Literacy in Montessori Schools: Perspectives from Canada, Mexico, and Italy

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal Pub Date : 2024-12-05 DOI:10.1007/s10643-024-01821-7

Pamela Beach

引用次数: 0

Abstract

This study explored how seven Montessori teachers from across three countries perceive and practice literacy. One-on-one semi-structured interviews were conducted with each participant over the 2022–23 school year. Qualitative analyses, in which interview transcripts were coded using an open-coding technique, revealed three themes about how Montessori teachers from Canada, Mexico, and Italy perceive and practice literacy: 1. Emphasis on oral language; 2. Explicit and systematic instruction; and 3. Literacy-rich environments. Understanding how Montessori teachers perceive and practice literacy can provide insight into the patterns of literacy learning across geographical contexts. In particular, findings from this study highlight the effectiveness of the Montessori approach across diverse settings and how literacy learning in Montessori classrooms can adapt to different cultural contexts and languages.

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蒙台梭利学校的读写能力：来自加拿大、墨西哥和意大利的观点

本研究探讨了来自三个国家的七位蒙台梭利教师如何感知和实践识字。在2022-23学年期间，对每位参与者进行了一对一的半结构化访谈。定性分析中，访谈记录使用开放编码技术进行编码，揭示了加拿大、墨西哥和意大利蒙台梭利教师如何感知和实践读写能力的三个主题：强调口语；2. 明确而系统的指导；和3。Literacy-rich环境。了解蒙台梭利教师如何感知和实践读写能力，可以让我们深入了解跨地理环境的读写能力学习模式。特别是，这项研究的结果强调了蒙特梭利方法在不同环境下的有效性，以及蒙特梭利课堂上的识字学习如何适应不同的文化背景和语言。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

14.80%

发文量

124

期刊介绍： Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field