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Report

Preschool Reading Instruction: A Literature Search, Evaluation, and Interpretation. Final Report [volume 2 of 3]

Available from: ERIC

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Abstract/Notes: This report, Vol. II of three interpretive manuscripts, presents Information For The Teacher, a review of literature on preschool reading instruction, along with suggestions and materials for teaching preschool reading. A skills checklist is provided and the educational television program, Sesame Street, is evaluated, since the effectiveness of this medium has been both praised and questioned. Reading readiness and motivation are discussed. The latter portion of this report offers three Appendices: Appendix A is a Guide to Materials for Prereading Instruction, Appendix B lists Publishers of Reading Materials, and Appendix C is a Reference List of Books for Preschool Children. (For related documents, see PS 005 928 and PS 005 930.) (Author/RG)

Language: English

Published: Bloomington, Indiana, Jun 1972

Report

Preschool Reading Instruction: A Literature Search, Evaluation, and Interpretation. Final Report [volume 3 of 3]

Available from: ERIC

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Abstract/Notes: This report answers questions that parents are likely to ask about preschool reading instruction. It discusses the origins, curriculum change, new concepts of intelligence and the various teaching methods such as Montessori and the British Infant School. Unlike previous generations, today's child is exposed to visual and auditory stimulation, and to forces converging simultaneously on the preschool curriculum. Events in technology, social and political changes, have exerted tremendous influence on revamping preschool educational programs. A checklist to determine whether or not the home provides for the development of early reading is offered, along with a Selected Book List for children of various ages. The need for emotional development and language skills is reviewed, good experiential backgrounds on which to base language, and an interest in reading. Although the learning of reading is highly individualized, it appears that preschool children can learn to read earlier. The parent is warned, however, that worry about a child's inability to learn to read may handicap a child, and in that case instruction is best left to the school. Trust, encouragement and interest are suggested. (For related documents, see PS 005 928 - 929.) (RG)

Language: English

Published: Bloomington, Indiana, Jun 1972

Master's Thesis (M.S. Ed.)

A Survey of the Literature Concerning the Montessori Method Between 1961-1966 to Determine Its Present Status in the United States

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Language: English

Published: DeKalb, Illinois, 1967

Article

Montessori Education and Practice: A Review of the Literature, 2018–2021 [1]

Available from: ProQuest

Publication: Montessori Life, vol. 34, no. 1

Pages: 42-51

⛔ No DOI found

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Language: English

ISSN: 1054-0040

Article

Montessori Education and Practice: A Review of the Literature, 2018-2021 [2]

Publication: Montessori Life, vol. 34, no. 2

Pages: 38-48

Bibliographies, Literature reviews, ⛔ No DOI found

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Language: English

ISSN: 1054-0040

Article

Parents Learning and Loving Montessori Education [book reviews]

Available from: ProQuest

Publication: Montessori Life, vol. 28, no. 3

Pages: 65

⛔ No DOI found

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Abstract/Notes: Written by Rob Keys, who has 30 years of experience in Montessori teacher education and school admissions, it is a book well suited for parents looking for the best learning environment for their child, as well as for parents who are struggling with keeping their child in a Montessori school beyond kindergarten or Lower Elementary.In a comment he made to me when I interviewed him about the book, he stated, "Montessori schools have long relied on the success of their graduates and word-of-mouth to validate their programs.[...]educators who are drawn to the dictum "follow the child" will bolster their understanding of how children learn best by reading this book.

Language: English

ISSN: 1054-0040

Report

Montessori Approaches in Healthcare: A Scoping Review

Available from: OSF Preprints

Alzheimer's disease, Dementia, Gerontology, Montessori therapy, Montessori-based interventions (MBI)

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Abstract/Notes: An initial review of the literature shows that healthcare providers are now implementing the Montessori approach in adult dementia and palliative care units. This literature highlights that the Montessori approach in these units is effective in assessing and improving patients’ cognitive, motor, and sensory functioning as well as their social skills (Hanna, Donnelly, & Aggar, 2018). It also suggests that the approach has positive impacts on clinicians’ engagement and compassion with patients as well as decreases both clinicians’ and caregivers’ risks of burnout (Judge, Camp, & Orsulic-Jeras, 2000). However, prior to implementing and evaluating this approach in other adult and pediatric healthcare settings, it is important for researchers to understand the existing literature on its use, outcomes, and impacts in healthcare.

Language: English

Article

✓ Peer Reviewed

Stimulasi Kemampuan Mengenal Konsep Bilangan Anak Usia Dini Melalui Permainan Matematika Montessori [Stimulation of Ability to Recognize Numbers Concepts in Early Childhood Through Montessori Math Games]

Available from: Jurnal Pendidikan Tambusai

Publication: Jurnal Pendidikan Tambusai: Fakultas Ilmu Pendidikan Universitas Pahlawan, vol. 4, no. 1

