For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Issues in Education: Multi-Age Programs in Primary Grades: Are They Educationally Appropriate?
Available from: Taylor and Francis Online
Publication: Childhood Education, vol. 69, no. 1
Date: 1992
Pages: 3-4
See More
Abstract/Notes: Although multiage grouping is part of a greater approach to change in education, classroom problems can result when the approach's rationale is not understood. Three precepts of vertical grouping concern heterogeneity of student groups, individualized materials and activities, and a caring learning community. Factors influencing successful programs are described. (LB)
Language: English
DOI: 10.1080/00094056.1992.10521787
ISSN: 0009-4056, 2162-0725
Article
The Developmental Appropriateness of High-Quality Montessori Programs
Available from: JSTOR
Publication: Young Children, vol. 53, no. 4
Date: Jul 1998
Pages: 4-16
See More
Language: English
ISSN: 0044-0728
Article
Children with Disabilities Attending Montessori Programs in the United States
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 8, no. 2
Date: 2022
Pages: 16-32
See More
Abstract/Notes: Early childhood education plays a critical role in establishing positive social-emotional behaviors and promoting the development of skills needed to succeed in elementary school. Although inclusion of children with disabilities (CWD) in early childhood classrooms is increasing throughout the world, numerous social, logistical, and political factors continue to present challenges to full inclusion. The Montessori educational approach, established at the beginning of the 20th century and now applied widely throughout Europe and the United States, may present a highly suitable learning context for CWD, particularly given its historical basis in efforts to meet the needs of underprivileged and cognitively delayed children. On a theoretical level, the inclusion of CWD should be an accepted practice for Montessori programs yet reports of the number and characteristics of CWD attending Montessori programs are scarce. This paper reports upon the findings of a survey of U.S. Montessori early childhood programs’ current enrollment of CWD. The survey indicated that CWD represent 3.75% of the infant and toddler (0–3 years) population and 8.49% of the preschool/early childhood (3–6 years) population at responding institutions. Additionally, although school directors indicate that their teachers generally feel confident and competent including CWD in their classrooms, they expressed a need for ongoing professional development and additional support from special education experts to further empower the inclusion of CWD in all aspects of Montessori education.
Language: English
ISSN: 2378-3923
Book
Preschool Directory: Preschools, Montessori Schools, Park District Programs, Day Care Centers
See More
Language: English
Published: Arlington Heights, Illinois: American Association of University Women, 1983
Report
Hartford Early Childhood Program, Hartford, Connecticut: An Urban Public School System's Large-Scale Approach Toward Restructuring Early Childhood Education. Model Programs - Childhood Education
Available from: ERIC
See More
Abstract/Notes: The Hartford Early Childhood Program involves more than 4,500 children from 4 years old to first grade level in over 200 classrooms. Classrooms are designed to offer children an environment that encourages them to learn independently. Ideas have been borrowed from the Montessori approach and the British Infant Schools and fitted to the needs of the Hartford school district's urban students. The program philosophy embodies new approaches that can be used in old school buildings such as formal education beginning at 3 years, mixed-age "family" grouping, interest centers, and emphasis on intrinsic motivation toward personel success. Future plans call for extension of the program to all public school classes in grades K through 2. Sources of more detailed information are provided for this program, specifically, and for Model Programs Childhood Education, in general. (Author/WY)
Language: English
Published: Palo Alto, California, 1970
Book
Affiliated Teacher Education Programs
See More
Language: English
Published: New York, New York: American Montessori Society, 1994
Book
Directory of Affiliated Teacher Preparation Programs
See More
Language: English
Published: New York, New York: American Montessori Society, 1986
Book Section
The Cognitive Effects of Pre-School Programs for Disadvantaged Children
Book Title: Revisiting Early Childhood Education
Pages: 223-240
See More
Language: English
Published: New York, New York: Holt, Rinehart and Winston, 1973
Article
The Role of Rewards and Reinforcements in Early Education Programs: Ii Fostering Intrinsic Motivation to Learn
Available from: ScienceDirect
Publication: Journal of School Psychology, vol. 10, no. 3
Date: Sep 1972
Pages: 243-251
See More
Abstract/Notes: Teacher training should prepare teachers to develop intrinsic motivation to learn in children, rather than to consequate their learning efforts with extrinsic rewards. Examples of teacher behaviors believed necessary for fostering intrinsic motivation to learn are provided, along with suggestions for training teachers to use them in the classroom.
Language: English
DOI: 10.1016/0022-4405(72)90059-3
ISSN: 0022-4405
Report
Lottery-Based Evaluations of Early Education Programs: Opportunities and Challenges for Building the Next Generation of Evidence
Available from: EdWorkingPapers
Americas, Comparative education, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
See More
Abstract/Notes: Lottery-based identification strategies offer potential for generating the next generation of evidence on U.S.
Language: English
Published: Providence, Rhode Island, Feb 2023