Abstract/Notes: This practicum study examined kindergarten teachers' perspectives regarding mixed-age groupings that included kindergarten students. The study focused on pedagogical reasons for using mixed-age grouping, ingredients necessary for successful implementation of a multiage program that includes kindergartners, and the perceived effects of a multiage program on kindergartners. Participating were 48 public and private school kindergarten teachers from Ohio and Kentucky who taught in multiage settings. Questionnaire results indicated that teachers believed schools implemented multiage programs because they viewed them as benefiting children; encouraging appropriate, student-centered, practices; reducing pressures for competition; developing peer learning; facilitating flexible student pacing; and promoting a family-like climate. Necessary components for successful implementation of mixed-age grouping included developmental curricula, pre-implementation discussions, parental knowledge and

Language: English

Published: Canton, Ohio, 1997

Abstract/Notes: This volume presents case studies of 10 ungraded primary programs. Also discussed are the obstacles, accomplishments, advantages, and disadvantages of ungraded primary programs experienced by the faculties of these schools; their recommendations for future implementation; and the literature on multi-age grouping and ungraded primary programs. Case studies were used to: (1) illustrate concepts, procedures, and materials being used by schools that had initiated ungraded primary programs; (2) provide contact information for these schools so that other educators could call on them for assistance; and (3) assess commonalities in effective ungraded primary programs. Each case study of an ungraded primary program describes the philosophy and goals, and program background and implementation. Each program's practices regarding grouping and organization, curriculum and instruction, student assessment, and remediation and enrichment, are described. In addition, the teacher's role, the

Language: English

Published: Washington, D.C., Apr 1991

Abstract/Notes: The paper reports on efforts of the Thakur Hari Prasad Institute (THPI), an Indian voluntary agency, to improve services to persons with mental retardation in the developing nation of India. THPI is involved in both institutional and non-institutional activities, development of national policy, and action research. One project has provided early detection and intervention to about 500 infants and young children with handicaps through use of neuro-muscular stimulation and Montessori methods. A second project is providing early identification and intervention services to over 800 children with handicaps in 10 rural villages. This project stresses locally relevant and affordable methods. The special education program of the institute utilizes individualized education plans, instructional materials made of common household objects, and integrated services. A community based rehabilitation center is planned which will have non-professionals teaching rural oriented skills to mentally retarded persons. Vocational training programs for this population in such areas as carpentry and tailoring have also been initiated. THPI is seeking industry involvement and working for new legislation in such areas as civil rights and guardianship. A parents' movement is being encouraged as is research relevant to developing nations. Increased public awareness and personnel development are also encouraged.

Language: English

Published: India: [s.n.], 1988

Language: English

ISSN: 0519-0959

Abstract/Notes: A Maria Montessori nevével fémjelzett pedagógiai irányzat nem ismeretlen a külföldi és hazai pedagógia számára. Jelen cikk a Montessori módszer gyógypedagógiai gyökereinek bemutatására törekszik és ez által a gyógypedagógiai szempontú alkalmazásra kíván rávilágítani. A gyakorlatban sok Montessori-intézmény több éve végez sikeres integrációt és ma már Magyarországon is mûködnek gyógypedagógiai adaptációi a módszernek. A cikk a Montessori -gyógypedagógia gyakorlati eredményeit is bemutatja a 2008-ban végzett kutatási eredményekre támaszkodva. [The pedagogical trend marked by the name of Maria Montessori is not unknown to foreign and domestic pedagogy. This article seeks to present the special pedagogical roots of the Montessori method and thus to highlight its application in special pedagogical terms. In practice, many Montessori institutions have been successfully integrating for several years, and special educational adaptations of the method are already operating in Hungary today. The article also presents the practical results of Montessori special education based on the results of research conducted in 2008.]

Language: Hungarian

ISSN: 0133-1108, 2732-3668

Language: English

Published: [Washington, D.C.]: [s.n.], 1966

Abstract/Notes: Three central components of the Montessori method are described and shown to be reflected in the National Association for the Education of Young Children's (NAEYC) guidelines for developmentally appropriate curricula. NAEYC guideline 1C states, "Teachers prepare the environment for children to learn through active exploration and interaction with adults, other children, and materials"; this is a statement of a basic Montessori principle. A second Montessori principle concerning "sensitive periods" is reflected in the entire body of the NAEYC guidelines. A third principle common to both Montessori practice and the NAEYC guidelines is the idea of the teacher as an observer. It is concluded that, if early childhood educators intend to follow the NAEYC guidelines, they will be behaving very much like Montessori teachers. (RH)

Language: English

Published: Washington, D.C.: NAEYC, Nov 14, 1986

Pages: 12

Language: English

Language: German

ISSN: 0016-0741

Language: English

ISSN: 0449-3486