بررسی تطبیقی دیدگاه مونته سوری و لوریس مالاگاتسی درزمینة تربیت اوان کودکی
الموضوعات : پژوهش در برنامه ریزی درسی
شهلا حسینی
1
(دانشجوی دکتری فلسفه تعلیم و تربیت، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان))
محمدحسین حیدری
2
(دانشیار فلسفه تعلیم و تربیت، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران.)
زهره سعادتمند
3
(دانشیار برنامه‌ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.)
الکلمات المفتاحية: مطالعه تطبیقی, مونته سوری, لوریس مالاگاتسی, تربیت اوان کودکی,
ملخص المقالة :
هدف این پژوهش، مطالعه تطبیقی آموزه‌های مونته سوری و لوریس مالاگاتسی درزمینة تربیت اوان کودکی است. پژوهش حاضر با رویکرد کیفی و با روش تحلیل فرارونده انجام شد. حیطه مطالعه، تمامی منابع نوشتاری و غیر نوشتاری ملی و بین‌المللی در حوزه موضوع پژوهش است. برای انتخاب نمونه از بین منابع و اسناد موجود از روش نمونه‌برداری نظری استفاده شد. در گردآوری داده‌ها نیز از روش فیش‌برداری الکترونیکی استفاده شد. تحلیل داده‌ها با استفاده از روش تحلیل محتوای کیفی از نوع نظام مقوله‌ای قیاسی و در سه مرحله کدگذاری باز، محوری و گزینشی انجام شد. نتایج تحقیق بیانگر وجود تشابهات زیاد بین دیدگاه مونته سوری و مالاگاتسی است. تأکید بر رشد همه‌جانبه کودکان، سازمان‌دهی تلفیقی برنامه درسی، استفاده از فعالیت‌های یادگیری متعدد، توجه به تفاوت‌های فردی کودکان، استفاده از روش‌های تدریس فعال و استفاده از روش‌های سنجش جایگزین یا اصیل از مهم‌ترین تشابهات بین این دو دیدگاه است. بااین‌حال بین دیدگاه مونته سوری و مالاگاتسی درباره عناصر برنامه درسی ازجمله هدف، روش‌های تدریس، نقش معلم و روش‌های سنجش تفاوت‌هایی نیز وجود دارد. در نهایت مهم‌ترین تلویحات دیدگاه مونته سوری و مالاگاتسی برای آموزش‌وپرورش پیش از دبستان ایران ارائه شد.
Bagheri, Kh, Sajjadieh, N., & Tavassoli, T. (2015). Approaches and research methods in the philosophy of education. Thran: Institute for Cultural and Social Studies. [Persian]
Bowman, B., Donovan, J., & Burns, S. (Eds.), (2001). Eager to learn: educating our preschoolers. Washington, DC: National Academy Press.
Bredekamp, S. (2014). Effective practices in early childhood education: building a foundation. New Jersey: Pearson Education, Inc.
Cole, V. (2013). Pre-primary education program. Translation by Farkhondeh Mofidi. Tehran: Samt. [Persian]
Curtis, A. (2007). Curriculum for preschoolers. Translation by Fatemeh Karimi. Guilan University of Guilan. [Persian]
Dever, M. T., & Falconer, R. C. (2013). Fundamentals of Early Childhood Education. Translation by Farzaneh Motamedi Shark., Sakineh Motahma., Alireza Mohammadi Aria and Halima Panahi. Tehran: Culture Growth. [Persian]
Dodd-Nufrio, A. T. (2011). Reggio Emilia, Maria Montessori, and John Dewey: Dispelling Teachers’ Misconceptions and Understanding Theoretical Foundations. Early Childhood Education Journal, 39(4), 235–237.
Dodge, D. T. 2010. The Creative Curriculum for Preschool. Teaching Strategies Inc, US.
Edwards, C. P. (2002). Three approaches from Europe: Waldorf, Montessori and Reggio Emilia. Early Childhood Research and Practice, 4(1). Retrieved from http://ecrp.uiuc.edu/v4n1/edwards.html.
Edwards, S. (2005). Children‘s learning and development potential: Examining the theoretical informants of early childhood curricula from the educator‘s perspective. Early Years: Journal of International Research & Development, 25(1), 67-80. Retrieved August 25, 2018, from the Education Research Complete database.
