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Article
Environmentally Enriched Classrooms and the Cognitive and Perceptual Development of Negro Preschool Children
Available from: APA PsycNet
Publication: Journal of Educational Psychology, vol. 63, no. 1
Date: 1972
Pages: 15-21
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Abstract/Notes: Evaluated the effects of placing additional equipment in preschool classrooms on the cognitive and perceptual development of 123 Negro preschool children. Students were randomized into 6 experimental and 6 control classes. Pre- and post-tests of the Stanford-Binet IQ, Wechsler Preschool and Primary Scale of Intelligence Performance IQ, and 4 subtests of the Illinois Test of Psycholinguistic Abilities were administered. Both desirable and undesirable effects resulted from the environmental enrichment. Results suggest that certain claims about the cognitive and perceptual value of play materials should be reconsidered.
Language: English
DOI: 10.1037/h0032249
ISSN: 0022-0663, 1939-2176
Book
THPI: Its Role in the Rehabilitation of the Mentally Handicapped in the Context of Developing Countries
Children with disabilities, Inclusive education, Montessori method of education
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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
Article
Favourable Experiences with the Montessori Method Applied to Mentally Retardates
Publication: Newsletter of the Montessori Foundation of Minnesota
Date: Fall 1967
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Language: English
Master's Thesis
Mixed-Age Grouping in Kindergarten: A Best Case Example of Developmentally Appropriate Practice or Horace Mann's Worst Nightmare?.
Available from: ERIC
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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
Article
Montessori: The Original D.A.P.? [Developmentally Appropriate Practice]
Publication: PNMA Newsletter
Date: Winter 1999
Pages: 4
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Abstract/Notes: Presentation at Washington Association for the Education of Young Children. Newsletter of the Pacific Northwest Montessori Association (Kirkland, Washington).
Language: English
Article
Az alternatív pedagógiák mint esély és kihívás az értelmileg akadályozottak gyógypedagógiájában [Alternative pedagogies as an opportunity and a challenge in the special education of the mentally handicapped]
Available from: National Széchényi Library
Publication: Gyógypedagógiai Szemle, vol. 37, no. 2-3
Date: Apr-Jun 2009
Pages: 129-140
Alternative education, Children with disabilities, Developmentally disabled children, Montessori method of education, Special education
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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
Book
Montessori: A Therapeutic Tool for the Mentally Retarded Child
Children with disabilities, Developmentally disabled children, Inclusive education, Montessori method of education
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Language: English
Published: [Washington, D.C.]: [s.n.], 1966
Article
[Response to questions on tests and Montessori for the mentally handicapped]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1963, no. 3
Date: 1963
Pages: 19–20
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Language: English
ISSN: 0519-0959
Conference Paper
Responses to Guidelines for Developmentally Appropriate Practice for Young Children and Montessori
Available from: ERIC
Annual Meeting of the National Association for the Education of Young Children (Nov 13-16, 1986)
Early childhood education, Montessori method of education
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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
Article
Reaching Non-English Speakers [InterCultura, Oak Park, Illinois]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 10, no. 3
Date: Spring 1998
Pages: 18-20
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Language: English
ISSN: 1071-6246