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Report
Preschool Teachers' Perspectives on Nurturing Resilience for Young Children in Thailand
Available from: Child Research Network Asia (CRNA)
Sasilak Khayankij (Author)
Asia, Comparative education, Preschool education, Southeast Asia, Teachers, Thailand
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Abstract/Notes: Social and emotional skills are crucial to be promoted at a young age. These soft skills lay the foundation for building resilience, which is a protective factor for healthy child development. This research investigates preschool teachers' understanding of the terms "social emotional skills" and "resilience" and practices implemented at ECEC facilities in order to nurture resilience for children aged four to six years. Using snowball sampling, eleven preschool teachers in Thailand were selected for an online in-depth interview with semi-structured questions. Verbatim transcription followed by the content analysis method was used to create the answer to the research questions. The answers reveal that Thai preschool teachers value social and emotional skills as well as resilience as important skills for children to be happy and successful people. Two out of eleven preschool teachers had never heard of the term "resilience", but all of them were familiar with "social and emotional skills", which are related to emotional and social development and are written in the Thai national early childhood curriculum B.E. 2560 which is the second revised version. Practices to promote social and emotional skills and resilience comprise 3 aspects: 1) the physical environment, such as a cozy and homelike environment, and a large playroom; 2) activities, includes aesthetics activities; mindfulness practice; 7 habits; executive functions; emotional related stories; free play; music and movement; cooking; emotional check-in and check-out with emotional cards; emotions diary; Thai traditional games and board games; self-assessment worksheet; and 3) teacher guidance, includes being a role model; using positive discipline; setting up classroom rules; assigning appropriate tasks; teaching how to identify emotions; assigning individual, pair, or group work; and using the buddy strategy.
Language: English
Published: Tokyo, Japan, Sep 6, 2024
Report
Learning, Joy, and Equity: A New Framework for Elementary Education
Available from: The Children's Equity Project @ Arizona State University
Tunette Powell (Author) , Shantel Meek (Author) , Laura Bornfreund (Author) , Xigrid Soto-Boykin (Author) , Rosemarie Allen (Author) , Iheoma U. Iruka (Author) , Eric Bucher (Author) , Afua Ameley-Quaye (Author)
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Abstract/Notes: Just over four years ago, the COVID-19 pandemic caused the world to shut down and left a wake of destruction, with millions dead and millions mourning their dead — deeply impacting everyone, including our youngest children. There has been nonstop public discourse in education systems about attendance and learning loss/recovery, but most proposed responses have been repurposed, rather than transformative. The time to reflect and truly rebuild an education system for all children, including and especially those who education systems have historically and contemporarily marginalized, is now. Many recent efforts, policies, research studies, and programs have moved the education field forward in understanding learning, development, and academic growth in U.S. schools. For example, researchers have done deep work on child-centered pedagogies, culturally sustaining pedagogies, and inclusive education that applies a universal design for learning (UDL). Other researchers have completed extensive work on preschool to third grade systems building. Curriculum and assessment are robust fields of their own. Contemporary work on assessment is moving the field forward in holistic, dynamic, bias-conscious assessment. This includes efforts by the U.S. Department of Education to encourage states to develop high-quality, low-stakes assessments that can help guide instruction and meet student needs. This report proposes a new framework for elementary education that builds on, and is informed by, previous foundational efforts, centered on children and the ways we know children learn, and disrupting well-documented, historically rooted, and contemporarily entrenched biases in learning systems. While there is no single ideal elementary school experience, there are core ingredients to which every child needs and deserves access. Guided by research, data, learnings from schools across the United States, parent and family voice, and a desire to design child-centered, joyful, and effective spaces for learning, we provide a framework that consists of 14 core ingredients. The Framework is guided by research, data, learnings from schools across the United States, and parent and family voice. In the coming months, the CEP and New America will launch a series that will take a deep dive on each of the 14 core ingredients. Stay tuned!
Language: English
Published: The Children's Equity Project, 2024
Report
Exploring Alberta's Independent School Landscape
Available from: Cardus
David Hunt (Author) , Joanna DeJong Vanhof (Author)
Americas, Canada, Independent schools, North America
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Abstract/Notes: Explore Alberta's diverse K-12 education landscape with a new Cardus study that looks at provincial growth and trends.
Language: English
Published: Ontario, Canada, Apr 23, 2024
Report
Gambits: Educational Innovations in San Mateo County
Available from: ERIC
Cornelius E. Butler (Author)
Early childhood care and education, Early childhood education, Montessori schools
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Abstract/Notes: Described are 12 innovative PACE projects in San Mateo County, California, which were developed with Elementary and Secondary Education Act Title III funds. Among the projects are--a preschool center, an industrial arts program, an elementary school music program, and adult job training. Others are--an identification and intervention project for emotionally disturbed children and families, upward bound summer programs, an elementary school project using multimedia audiovisual materials, and an educational resources center. One project has established a Montessori preschool. There is also a program emphasizing computer assisted instruction and one to enhance student self-image.