Epstein, A. S., Schweinhart, L. J., & McAdoo, L. (1996). Models of early childhood education. Ypsilanti, MI: High/Scope Press.
Epstein, J. L. (2005). School/Family/Community Partnerships: Caring for the Children We Share. Phi Delta Kappan, 77(9), 701-712.
Faraghi, Gh. & Farmahini Farahani, M. (2018). Examine the philosophical foundations of
evaluation epistemology in education in postmodern age. Research in Curriculum Planning, 15(32), 115-130. [Persian]
Feez, S. (2010). Montessori and Early Childhood A Guide for Students. NewYourk: SAGE.
Flick, E. (2012). An Introduction to Qualitative Research, Hadi Jalili Translation, Tehran: Ney.
Follari, L. (2018). Foundations and Best Practices in Early Childhood Education: Pearson.
Franzosi, R. (2012). Quantitative Narrative Analysis. London: Sage.
Ghasemtabar, N. (2016). Design and validation of the curriculum model of Iranian preschool curriculum. Phd dissertation, Unpublished, Faculty of Psychology and Educational Sciences, Kharazmi University. [Persian]
Ghasemtabar, N., Hajitabar, M., Ghasemtabar, A., & Mirzaei, S. (2012). A High Scope curriculum model in preschool education: active learning through key experiences. Preschool Children Education and Health Seminar, Tehran: University of Social Welfare and Rehabilitation Sciences. [Persian]
Goffin, S. G., & Wilson, C. (2001). Curriculum models and early childhood education: Appraising the relationship. Upper Saddle River, NJ: Merrill/Prentice Hall.
Greenwald, Deborah C. (1999). Pikler and Montessori: A theoretical dialogue. Unpublished master's thesis, Pacific Oaks College, Pasadena, CA.
Habibi, P., & Ahmadi Gharacheh, A. (2011). Pre-preschool global education patterns. Tehran: Soroush. [Persian]
Helm, J. H., & Katz, L. G. (2015). Becoming Young Thinkers: Deep Project Work in the Classroom. New York: Teachers College Press.
Hewett, V. M. (2001). Examining the Reggio Emilia approach to early childhood
education. Early Childhood Education Journal, 29, 95–100.
Higher Education Council. (2012). Document on the fundamental development of education. Tehran: Higher Education Council. [Persian]
Holt, G. (2016). Using High Scope approaches in preschool years. Translation by Shila Elahi. Tehran: Institute for the Study of the History of Children's Literature. [Persian]
Hooman, H. (2007). Recognition of Scientific Method. Tehran: SAMT
Hyson, M. & Williams, L. R. (2008). Enthusiastic and Engaged Learners: Approaches to Learning in the Early Childhood Classroom. New York: Teachers College Press.
Iman, M. T., & Noushadi, M. (2011). Qualitative Content Analysis, Research Journal, 6 (30), 15-44. [Persian]
Isaacs, B. (2016). Applying the Montessori approach to preschool education. Translation by Shila Elahi. Tehran: Institute for the Study of the History of Children's Literature. [Persian]
Katz, L. G. (1994). Images from the world: Study seminar on the experience of the municipal infant-toddler centers and preprimary schools of Reggio Emilia, Italy. In Lilian G. Katz & Bernard Cesarone (Eds.), Reflections on the Reggio Emilia approach (pp. 7-19). Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
Kaul, V. (2012). Pre-primary education program. Translation by Farkhondeh Mofodi. Tehran: SAMT. [Persian]
Kian, M. (2015). Explaining the dimensions of child's education in the family system from the point of view of Islam. Ethics, (18) 5, 35-19. [Persian]
Lewin-Benham, A. (2008). Powerful children: Understanding how to teach and learn using the Reggio Approach. New York: Teacher's College Press
Lillard, P. P. (1996). Montessori today: A comprehensive approach to education from birth to childhood. New York: Schocker Books.
Lincoln, Y.S., & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications
Macleod-Brudenell, I. (2004). Advanced early years care and education. Oxford: Heinemann.
Mahoney, G., & Wiggers, B. (2007). The role of parents in early intervention: Implications for social work. Children & Schools, 29 (1), 7-15.
Malaguzzi, L. (1993). For an education based on relationships. Young Children, 49, 9–12.
