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926 results

Article

Basic Education and the Montessori Method [Gandhi's Wardha Scheme of Basic Education]

Publication: The Montessori Magazine: A Quarterly Journal for Teachers, Parents and Social Workers (India), vol. 1, no. 2/3

Pages: 44-49

Comparative education, Montessori method of education - Criticism, interpretation, etc., Wardha scheme of education - Criticism, interpretation, etc.

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Language: English

Doctoral Dissertation

Montessori Education in Aotearoa-New Zealand: A Framework for Peace and Social Justice

Available from: Auckland University of Technology Library

Australasia, Australia and New Zealand, Montessori method of education, New Zealand, Oceania, Peace, Peace education, Social justice

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Abstract/Notes: In the first half of the 20th century, Maria Montessori (1870-1952) created a radical approach to early education that she believed had the potential to aid political and socio-cultural transformation on a global scale. This study utilises critical theory and insights from the reconceptualist early childhood education movement to contextualise the background and examine the currency of Montessori’s vision of social justice for the child and subsequent world peace. The research focuses on the reflections of graduates from the Bachelor of Education (Montessori Early Childhood Teaching), a model of teacher education developed at the Auckland University of Technology. The study utilised socio-biographical inquiry and case study as key research tools. Participants were drawn from graduates in their first, second and third year of early childhood teaching practice. The specialty degree aims to highlight the social advocacy role of Maria Montessori with regard to children’s rights and as teachers qualify and enter the field, the project explores differences and similarities that they meet in the interpretation of Montessori philosophy. Information was also sought on the factors that support or challenge the development and resilience of teachers during their first three years of practice in the field. In particular, the study considers the relationship between the philosophy and practice of Montessori teachers in Aotearoa-New Zealand with reference to Montessori’s vision and explores how a teacher preparation model can be authentically reconciled with a social justice perspective. Case studies in four early childhood centres exemplify how a framework derived from Montessori philosophy supports development of the ‘just community’. This research has yielded information on the development of effective practice in early childhood education using the construct of critically engaged pedagogy. Insights arising from the project may therefore contribute to advancing both the literature and practice of Montessori education and especially in the New Zealand teacher education context.

Language: English

Published: Auckland, New Zealand, 2011

Report

Effects of Type of Preschool Experience and Socioeconomic Class on Academic Achievement Motivation. Final Report

Available from: ERIC

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Abstract/Notes: Four experiments were designed to identify socioeconomic differences in preschool locus of control, develop a measurement technique for differentiating between internal and external locus of control in preschoolers, and study the effect of four kinds of preschool programs on locus of control. During the first experiment, the Stephens-Delys Reinforcement Contingency Interview (SDRCI) was developed to assess internal locus of control development in preschoolers. When used with 24 4-year-olds in a Head Start program, the measure was found to have rater and retest reliability; the race of the interviewer did not significantly affect scores. The second experiment indicated that the performance of 32 preschool boys on a mirror-tracing task was positively related to internal locus of control as measured by the SDRCI. In the third study, investigators tested 55 Head Start preschoolers and 50 middle-class nursery school children with the SDRCI. Lower internal control scores were found for the Head Start children than for the middle-class nursery school group; no differences were found between black and white Head Start groups. A final study of 114 children found a nonsignificant tendency for Montessori preschool experience (and to a lesser extent, parent cooperative nursery school experience) to increase internal control, as measured by the SDRCI, more than Head Start or a more structured compensatory preschool program. (Author/BRT)

Language: English

Published: West Lafayette, Indiana, Aug 1973

Article

Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study

Available from: Frontiers in Psychology

Publication: Frontiers in Psychology, vol. 8

Pages: 1-19

Academic achievement, Americas, Cognitive development, Early childhood care and education, Early childhood education, Longitudinal studies, Montessori method of education, North America, Philosophy of mind, United States of America

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Abstract/Notes: Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3 to 6), on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children's outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking) significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori preschools is warranted.

Language: English

DOI: 10.3389/fpsyg.2017.01783

ISSN: 1664-1078

Article

Effects of a Montessori-Based Nutrition Education Program with Fruit and Vegetable Taste Testing on Intake, Preferences, and Nutrition Knowledge of Preschool and Kindergarten Children

Available from: ScienceDirect

Publication: Journal of the Academy of Nutrition and Dietetics, vol. 120, no. 9, Supplement

Pages: A50

Americas, Montessori method of education, Montessori-based interventions (MBI), Nutrition education, Nutrition education, United States of America

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Abstract/Notes: Learn how a theory-driven Montessori-based intervention can be used to increase student nutrition knowledge, fruit and vegetable intake and preferences

