The aim of this study was to examine the researches on the Montessori method in the field of early childhood education in Turkey and to analyze the studies conducted until April 2020, without any starting date limitation, according to the study group, the pattern, the year of publication, the data collection tools used, the purposes and the subjects studied. 22 articles were analyzed within the scope of the research. There are 15 articles using quantitative research method, 6 articles using qualitative research method and 1 article using mixed research method in the analyzed studies. The samples of the studies were grouped under four headings as child, teacher, teacher candidate and family. It was observed that 16 out of 22 articles examined in the study used a scale or test whose validity and reliability were made, an interview form in 5 studies and an observation report in one study. Most of the studies conducted as quantitative researches and the used scales have shown that the studies are result-oriented not process-oriented. In the study, it was observed that the studies on the Montessori approach were more in 2019 (n = 7) and 2016 (n = 6) compared to other years. Research results showed that researches focus more on visual perception and cognitive development. Studies can be made on all areas of child development rather than focusing on a few areas, and the Montessori approach applied in Turkey can be evaluated with a general view. It is expected that this research will contribute to the determination of the gaps in the field related to the Montessori method.
This review paper explores the relationship between academic achievement in early childhood education and inhibitory control, namely students’ ability to regulate behaviour, emotions and thoughts to complete specific tasks. The majority of research in this area has focused on achievement in mathematics, literacy or a combination of both. Despite the recent uptake of ‘whole child’ focused education initiatives, few studies explore social-emotional learning, or all three areas collectively, a gap this paper aims to address. This paper offers a comprehensive review of previous research on inhibitory control and achievement to highlight areas of focus for future research and provide a theoretical basis for study design. The review draws on articles published in the English language and systematically compares research methodologies to elucidate the choices made by researchers. The findings indicated correlations between inhibitory control and the three areas of early childhood education, mathematics, literacy and social-emotional learning, although causation is not established. Hot inhibitory control, involving emotion or an external motivator, was found to be closely related to social-emotional learning and cool inhibitory control, limited emotional and an abstract motivator, with mathematics and literacy. Notably, emergent literacy varied by the language spoken by students. A look at the measures and samples used revealed that purposefully employing inhibitory control measures that align with real-world classroom activities may provide greater insight into the relationship between achievement and inhibitory control. The findings of this paper pose significant implications for research, policy and practice, especially with the recent uptake of social-emotional learning by education programs, as they reveal how inhibitory control relates to students’ ability to thrive in early childhood education settings. In the light of these findings, it is important for educators and researchers to consider how inhibitory control may in itself, be considered a goal of early childhood education.
Abstract High-quality early education and care experiences are critical for children’s growth and development, families’ ability to work, and the future health of society. In Greece, with regard to research for children under 3 years of age in early childhood education and care services, the issue of quality has been only marginally researched. The lack of available information on the quality of childcare services has been widely documented. The purpose of this study was to investigate the quality of early childhood education and care services in North Greece. Nonprofit and for-profit centers (one hundred and thirty-one classrooms) for children under 3 participated in this study. For quality assessment, we used the ITERS-R scale (Infant/Toddler Environment Rating Scale-Revised). Results suggested the existence of mediocre average quality.
This study was designed to discover developmental trends in task persistence (TP). It was hoped that the results would suggest when and for what groups a task persistence (TP) curriculum is crucial. To study this development a sample of two, four, and six year old children were given a "work" task. The task required 120 subjects (Ss) to sort and fold 33 items of clothing and linen. After the task instructions and demonstration, the experimenter did not intervene with reinforcers or further directions. The dependent variables investigated were time spent on the task, time spent away from the task, and number of tasks completed. The independent variables were age, race (Black and White), sex, and social class (advantaged and disadvantaged). The data were analyzed with analysis of variance, Pearson's Product-Moment Correlation, and chi square. The results indicated that older children spent significantly more time on task and significantly less time away from task than younger children. Black children spent significantly more time (than White children) on and away from the task at all ages. Advantaged children spent significantly more time (than disadvantaged children) on task at all ages and significantly less time away from task at ages two and four. Advantaged and disadvantaged subjects were not differentiated by the time spent away from the task at age six. These results imply that task persistence training programs could begin as early as age two. They also suggest that certain subgroups (i.e., disadvantaged White) may require more intensive task persistence training then other subgroups (i.e., advantaged Black). Completion of tasks (CT) significantly differentiated six year olds from two and four year olds, but failed to differentiate two and four year olds. Tasks were completed significantly more often at ages two and four by males than females and by advantaged than disadvantaged children. However, these differences disappeared by age six. Since the differences faded at age six, the use of completion of tasks training as a general curriculum goal may not be warranted. Some of the most surprising results were described by the significant correlation coefficients. The total time spent on the task was negatively related to completion of task. Completion of task was positively related to the time spent away from the task and number of times away from task. These findings suggest that brief periods of absence from a task may improve the chances of completing the task. Therefore, optimal "work" performance for early childhood education may be realized by programming frequent, brief "breaks." A secondary purpose of the study was to investigate verbalizations expressed during the experimental sessions. To study this variable, a verbatim record was established and maintained for each subject. The verbalizations were then totaled and classified as task relevant or irrelevant. The results were analyzed with an analysis of variance (age x race x sex x social class) and Pearson's Product Moment Correlation. Although the number of verbalizations increased with age, the differences between ages four and six were not significant. This finding may reflect a shift to covert verbal mediation during "work" performance on or about age four. The developmental patterns of verbalizations were different for boys and girls. The girls used more overt verbalizations (than boys) at ages two and four; however, at age six the girls' number of verbalizations decreased noticeably. The verbalizations of boys increased with age. At age six, they used more verbalizations than the girls. The writer concluded that this finding reflected advanced verbalization skills in the girls. If the conclusion is valid, the results may mean that overt verbalizations are more necessary for boys to organize their experiences. White children used significantly more task relevant verbalizations than Black children. This suggests that early childhood educational programs for predominately Black populations may need to stress task relevant verbalization training more than programs which serve predominately White populations. Disadvantaged children used more task irrelevant verbalizations at ages two and six than advantaged children. Apparently, they need extra emphasis on task oriented verbalization training. When considered with the previous paragraph, the disadvantaged Black population has the greatest need for task relevant verbalization training.