Pages: 488-498

Asia, Indonesia, Montessori method of education, ⛔ No DOI found

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Abstract/Notes: Penelitian ini merupakan studi literatur yang bertujuan untuk mengetahui bagaimana gambaran stimulasi kemampuan mengenal konsep bilangan anak usia dini melalui permainan matematika Montessori. Metode yang digunakan dalam penelitian ini adalah metode penelitian deskriptif kualitatif dengan studi pustaka. Dalam penelitian studi literatur ini peneliti menggunakan berbagai sumber tertulis seperti artikel, jurnal, dan dokumen yang relevan dengan penelitian dalam penelitian ini. Penelitian ini berfokus pada wacana tentang kemampuan mengenal konsep bilangan pada anak usia dini yang dapat dilakukan melalui permainan matematika Montessori. Hal tersebut menjadi bagian penting dari implementasi pembelajaran di PAUD karena merangsang kemampuan mengenali konsep angka anak sejak dini harus dikembangkan karena akan berdampak besar pada kemampuan kognitif anak yang juga sangat berguna untuk masa depan mereka. Hasil penelitian ini menunjukkan bahwa permainan matematika Montessori sangat efektif digunakan untuk merangsang kemampuan mengenal konsep bilangan pada anak usia dini. Ini terbukti dari bukti yang telah diteliti dari hasil penelitian sebelumnya yang berkaitan dengan kemampuan mengenal konsep bilangan anak melalui permainan matematika Montessori. [This research is a literature study that aims to find out how the description of the stimulation of the ability to recognize the concept of numbers for early childhood through Montessori math games. The method used in this research is descriptive qualitative research method with literature study. In this literature study the researcher uses various written sources such as articles, journals, and documents relevant to the research in this study. This study focuses on the discourse on the ability to recognize the concept of numbers in early childhood which can be done through Montessori math games. This is an important part of implementing learning in PAUD because it stimulates the ability to recognize children's number concepts from an early age because it will have a major impact on children's cognitive abilities which are also very useful for their future. The results of this study indicate that Montessori math games are very effective in stimulating the ability to recognize number concepts in early childhood. This is evident from the evidence that has been researched from the results of previous studies relating to the ability to recognize the concept of children's numbers through Montessori math games.]

Language: Indonesian

DOI: 10.31004/jptam.v4i1.489

ISSN: 2614-3097, 2614-6754

Doctoral Dissertation

An Intergrated Learning Programme for the Knysna Montessori School

Available from: SEALS (South East Academic Libraries System)

Africa, Knysna Montessori School (Knysna, South Africa), Montessori method of education, Montessori schools, South Africa, Southern Africa, Sub-Saharan Africa

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Abstract/Notes: In line with Montessori methodology, the Knysna Montessori School runs its programmes in an integrated and holistic manner. Learning programmes are based on a blend of various Montessori learning programmes and the Revised National Curriculum Statement (RNCS). Classes are divided into three year-age groupings; and integrated learning programmes are in place within the pre-school, (including grade R), the grade 1 to 3 class, and the grade 4 to 6 class. However, the grade 7 to 9 Montessori class has been running in a more traditional and less integrated manner since its inception in 2004. That has motivated the undertaking of this study. The main aim of this qualitative study has been to determine how to best arrange the RNCS according to Montessori principles, that is to say, in a holistic and integrated manner, with the intention of presenting a learning programme for the grade 7 to 9 class. This aim was based on a constructivist philosophical foundation and addressed in conjunction with interpretivism and critical theory. The grounded theory research paradigm was followed. In this paradigm research findings are grounded in the data gathering and the analysis. Three methods of data collection were applied, namely a literature review, interviews and document analysis. A literature review was conducted to gain a better overview and understanding of the RNCS and Outcomes-Based Education (OBE). Furthermore, through the literature review, an in-depth understanding of the Montessori method of education, adolescent development and integrated and holistic education have been achieved. Interviews were conducted with staff from the Knysna Montessori School, with the purpose of gathering information on the Knysna Montessori School and its current application to the RNCS, from pre-school to grade 6. An availability and purposive sampling method was applied, in order to determine which staff members to interview. Finally, document analysis was done. The learning areas for the senior phase (grades 7 to 9) of the General Education and Training Band (GET) of the RNCS were coded and analysed in order to discover emergent themes within the RNCS and how these link with the Montessori curriculum arrangement for this age group. It became apparent that Montessori classrooms, both prior to and for the senior phase, are divided into three areas, namely language, mathematics and cultural studies. Based on this knowledge, as well as the documentary analysis, an integrated learning programme, grounded in the data analysis, was designed. It was found that the RNCS matches well with Montessori’s curriculum arrangement. Thus, this learning programme is in line with Montessori’s curriculum arrangement for the senior phase of the GET band. Such a curriculum arrangement integrates the learning outcomes and assessment standards from arts and culture, economic and management sciences, life orientation, natural sciences, social sciences and technology into different studies. These are globally referred to as cultural studies. However, specific attention was also given to moral education, self-expression through music, art and drama, entrepreneurship, career education and sport. The conclusion was reached that an integrated learning programme, based on Montessori principles and in line with the RNCS requirement, is possible for the Knysna Montessori School.

Language: English

Published: Port Elizabeth, South Africa, 2010

Article

✓ Peer Reviewed

Outcomes of Mixed-Age Groupings - Research Highlights

Publication: Dimensions of Early Childhood, vol. 25, no. 2

Pages: 22-28

Academic achievement, Cognitive development, Early childhood care and education, Early childhood education, Literature reviews, Nongraded schools, ⛔ No DOI found

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Abstract/Notes: A review of the literature on mixed-age settings reveals benefits in the areas of social and cognitive development. Research on the psychosocial advantages of mixed-age groupings is less consistent. Factors such as group size, age range, time together, and context-specific curriculum activities may have a relationship to the level of success and positive outcomes for children in multi-age groups.

Language: English

ISSN: 1068-6177

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