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Article
Montessori Association of Australasia
Publication: Montessori Today (London), vol. 1, no. 4
Date: Jul/Aug 1988
Pages: 27
Australasia, Australia, Australia and New Zealand, Montessori Association of Australasia, New Zealand, Oceania
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Language: English
Article
Infant Course Offered for First Time in Australasia
Publication: Montessori NewZ, vol. 34
Date: Jun 2004
Pages: 1–2
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Language: English
Article
Montessori Association of Australasia (MAA) National Conference and Inaugural Meeting
Publication: Montessori Matters
Date: 1988
Pages: 3
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Language: English
Article
Literacy in Early Childhood Settings in New Zealand: An Examination of Teachers' Beliefs and Practices
Available from: SAGE Journals
Publication: Australasian Journal of Early Childhood, vol. 31, no. 2
Date: 2006
Pages: 31-41
Australasia, Australia and New Zealand, Literacy, New Zealand, Oceania, Perceptions
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Abstract/Notes: Recent research indicates that children develop the emergent knowledge and skills that lead to formal literacies in their homes and early childhood settings long before school entry. The research evidence is clear that emergent literacy needs to be actively encouraged in the early years, if children are to have optimum chances of learning to read at school. In New Zealand, there are only a few studies of how literacy is promoted and practised in early childhood settings. This paper examines how 107 teachers in a range of early childhood settings believe that they promote literacy and their reflections on the ways in which Te Whāriki (the national curriculum) influences that practice. The implications for promoting literacy in early childhood settings are explored.
Language: English
DOI: 10.1177/183693910603100206
ISSN: 1836-9391
Article
The Montessori Method
Publication: Theosophy in Australasia, vol. 22, no. 2
Date: May 1916
Pages: 43
Asia, Australasia, Australia, Australia and New Zealand, India, Montessori method of education - Criticism, interpretation, etc., New Zealand, South Asia, Theosophical Society, Theosophy
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Language: English
Article
Outlook; Montessori on Meditation
Publication: Theosophy in Australasia, vol. 20, no. 3
Date: Jun 1914
Pages: 65
Australasia, Australia, Australia and New Zealand, New Zealand, Theosophical Society, Theosophy
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Language: English
Article
Montessori Early Childhood Education in NZ: Re-discovering the Spirit of Reflection and Inquiry Through Recent Policy Changes
Available from: SAGE Journals
Publication: Australasian Journal of Early Childhood, vol. 41, no. 2
Date: 2016
Pages: 69-76
Australasia, Australia and New Zealand, New Zealand, Oceania
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Abstract/Notes: Montessori education arrived in New Zealand (NZ) in the early 1900s for children aged three to six years. Currently it is one of a diverse range of early childhood education options in a sector that has experienced huge policy changes aimed at enhancing quality early childhood provision. This paper positions the growth of Montessori early childhood services within discourses about early childhood quality in NZ and discusses how recent policy changes related to early childhood teaching qualifications, self-review and reflective practice have impacted on Montessori education. It argues that the current Montessori workforce is equipped as never before to reflect critically on the richness of Montessori philosophy and to innovate and experiment with Montessori practice.
Language: English
DOI: 10.1177/183693911604100210
ISSN: 1836-9391
Article
Work ‘with’ me: Learning Prosocial Behaviours
Available from: SAGE Journals
Publication: Australasian Journal of Early Childhood, vol. 41, no. 4
Date: 2016
Pages: 106-114
Australasia, Australia, Australia and New Zealand, Oceania
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Abstract/Notes: This article reports research findings from a descriptive study, identifying the perceptions of 33 staff in one early childhood Montessori centre in south-east Queensland, Australia. The authors report on the instructional practices associated with young children learning prosocial behaviours in this centre. Social understanding and skill acquisition communicated with authoritative practices were ranked favourably, compared with punitive practices of ordering and bribing children to behave. Engaging in respectful limit setting involving teaching children baseline social rules was preferred over telling, blaming and punishing children to behave. Our findings provide preliminary support for the importance of educators purposefully teaching young children the minimal level prosocial behaviours expected within early childhood education contexts.
Language: English
DOI: 10.1177/183693911604100413
ISSN: 1836-9391
Article
‘Herstories’: Using an Historical Lens to Examine Continuities and Changes in Early Childhood Teacher Education
Available from: SAGE Journals
Publication: Australasian Journal of Early Childhood, vol. 38, no. 4
Date: 2013
Pages: 116-123
Australasia, Australia, Australia and New Zealand, Oceania
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Abstract/Notes: This article situations the Child Care Act (1972) in a broader account of early childhood education and care, teacher education and the dynamics of inequality over the past century. Our specific focus is the preparation of early childhood educators to work with ‘other people's children’ (Delpit, 2006) both historically and in contemporary times. We describe Marjorie Hubbe's studies at the Adelaide Kindergarten Training College from 1911–13 before exploring the raft of policy decisions in the 1970s which have led to the current integration of early childhood education and care in Australia. The impact of these changes is highlighted in our discussion of ‘Joanne's' preparation to teach other people's children in the twenty-first century.
Language: English
DOI: 10.1177/183693911303800416
ISSN: 1836-9391
Article
The Construction of Early Childhood Teachers' Professional Identities, Then and Now
Available from: SAGE Journals
Publication: Australasian Journal of Early Childhood, vol. 33, no. 3
Date: 2008
Pages: 34-41
Australasia, Australia, Australia and New Zealand, Lillian de Lissa - Biographic sources, Oceania
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Abstract/Notes: This paper explore the ideas of teacher educator Lillian de Lissa, who established the Kindergarten Training College in Adelaide in 1907 and spent the following 40 years in early childhood teacher education in Australia and the United Kingdom. I argue that de Lissa's enduring concern was the construction of early childhood teachers' professional identities. To this end, the curriculum, teaching methods and culture of the training colleges focused on the ‘all round development’ of the pre-service teacher— that is her head, heart and hand. These historical understandings are used to discuss early childhood teachers' professional identities in contemporary times.
Language: English
DOI: 10.1177/183693910803300306
ISSN: 1836-9391