In this conceptual article, the authors examine the context of early childhood education and care in England and the underpinning predominant ideologies to explore how these impact on the framing of leadership. The English context entails several contradictions (antinomies) at ontological, epistemological and axiological levels, and is heavily influenced by an ideological struggle concerning the value of play within the sector as opposed to a climate of child performativity. Moreover, the predominately female workforce (a factor itself) has faced relentless changes in terms of qualifications and curriculum reforms in recent years. With the introduction of the graduate leader qualification (Early Years Teacher Status), a vast body of research has been seeking to conceptualise what leadership means for early childhood education and care. In this article, the authors argue that these attempts are helpful and contribute to this discourse of leadership, but it needs to be thought of not only abstractly, but also practically. Thus, the authors conclude, the (re)conceptualisation of leadership should locate it as pedagogical praxis after evaluating the inherent deep dispositions of leaders in conjunction with their history, surrounding culture and subjective perspectives/realities.
This digital Minecraft guidebook was created to aid instructors with a creative and instructive game. Problem-solving and other cognitive skills can be enhanced in early childhood by using Minecraft. However, there were insufficient instructions for utilising Minecraft properly. The digital guidebook for Minecraft in early education assisted instructors in implementing Minecraft in the classroom. Minecraft's emergence as a game platform has given a new learning opportunity for early schooling that offers high levels of creativity and critical thinking in a fun environment. This innovation able to improve the educator’s engagement with the learners and ensure the effective implementation of gamified classroom. This innovation will be among the first digital guidebook in Malaysia that targeting the early childhood education. The product will be copyrighted and patented once it is completed, and it will be available on Google playstore as well as IOS app store. The training also will be provided to the educators to have fully understanding on this digital guidebook.
Character education is an effort to form good values imprinted in a person and manifested in the form of behavior so they can distinguish themselves from others. This character education aims to form a strong and noble human being. All educational institutions realize how important the development of character education is for students in their institutions. However, the process of character education has not been fully able to run effectively in all educational institutions because schools emphasize more on increasing students' cognitive abilities. This study aimed to obtain an overview of the extent to which teachers understand the importance of character education in Early Childhood Education (ECE) and the Montessori Method in shaping the character of students. This study is quantitative with a descriptive approach. The sample in this study was ECE teachers in Panongan Sub-district, Tangerang Regency, totaling 112 people. The selection of samples was done using the Simple Random Sampling method. The instrument used was a survey distributed to respondents via Google form. The results of the study indicate that ECE teachers have understood the importance of character education and the Montessori Method which is integrated into 6 aspects of early childhood development through a character education process that is provided continuously at every level.
Shelly Yulia , Tri Joko Raharjo , Fakhruddin , Ali Formen
This article proposes reconceptualizing professional knowledge in early childhood education and care (ECEC) as knowledges, incorporating phronesis (practical wisdom), techne (skill), and episteme (pure knowledge). Conceptualizing professional knowledge in the plural broadens perspectives on the professional knowledge base and opens up a discussion of how different forms of knowledge are acquired. Drawing on Bernstein, the author identifies ECEC as requiring horizontal and vertical constructs of knowledge that have different structures and legitimization processes. While phronesis is presented as being a part of ECEC professional knowledges, the discussion explores the difficulties in defining phronesis, because of the variable ways it is articulated.
Early childhood education (ECD/PAUD) is an important foundation in child development that affects the quality of future education. This article discusses the role of family education in improving the quality of PAUD. Through qualitative research methods with interviews and observations, it is found that parents' involvement in children's education, good communication, and a supportive learning environment greatly affect children's development. The conclusion shows that good family education can significantly improve the quality of early childhood education.
Glaudabala Al Zahran Nurhadi, Tika Santika, Pujiarto
This literature review investigated relations between structural characteristics and process quality in centre and family daycare provisions for children from birth to age 5. Structural characteristics were examined at system, organisational, classroom, and staff levels. The strongest evidence concerned the positive relations between staff’ pre-service and professional development and process quality. Smaller group sizes and child-staff ratios were also generally positively related to process quality. At the system level, quality rating and improvement systems appeared to be associated with higher process quality, although most systems lacked sensitivity in differentiating between fine-grained levels of quality. Evidence on relations at the organisational level was scarce. Furthermore, there was evidence of a complex interaction of structural features at different levels that jointly predicted process quality, but more research is warranted. Overall, most studies were focused on centre-based provisions for children aged 3 to 5, whereas less evidence was available for provisions for children aged 0 to 2 and family daycare.
