l’école : la conception de l’enfant dans l’Education nouvelle, de la théorie à la pratique”, Thèse en sciences de l’éducation sous la direction d’Antoine Savoye. Université Paris 8-Vincennes-Saint-Denis
Abstract The objective of this thesis is to bring forward the conception of the child in school within the main theorists founders of progressive education (Claparede, Cousinet, Decroly, Dewey, Freinet, Montessori, …), and to show how this conception has evolved, … Continuer la lecture
Publié dans Serina-Karsky Fabienne
Marqué avec child, Claparede, Cousinet, Decroly, Dewey, École, Education nouvelle, enfant, formation des enseignants, Freinet, Montessori, new education, School, teachers’ training, THESE de Doctorat
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Tzuo, P. (2007). The tension between teacher control and children’s freedom in a child-centered classroom: Resolving the practical dilemma through a closer look at the related theories. Early Childhood Education Journal, 35(1), 33–39.
According to this author, Piaget, Vygotsky, Dewey, and Montessori shared similar views related to childcentered education. With that as the theoretical stage, the relation between teacher control and children’s freedom in a classroom is explored. This author concludes that high … Continuer la lecture
Publié dans Tzuo Pei Wen
Marqué avec Autorité des enseignants, Child-centeredness, Children’s freedom, Critical pedagogy, Croyances des enseignants, Early Childhood Education theories and practices, Interaction enseignant-enfants, Liberté, Montessori, Pédagogie critique, Piaget, Progressive education, Reconceptualisation de la dilemme de l'enseignement, Reconceptualization dilemma of teaching, Teacher authority, Teacher control, Teacher–children interaction, Teacher’s belief and practice, Théories et pratiques éducatives de la petite enfance, Vygotski
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