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Master's Thesis
Benefits and Challenges of Inclusion in an Early Childhood Montessori Classroom
Available from: Westminster College
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Abstract/Notes: This study indicates the benefits and challenges of inclusion in an early childhood Montessori classroom. The research has been significant due to limited resources on inclusion linked to Montessori education. This study was done in a private inclusive Montessori school in an early childhood classroom. Through observations, interviews and assessments, the results of inclusion in a Montessori setting were discovered. Meaningful relationships between peers and teachers are critical in the development of the child. The prepared environment is a unique feature of an inclusive Montessori environment that enables children to learn naturally by manipulating materials in the classroom with a hands-on approach. This engages academic success. It was also found that inclusion in a Montessori setting does not work effectively for every child with a disability. To have inclusion work successfully within this classroom environment, three teachers were mandatory: Two certified Montessori teachers and one special educator. This presents a challenge because the majority of schools cannot afford this luxury. Transitions, inconsistency and too much freedom are a challenge with inclusive Montessori education. However, inclusive Montessori education will benefit children in learning acceptance and respect for humanity. Further studies should be done on this topic with larger sample sizes, longer duration of time, various disabilities and different locations.
Language: English
Published: Salt Lake Ciy, Utah, 2014
Document
Concepts and Practices in Montessori Teaching for Early Childhood Children / แนวคิดและแนวทางปฏิบัติในการสอนแบบมอนเตสซอรี่สําหรับเด็กปฐมวัย
Available from: Pacific Early Childhood Education Research Association (PECERA) Thailand
Asia, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Teachers, Southeast Asia, Teachers, Thailand
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Language: Thai
Published: Jan 2014
Book Section
Organization of Early Childhood Education Based on Montessori Approach in Thai Social Context
Book Title: Issues and Innovations in Thai Education: A Collection of Research
Asia, Early childhood care and education, Early childhood education, Montessori method of education, Southeast Asia, Thailand
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Abstract/Notes: Previously published in International Journal of Early Childhood Education (vol. 9, no. 1).
Language: English
Published: Bangkok, Thailand: Chulalongkorn University, 2004
ISBN: 974-13-3097-9 978-974-13-3097-3
Master's Thesis
Montessori이론과 실천에 의한 유아 음악교육연구 [A study on early childhood music education based on Montessori theory and practice]
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Language: Korean
Published: Gwangju, South Korea, 2002
Book
Early Childhood Education: Foundations for Lifelong Learning
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Language: English
Published: Bloomington, Indiana: Phi Delta Kappa, 1979
Book Section
Frühkindliche Störungen, der Erwachsene und die Gesellschaft [Early Childhood Disorders, the Adult and Society]
Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [The Montessori System and the Handicapped Child: Papers and Reports of the 18th International Montessori Congress (Munich, July 4-8, 1977)]
Pages: 123-143
Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977)
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Language: German
Published: München: Kindler, 1978
ISBN: 3-463-00716-9
Vision and Invention: Early childhood Education Inspired by the Reggio Emilia and Montessori Approaches
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Language: English
Published: Denver, Colorado, 2005
Article
Sinnespflege im frühen Kindesalter [Sensory care in early childhood]
Publication: Kindergarten, vol. 62
Date: 1921
Pages: 3-7
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Language: German
Conference Paper
Matching Curriculum Standards to Your Montessori Early Childhood Program
AMS Conference
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Abstract/Notes: Early learning standards and formative assessments can feel overwhelming for Montessori teachers, principals, and parents. This practical session will offer a look at one school’s successful alignment document—with correlated assessments, class records, and parent reporting tools. You’ll also walk away with a simple road map for identifying a Montessori sequence and creating your own alignment document that preserves Montessori authenticity and addresses what to do with state standards that don’t “match” Montessori curriculum.
Language: English
Report
Workforce Composition, Qualifications and Professional Development in Montessori Early Childhood Education and Care Settings in England
Available from: Open University
England, Europe, Great Britain, Northern Europe, United Kingdom
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Abstract/Notes: In England, the early childhood education and care (ECEC) workforce is largely characterised by a high proportion of young, female employees with lower than average qualification levels to comparable sectors, high staff turnover, poor pay, and restricted professional development opportunities, while carrying out demanding and responsible work. Within this context, the research reported here examined the workforce, professional development and qualifications of Montessori settings within the Montessori Schools Association (MSA) in England compared to the general ECEC sector in England. An online survey with a mix of closed and open text questions using the Qualtrics survey tool was administered through MSA from February - Summer 2020. A response rate of 22% was achieved with 77 responding settings. Key messages from findings were: Montessori settings reported well qualified, experienced staff and higher Ofsted ratings; nonetheless there were threats to maintaining qualification levels, difficulties in professional development and poor external recognition of Montessori qualifications; the future supply of trained Montessori workforce was insecure and currently has limited diversity; Montessori provision was more likely to be in areas of lower disadvantage and, within settings, higher qualified staff were most likely to be deployed with older children.
Language: English
Published: Milton Keynes, United Kingdom, 2020