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Article
Developmental Theory and Teaching Methods: A Pilot Study of a Teacher Education Program
Available from: JSTOR
Publication: Elementary School Journal, vol. 93, no. 4
Date: Mar 1993
Pages: 417–441
Book Section
The Teaching Methods Employed in Children's Houses: Physical Growth; The Environment; Practical Observations; Discipline and Liberty; The Difficulty of Discipline in Schools; Independence; The More Useless Help Is, the More It Is a Hindrance to the Development of Natural Powers; Reward and Punishments for Our Children; Freedom to Develop
Book Title: The Discovery of the Child
Pages: 41-64
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Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.
Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017
ISBN: 978-90-79506-38-5
Series: The Montessori Series , 2
Article
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
Date: 2017
Pages: 127-140
Africa, Indigenous communities, Indigenous peoples, Nigeria, Sub-Saharan Africa, West Africa
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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
Language: English
DOI: 10.4314/ijah.v6i3.11
ISSN: 2227-5452
Article
Baroness Dedee Vranyczany and the New Child – Beginnings of the Montessori Teaching Methods in Croatia
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2005, no. 1
Date: 2005
Pages: 28–32
Croatia, Dedee Vranyczany - Biographic sources, Europe, Montessori method of education - History, Southern Europe
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Language: English
ISSN: 0519-0959
Article
Experiential Teaching Methods to Promote Consumption of Whole Grains, Fruits and Vegetables, and Nutritious Beverages by Elementary School Children: A Montessori Example
Available from: ScienceDirect
Publication: Journal of the American Dietetic Association, vol. 109, no. 9, Supplement
Date: 2009
Pages: A56
Americas, Lower elementary, Montessori method of education, North America, Nutrition education, United States of America
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Abstract/Notes: Participants will be able to describe experiential educational methods that can be used to increase consumption of whole grain foods, fruits and vegetables, and nutritious beverages among lower elementary students.
Language: English
DOI: 10.1016/j.jada.2009.06.173
ISSN: 0002-8223
Article
Montessori Teaching Methods Saluted in Schools Today
Available from: ProQuest - Historical Newspapers
Publication: Chicago Tribune (Chicago, Illinois)
Date: Apr 23, 1972
Pages: N13
Americas, Frances Sivak - Biographic sources, Montessori schools, North America, United States of America
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Abstract/Notes: The Montessori system, an educational program that promises "freedom without license," is being saluted today as 50 schools in the Chicago area observe Illinois Montessori Day.
Language: English
ISSN: 1085-6706
Article
Outline of Teaching Methods and Applications for Archaeological Studies of the Anasazi in the Montessori Elementary Classroom
Publication: AMI Elementary Alumni Association Newsletter, vol. 19, no. 1
Date: 1986
Pages: insert
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Language: English
Article
Impact of Montessori Teaching Methods on Developmental Domains in Early Childhood Education in Lagos State, Nigeria
Available from: Jereda Journal
Publication: Journal of Educational Research in Developing Areas (JEREDA), vol. 4, no. 1
Date: Apr 2023
Pages: 113-122
Africa, Child development, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: Introduction: Early Childhood Education and development is a start to life and a reliable foundation to continuing education. One of the reasons that early childhood is regarded up to the age of eight is to enable children acquire a smooth understanding of the entire education from the level of play group to pre-primary and from pre-primary to the level of primary. Purpose of the Study: The main purpose of this study is to examine the impact of Montessori teaching methods on the developmental domain of young children in early childhood schools in Lagos state. Methodology: Descriptive survey research design was adopted. Sample size of two (12) schools of 10 pupils each in the selected schools was employed using convenience sampling technique. Validated questionnaire was used for data collection. The collected data was analyzed using descriptive statistics which involves measures of central tendency descriptive statistics (frequency and percentage). Results: Findings indicate that there is higher impact of Montessori teaching methods on the literacy skills in early childhood education. Pupils from both Montessori and Non-Montessori schools perform equally better in Numeracy Skills. The impact of conventional method of teaching on reasoning skill is better than that of Montessori Method of teaching. Conclusion: In conclusion, many aspects of Montessori teaching methods positively consider children's developmental needs and should be an integral part of teachers’ working modalities in so-called “non-Montessori teaching methods (conventional public schools)” (such as the possibility for each child to be in multi-age classes; to have an absence of explicit, formal grades, rewards, or punishments; and a low teacher-student ratio). Recommendations: Based on the results of this study, it is therefore recommended that Montessori system of education may be used to improve language skills of children and to understand art of language at early childhood level.
Language: English
DOI: 10.47434/JEREDA.4.1.2023.113
ISSN: 2735-9107
Article
New Ideas on the Teaching of Children: Maria Montessori Tells of Her Methods; Says Parks and Schools Should Work Together
Available from: ProQuest - Historical Newspapers
Publication: Chicago Daily Tribune (Chicago, Illinois)
Date: Dec 19, 1913
Pages: 10
Maria Montessori - Philosophy, Montessori method of education
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Language: English
Article
Thoughts on the Curricula Contents and Methods of Teaching for the 21st Century Early Childhood Education in South Korea
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 15
Date: 2010
Pages: 107-120
Asia, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea
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Abstract/Notes: New knowledge and skills acquired through the synergy of individuality and diversity will lead the society and culture in the 21st century. Contrasted with the isolation and exclusiveness in the 20thcentury, the synergy of individuality and diversity will be made through the mutual understanding and respect among people. In early childhood, children are beginning learners in their society, immature in body and mentality. They require social learning skills that will embrace the diversities within their culture. Korea is divided into South and North for over 60 years. As South Korea embraces the advanced society, understanding the South and North and the national education for the advanced society should be included in the early childhood education curriculum. The great scholars supported the premise that early childhood is the fundamental period for forming the personality and learning the basic knowledge and skills for the present and future. The encouragement of this global trend for individuality and diversity in current Korean early childhood program is in the beginning stages. Mixed racial families are becoming more prevalent in the Korean society. In the education area, the teaching method is just as important as the content. The type of teaching method, whether it is an experience or instructional-based method, depends on the learner and the knowledge trait. The teaching method has to focus on the learner and the characteristic of knowledge.
Language: Korean
ISSN: 1226-9417