Maleki, G. (2011). Teaching method in Kindergarten. Tehran: aeeizh. [Persian]
Maxim, G. w. (1980). The very young. Westchester: Wadsworth Publishing Company.
Mofidi, F. (2014). Fundamentals of Education in pre-primary education. Tehran: SAMT. [Persian]
Montessori Association. (2004). Montessori schools. Retrieved 24 August, 2017. From: http://www.montessori.edu/refs.html
Montessori, M. (1949). The absorbent mind. Translated from the Italian by Claude A. Claremon. India: The Theosophical Publishing House.
New, R. S. (1992). The integrated early childhood curriculum: New interpretations based on research and practice. In C. Seefeldt (Ed.), The early childhood curriculum: A review of current research (pp. 286–322). New York: Teachers College Press.
Noddings N. (2005). What Does It Mean to Educate the Whole Child? The Whole Child, 63 (1): 8-13.
Oppenheimer, T. (1999). Schooling the imagination. Atlantic Monthly, 284(3), 71-83.
Prentice, R. (2000). Creativity: a reaffirmation of its place in early childhood education. The Curriculum Journal, 11(2), 145–158.
Project Zero and Reggio Children, Italy. (2010). Making learning visible: Children as individual and group learners. Reggio Emilia, Italy: Reggio Children S.r.l. and Reggio Children/USA.
Project Zero Harvard Graduate School of Education. (2001). Making learning visible: Children as individual and group learners. Reggio Emilia, Italy: Reggio Children.
Ramey, C.T., Campbell, F.A., & Burchinal, M. (2000). Persistent effects of early childhood education on high-risk children and their mothers. Applied Developmental Science, 4, 2-14.
Reilly, R. R., & Lewis, E. L. (1983). Educational Psychology: Applications for Classroom Learning and Instruction. New York: Macmillan Publishing Co., Inc.
Rinaldi, C. (2001). Reggio Emilia: The image of the child and the child's environment as a fundamental principle. In Lella Gandini & Carolyn Edwards (Eds.), Bambini: The Italian approach to infant-toddler care (pp. 49-54). New York: Teachers College Press.
Roopnarine, J. L., & Johnson, J. E. (2005). Approaches to early childhood education. Upper Saddle River, NJ: Pearson.
Saadatmand, Z., Liaghatdar, M. J. & Sadeghian, Z. (2012). Preschool curriculum assessment under the supervision of education organization from the viewpoint of principals and educators of Isfahan. Research in Curriculum Planning, 9(8), 132-145. [Persian]
Sadeghi Fasaei, S., & Erfanmanesh, E. (2015). Methodological Foundations of Documentary Research in Social Sciences; Case Study: The Impact of Modernization on the Iranian Family (29) 8, 91-61. [Persian]
Sajadieh & Azadmanesh. (2014). Investigating detailed educational aims Preschool in Iranian National Curriculum upon Islamic Theory of Action. Journal of Theory & Practice in Curriculum 1(2), 65-98. [Persian]
Sandelowski, M. (2000). Focus on research methods: Whatever happened to qualitative description? Research in Nursing and Health, 23(4) 334-340
Seyf, A. (2017). New Psychology: Psychology of Learning and Education. Tehran: Doran.
Soadsaddavi, S. & Parsa, A. (2018). A comparative study of the environment and its organization in the approaches of Montessori and Reggio Emilia. The 16th National Conference of the Iranian Curriculum Studies; Preschool curriculum and education; Opportunities and Challenges: Babolsar: Mazandaran University. [Persian]
Spodek, B & Saracho, O, N. (2015).Handbook of research on the education of young children. NewYourk: Routledge
Thornton, L., & Brunton, P. (2017). Understanding the Reggio Approach: Early Years Education in Practice. Translation by Aida Mohammadi. Tehran: Institute for the Study of the History of Children's Literature. [Persian]
Vakil, S. Freeman, R. & Swim, T. J. (2003). The Reggio Emilia approach and inclusive early childhood programs. Early Childhood Education Journal, 30, 187–192.
Walsh, B. & Petty K. (2007). Frequency of Six Early Childhood Education Approaches: A 10 Year Content Analysis of Early Childhood Education Journal. Early Childhood Education Journal, 34 (5): 301-5.
Yousefi, N. (2016). Educational Approaches. Tehran: Children's Workshop Publishing. [Persian]
_||_