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The work of Maria Montessori has often been misunderstood or misinterpreted. She had to leave Italy during the Fascist. The close integration of theory and practice and the resources for learning which each student builds up during the training, offer another approach to training.

Cet article réflet sur l’histoire et développement de la Convention des Droits de l’Enfant, depuis le premier document du droit de l’homme en 1924 jusqu’à l’adoption de la Convention en 1989 et le ratification par 113 états en 1991. Les Articles de la Convention sont décrits, et les préconditions de la survie et du développement de l’enfant sont analysés. Les Articles qui réflechissent l’éducation préscolaire et comment cela est fait dans la Convention sont expliqués (surtout, Articles 3, 6, 9, 18, 27 et 31). L’auteur suggère un Article nouveau, sur l’éducation préscolaire. Esto articulo refleja en la historia y el desarrollo de la Convención de los Derechos Infantils, de 1924 (Derechos Humanos), 1989 Convención de Derechos Infantils, y ratificación par 113 estados en 1991. Los Articulos y los précondiciónes para la supervivencia y el desarrollo infantil son describendo. El autore analyza los Articulos 3, 6, 9, 18, 27 y 31, y educación infantil, y sugere un Articulo nuevo, con respecto a la educación preescolar.

This paper reports findings from a 2-year Australian study that explored children’s perceptions of the meaning and value of the arts, and accounts of their engagement in arts activities in school and youth arts settings. The research also aimed to develop data generation methods sensitive to the ways children communicate and make meaning. The 570 children who participated in the project ranged in age between 5 and 18 years. Different approaches to access children’s perspectives were used with different age groups. This paper focuses on the youngest children in the study (ages 5–8) working in school settings, and the data generated with them through small group interviews and drawing elicitation techniques. Through the findings young children’s accounts of their engagement in the arts in everyday life are heard. The paper also provides opportunity to explore the methodological challenges of undertaking research with young children that seeks to engage them as active participants in the investigative process.

Cet article explique le développement professionnel des Educateurs de la Petite Enfance (concernés par l’éducation des enfants de 3 à 6 ans en Irlande et en Allemagne. Il décrit la formation donnée dans les 2 pays et donne des détails sur les cours qu’ils entreprennent. En Allemagne, la majorité des 3 à 6 ans sont pris en charge par des ‘Educatrices’ (éducateurs/puèricultrices) tandis qu’en Irlande la majorité des 4 à 6 ans reçoivent un enseignement par des professeurs qualifiés avec un B.Ed. degré. Les 3 à 4 ans irlandais fréquentent les groupes de jeux préscolaires, les groupes de jeux parlant l’Irlandais—les Naonraí—et les écoles Montessori. Cet article considére la formation de tous les types de personnels cités plus haut et il se conclut par une discussion critique sur le système de formation préscolaire dans chaque pays. Este trabajo trata el desarrollo profesional de los “Educadores de Preescolar” (preocupados con la educación de niños entre los 3 y 6 años en Irlanda y Alemania. Describe el entrenamiento que se da en ambos países y da todo tipo de detalles sobre los cursos que frecuentan. El alemania la mayoria de niños de 3 0 6 años que son educados por “auxiliares” mientras que en Irlande la mayoria de niños entre los 4 y 6 años son educados por profesores de primaria perfectamente cualificados con un grado Bacharell. Los niños Irlandeses de 3 0 4 años (palabra tecnica ne entiendo) trecuentan “Preschool Playgroups, Naonraí (lingua Irlandesa) y Escolas Montessori. Este articulo analiza el entrenamiento detodos tipos personal encima indicados y concluye con una discusión “critica” sobre los sistemas de entrenamiento de los profesores de preescolar de cada país.

Preschool teachers and primary school teachers must work in harmony and carry out consistent practices with each other in the process of teaching literacy. This study aims to determine the practices of preschool teachers in the literacy preparation process and the opinions of primary school teachers on the level of readiness of students from preschool education for the literacy process. In the study, the descriptive research method was used. The study group consisted of 21 primary schools and 27 preschool teachers working and volunteering in kindergarten and primary school institutions affiliated with the Directorate of National Education in Kastamonu province of Turkey. The study applied two separate interview forms to preschool and primary school teachers as a data collection tool. Results showed that preschool teachers have deficiencies in preschool education curriculum, early literacy studies, and primary school curricula. It was also revealed that preschool teachers carry out wrong practices, especially in helping students feel the sounds. As for the results of primary school teachers about the drawbacks of preschool education, it was determined that preschool teachers teach letters, and students who start the first grade have problems holding pencil. It was revealed that the expectations of primary school teachers from preschool teachers were focused on helping students feel and differentiate sounds instead of teaching letters and developing small muscle skills and pencil-holding skills. According to the research results, it was determined that preschool teachers do not collaborate with primary school teachers.

Children’s understanding of emotion and its constructivist links with pretend play is of increasing interest as an element of cognition. This article examines emotional development and pretend play using basic foundations of psychoanalytic and learning theories, and several understandings about emotional development. Also, this paper explains emotional development and pretend play through interactive levels of expression, control and modeling of emotion, and emotional intelligence. Through each of these levels, emotional development can be practiced and enhanced. To be a competent and positive person, children use pretend play as a learning opportunity to deal with their feelings, to have empathy for other’s feelings, and to develop emotional health.