Language: English
Published: Redwood City, California, 1968
Report
Experiences of Montessori Guides and Administrators Supporting Students with Developmental Delays or Disabilities: Evaluating the Impact of the Ages and Stages Questionnaires Training on Montessori Guides and Administrators Supporting Students with Developmental Delays or Disabilities
Available from: Montessori 4 Inclusion (MMPI)
Elyse L. Postlewaite (Author)
Children with disabilities, Developmentally disabled children, Inclusive education, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: Over the past several years, with support from key Association Montessori International – USA (AMI-USA) leaders, many Montessori schools have adopted the Ages and Stages Questionnaires (ASQ) as a tool to screen young children for developmental disabilities or delays, to have key conversations with parents, and to ensure children receive the support they may need. While research supports many positive benefits of using such a screener, it is less understood how Montessori guides and administrators of Montessori children perceive potential benefits or challenges of using such a tool. As such, the aims of the present evaluation study are threefold: (1) To investigate the current realities and needs of Montessori community partners in supporting students with developmental disabilities or delays. (2) To assess Montessori guide and administrator attitudes, beliefs, knowledge, skills, confidence, and self-efficacy around using universal screeners to support students with developmental disabilities or delays as well as the extent to which they believe they have requisite the tools and resources they need before and after completing an ASQ training. (3) To highlight associated benefits or challenges of implementing the ASQ training and tool as an aid for Montessori guides and administrators in supporting students with developmental disabilities or delays.
Language: English
Published: Woodsboro, Maryland, June 30, 2023
Document
Impact of School Pedagogy on the Spatiotemporal Brain Network Dynamics of Student
Available from: Research Square
Paola Zanchi (Author) , Emeline Mullier (Author) , Eleonora Fornari (Author) , Priscille de Dumast (Author) , Yasser Aleman Gomez (Author) , Jean-Baptiste Ledoux (Author) , Roger Beaty (Author) , Patric Hagmann (Author)
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Abstract/Notes: Across development, experience has a strong impact on the way we think and adapt. School experience affects academic and social-emotional outcomes, yet the extent to which pedagogy modulates underlying brain network development is still unknown. In this study, we compared brain network dynamics of students with different pedagogical backgrounds. Specifically, we characterized the diversity and stability of brain activity at rest by combining both resting-state fMRI and diffusion-weighted structural imaging data of 87 4-18 years-old students experiencing either the Montessori pedagogy (i.e., student-led, trial-and-error pedagogy) or the traditional pedagogy (i.e., teacher-led, test-based pedagogy). Our results revealed spatiotemporal brain dynamics differences between students as a function of schooling experience at the whole-brain level. Students from Montessori schools showed overall higher functional integration (higher system diversity) and neural stability (lower spatiotemporal diversity) compared to traditionally-schooled students. Higher integration was explained mainly through the cerebellar (CBL) functional network, while higher temporal stability was observed in the ventral attention (VA), dorsal attention (DA), somatomotor (SM), frontoparietal (FP), and CBL functional networks. This study suggests a form of experience-dependent dynamic functional connectivity plasticity, in learning-related networks.
Language: English
Published: Sep 21, 2023
Report
Child-centred pedagogy in early childhood education: the Montessori and Reggio Emilia approaches
Mary Hughes (Author)
Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc.
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Language: English
Published: Italy, 2023
Report
Lottery-Based Evaluations of Early Education Programs: Opportunities and Challenges for Building the Next Generation of Evidence
Available from: EdWorkingPapers
Christina Weiland (Author) , Rebecca Unterman (Author) , Susan Dynarski (Author) , Rachel Abenavoli (Author) , Howard Bloom (Author) , Breno Braga (Author) , Anne-Marie Faria (Author) , Erica Greenberg (Author)
Americas, Comparative education, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: Lottery-based identification strategies offer potential for generating the next generation of evidence on U.S.
Language: English
Published: Providence, Rhode Island, Feb 2023
Report
The Minority Voice Demands More Choice: Why that Choice Should be Montessori
Available from: Temple University - Scholar Share
Macarena Ferreira (Author)
Montessori method of education - Criticism, interpretation, etc., School choice
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Abstract/Notes: This paper proposes schools diversify educational programs to combat inequities perpetuated by school choice. For example, the Montessori method, which contains social and emotional development aspects, also decenters the instructor, therein reducing unconscious bias to non-majority students. Federal funding mechanisms have not adequately recognized the efficacy of alternative educational programs and thus limited the viability of such programs in school choice systems.
Language: English
Published: Philadelphia, Pennsylvania, Dec 2022
Report
Developing the Language of Young Disadvantaged Children
Available from: ERIC
Rose M. Bromwich (Author)
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Abstract/Notes: A modified approach to the development of verbal expression in young children is proposed as an alternative to either the prescriptive-instructional method or the developmental viewpoint which relies on self-initiated learning. The Bereiter-Engelmann method, the method based on operant conditioning, and the Montessori method are representative of the prescriptive-instructional theory which it is felt to inhibit expressive language. The developmental philosophy stresses a rich environment providing many varied opportunities from which a child selects his own activities. This method, however, does not stimulate his verbal expressive ability. The modified developmental approach which is discussed would encourage expressive language within a developmental context. The child's spontaneity, verbal responsiveness, and eagerness to be heard can be capitalized upon by adults who listen actively. Talk-oriented schools would foster learning that has intellectual, psychological, and social value. Some examples of classroom practice are included.
Language: English
Published: Washington, D.C., 1967