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An Enriched Mathematical Program for Young Aboriginal Children
Available from: Cambridge University Press
Publication: The Aboriginal Child at School, vol. 20, no. 1
Abstract/Notes: This paper provides some early results on a project designed to improve Aboriginal children's performance in mathematics, starting from their earliest introduction to number work. It explores the use of an enriched mathematics environment that minimally conflicts with traditional Aboriginal learning styles. The study is concerned with evaluating the effectiveness of a program intervention in remote Aboriginal schools, based on the results of pre- and post-interviews given to children at eight different schools in Western Australia at the beginning and end of 1989 and 1990. Comparison data with those for children at other schools are provided in this paper. The data derive from interviews with young children, and provide evidence on their performance in several key areas of early mathematics. Schools were categorized into three groups: White middle class; town Aboriginal and working class; and remote Aboriginal. The White middle class schools had the highest performance, followed by the town Aboriginal and White working class schools and the remote Aboriginal schools. There was a rather consistent gain in mean scores for most schools of around four points over the course of the first year so that existing differences between schools at the beginning of the year were still evident at the end of the year. At this stage it is difficult to conclude whether the intervention program has improved mathematics achievement for this group of remote Aboriginal children. There is at least no evidence of ‘progressive retardation’, which describes the current situation where Aboriginal children fall farther behind as they progress through school.
Montessori and the Indigenous Communities of Australia
Publication: Montessori International, vol. 82
Date: Jan 2007
Abstract/Notes: Montessori Children's Foundation
Care Givers’ Knowledge of Integrating the Montessori; Indigenous Communicative Teaching Methods and Reggio Emilia in Early Child Care Education
Available from: African Journals Online
Publication: AFRREV IJAH: An International Journal of Arts and Humanities, vol. 6, no. 3
Abstract/Notes: Studies have identified the mismatch between theory and practice as the main reason for gap between the intended and the achieved curriculum objectives. The early childcare education is no exception. Theories of child development emphasize that children learn best through play and self-discovery. Unfortunately, research results revealed that caregivers do not adhere to the prescribed pedagogy and since pedagogy stems from the theory of the nature of the learner and how he learns; it implies that failure to use the right pedagogy adversely affects the achievement of the objectives. The study therefore sought to identify caregivers’ knowledge of integrating Montessori, Indigenous Communicative Teaching and Reggio Emilia approaches in Early Childhood Care Education in Owerri Educational zone, Imo State, Nigeria. The study is a descriptive survey with the population comprising all caregivers in government approved pre-primary schools totalling 119, using a 39-item questionnaire and percentages as well as chi square for data analyses. Results showed that respondents were not knowledgeable. Recommendations include the need to monitor caregivers to ensure compliance to stipulated policy.Keywords: childcare education, caregivers
[Feather] Perry Interns at Him-Dak Museum
Publication: Ak-Chin O'odham Runner, vol. 24, no. 24
Date: Dec 16, 2010 - Jan 6, 2011
St. Paul's Little Red School House Can't Wait: 'We Love Our Children'
Publication: Akwesasne Notes, vol. 4, no. 2
Date: Mar 1972
ISSN: 0002-3949, 2766-208X
Report of My Experiences on the Establishing and Development of a Montessori-Kindergarten in Holsteinborg-Greenland
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1955, no. 1
Verrier Elwin, du Missionnaire Gandhien à l’Ethnopoète Philanthropologue (1928-1939) [Verrier Elwin, from Gandhian Missionary to Philanthropist Ethnopoet (1928-1939)]
Available from: Berose
Book Title: Ethnologie en Situation Missionnaire
Abstract/Notes: Verrier Elwin (1902-1964) est connu parmi les indianistes comme l’auteur de nombreuses monographies sur les « tribus » de l’Inde ou adivasi. Il est lui-même revenu sur son parcours atypique à plusieurs reprises, en se définissant comme un « philanthropologue ». Le mot résume en effet bien sa position, à la fois comme serviteur des pauvres (au sens de l’engagement franciscain) et converti à l’anthropologie comme ethnographe formé sur le terrain au moment même où la discipline se professionnalisait en (...) http://www.berose.fr/article1797.html
Published: Paris: BEROSE International, 2019
Series: Les Carnets de Berose (Encyclopédie Internationale des Histoires de l’Anthropologie) , 12
Lakota (Sioux) Montessori Workshop
Publication: AMS News, vol. 4, no. 3
Balwadis for Our Villages Among the Adivasis
Publication: Around the Child, vol. 16
HHCDA [Ho-Chunk Housing and Community Development Agency] Wins Grant for Childcare Center in Black River Fall
Publication: Hocak Worak, vol. 23, no. 1
Date: Jan 16, 2009