Language: English

DOI: 10.1016/j.jand.2020.06.147

ISSN: 2212-2672

Article

The Use of Pedagogical System of Maria Montessori in Ukrainian Education

Available from: Anthropological Studies. Pedagogy Series

Publication: Human Studies: Series of Pedagogy, vol. 9, no. 41

Pages: 88-99

Eastern Europe, Europe, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: The article reveals the peculiarities of the formation and development of the pedagogical system of M. Montessori, which is relevant in the current trend of education to implement the ideas of child-centeredness. The main philosophical principles of this pedagogical system are analyzed and its advantages in the process of raising a child in the conditions of independent development are determined. The system of preschool education as an initial and important link in the process of educational practice is singled out. The requirements for the creation of a special educational space in the process of child development are determined, the peculiarities of methodological bases in the preparation of teachers to work with children of preschool and primary school age are characterized. The conditions of activity of the Smiley school, which works according to the M. Montessori system in the city of Ivano-Frankivsk, are described. The conditions of adjustment of activity of children and teachers for the purpose of individualization of educational process, assistance of development of children in the nature-friendly environment, working out of own strategies of cooperation of parents of pupils and teachers are allocated. The pedagogical level of the Montessori system contributes to the implementation of the principles of child-centered theory and meets the conditions of child development in a democratic society, because it treats the problem of adult-child interaction in educational activities as free and appropriate children's activities in specially organized didactic conditions. The methodical level of the Montessori system reveals specific methods and means of education and training of children, experimentally tested methods of working with a set of original didactic Montessori materials. Pedagogy M. Montessori puts the interests of the child in a prominent place in the organization of education, providing conditions for individual development. This approach ensures the implementation of the basic humanistic traditions of Ukrainian ethnopedagogy, where the child is a subject of social development. The Ukrainian model of Montessori school created during the last decades confirms the relevance of this system to meet the modern demands of society in the education of a free, independent, proactive, civic responsible, intellectually literate person. The article emphasizes the advantages of using Montessori pedagogical technology in working with children of preschool and primary school age in one educational space, where the child's development system is implemented consistently on the basis of continuity.

Language: Ukrainian

DOI: 10.24919/2413-2039.9/41.175703

ISSN: 2413-2039

Article

Interaction Between Educational Approach and Space: The Case of Montessori

Available from: Eurasia Journal of Mathematics, Science and Technology Education

Publication: Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 1

Pages: 265-274

Architecture, Design, Learning environments

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Abstract/Notes: This study aims to emphasize that the realization of effective educational approaches depends on the design of spaces suitable for the determined philosophy, and to reveal the design decisions required by the Montessori educational approach. A three-step method was followed in the line of the aim of this study. The first step is to acquire theoretical knowledge about the Montessori educational approach. The second step is to perform a spatial analysis based on the obtained plan schedules and visual materials from the school samples that have adopted the Montessori educational approach and designed by the designers according to this approach and the final step is to bring design decisions to designers and educators in order to create educational environments for the Montessori educational approach, depending on the literature and school analysis. In the study, it is observed in Montessori educational approach that the relationship between interior and exterior spaces is very important, that the circulation spaces and classrooms are designed as flexible multipurpose spaces depending on the basic principles of freedom, socialization, and that child-scale design and natural light are extremely important for all of the areas in question. It is seen that the Montessori approach is influential on educational spaces and the presence of spaces embodying this approach has a correspondence in architecture. In this context, this study, which reveals the relationship between learning environments and learning efficiency, is considered to be a source of data for the schools to be designed in this direction.

Language: English

DOI: 10.12973/ejmste/79799

ISSN: 1305-8215, 1305-8223

Article

The State of Geographic Education in Selected Elementary Schools in Metro Manila, Philippines

Available from: Taylor and Francis Online

Publication: International Research in Geographical and Environmental Education, vol. 17, no. 4

Pages: 344-357

Asia, Philippines, Southeast Asia

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Abstract/Notes: The article presents the state of geographic education in Manila, Philippines by examining the types of approaches in teaching geography in public, private and Montessori schools. As part of the social studies programme in Grade IV elementary education, the types of approaches to teaching geography are examined for their effectiveness and relevance to teaching geographic concepts. Two curricular programmes were considered in the assessment of the importance of using the right kind of instructional materials in learning geographic concepts in elementary education. These programmes are (a) the basic education curriculum (BEC) that is prescribed by the Department of Education and (b) the curriculum followed by the Montessori education philosophy. Initial findings indicate that there was a significant difference in the achievement scores of Old Balara Elementary School (public) and Seed Montessori with that of Roosevelt Elementary School (private). While achievement scores were higher when instructional materials were readily available to students, this does not necessarily mean that the availability of instructional materials by itself is the key in the attainment of high scores. The content must be anchored on the local setting where students have their immediate experience in order for achievement scores to improve. This study provides a tentative first look at the implications of curriculum and instructional material for educators, school authorities and government policymakers in strengthening and reorienting geographic education under the social studies programme in the Philippine context.

Language: English

DOI: 10.1080/10382040802560402

ISSN: 1038-2046

Book

The Advanced Montessori Method: Scientific Pedagogy as Applied to the Education of Children from Seven to Eleven Years. Volume 1, Spontaneous Activity in Education

Maria Montessori - Writings, Montessori method of education

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Abstract/Notes: Also known by the title: Spontaneous Activity in Education.

Language: English

Published: Oxford, England: Clio, 1997

ISBN: 1-85109-114-9

Series: The Clio Montessori series , 9

Volume: 1 of 2

Book

Understanding Sustainability in Early Childhood Education: Case Studies and Approaches from Across the UK

Available from: Taylor and Francis Online

England, Europe, Northern Europe, Northern Ireland, Scotland, Sustainability, United Kingdom, Wales

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Abstract/Notes: This unique book explores research related to education for sustainability within early childhood education in the United Kingdom. Divided into the four home nations, it examines what education for sustainability looks like in practice, discusses the different application and positions of each region, and considers the contribution of early childhood education to support the Sustainable Development Goals. Each chapter considers the relevant early years framework and includes associated case studies which highlight connections between statutory guidance, policy and positive early years pedagogical practice. The authors use an education for sustainability lens to explore the critical issues and explicit and implicit links embedded in each of the curricula frameworks. Each chapter acknowledges the context of outdoor learning with discussion related to different interpretations of ecological sustainability. This exploration should help readers to consider the idea of sustainability within early childhood education. The book considers early childhood education as a distinct and valuable phase beyond the readiness for school discourse and recognises the importance of having skilful and knowledgeable adults to work with young children from birth. It offers a unique resource for students, practitioners, leaders and researchers engaged in the study of education for sustainability in early childhood and the importance of the early years for the development of life-long pro-environmental attitudes.

Language: English

Published: New York: Routledge, 2017

Edition: 1st

ISBN: 978-1-315-64250-5

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