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1526 results

Book

Bringing the Montessori Approach to your Early Years Practice

Available from: Taylor and Francis Online

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Abstract/Notes: Have you ever wondered what the Montessori approach is all about and how it can be used to benefit the young children in your setting? This book explains how the Montessori approach works offering guidance on planning and assessment methods alongside practical activities for practitioners to try. Throughout there are practical examples involving children of different ages in a wide range of settings to show how Montessori principles have been implemented. . This new edition has been fully updated to include: The revised areas of learning in the EYFS and how these link to Montessori practice An examination of early effective learning Approaches to effective learning in Montessori settings A new chapter on Montessori approaches to the assessment requirements of the EYFSquestions for reflection This convenient guide will help early years practitioners, students and parents to really understand what the Montessori approach means to their setting and children.

Language: English

Published: New York, New York: Routledge, 2015

Edition: 3rd

ISBN: 978-1-317-57236-7

Book

Bringing the Montessori Approach to Your Early Years Practice

Available from: Taylor and Francis Online

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Abstract/Notes: Have you ever wondered what the Montessori approach is all about and whether it can be used to benefit the young children in your setting? This book will

Language: English

Published: New York, New York: Routledge, 2007

Edition: 1st

ISBN: 978-0-203-93176-9

Book

Bringing the Montessori Approach to your Early Years Practice

Available from: Taylor and Francis Online

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Abstract/Notes: This easy-to-read series provides an introduction to some of the most important early years philosophies and shows how they can be incorporated into your

Language: English

Published: New York, New York: Routledge, 2010

Edition: 2nd

ISBN: 978-0-203-85079-4

Book

Understanding the Montessori Approach: Early Years Education in Practice

Available from: Taylor and Francis Online

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Abstract/Notes: Understanding the Montessori Approach is a much-needed source of information for those wishing to extend and consolidate their understanding of the

Language: English

Published: New York, New York: Routledge, 2018

Edition: 2nd

ISBN: 978-1-315-53688-0

Article

Approaches to an Early Years Curriculum

Publication: Montessori International, vol. 65

Pages: 8–10

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Abstract/Notes: Montessori and the UK's Early Learning Goals

Language: English

ISSN: 1470-8647

Conference Paper

Comparative Study on the Use of Traditional Approach and Montessori Method in Teaching Numeracy in Early Years

Available from: IATED Digital Library

10th International Technology, Education and Development Conference

Africa, Nigeria, Sub-Saharan Africa, West Africa

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Abstract/Notes: In traditional education, Mathematics has always been a great challenge to learners, maybe because it is taught as abstract from early years. On the other hand, the Montessori Method uses the hands-on approach in teaching numeracy from early years. This study therefore compared the traditional approach and the Montessori Method in the teaching of numeracy in selected public schools in Delta North Senatorial District. Two schools and four classes were purposively selected in Ika South, of Delta North Senatorial District. Twenty five pupils were selected for each approach in the two schools. At the end of the study, the children in the Montessori class performed better on the numeracy test than those taught with the traditional approach. It was concluded that hands-on approach enhances understanding of numeracy from early years. It was therefore recommended that the teachers in the schools in Delta State should be retrained on the use of hands on activities in the teaching of numeracy in early years.

Language: English

Published: Valencia, Spain: International Academy of Technology, Education and Development (IATED), 2016

Pages: 1552-1557

DOI: 10.21125/inted.2016.1334

ISBN: 978-84-608-5617-7

Article

Von der kindheut zur Jugend: eine paidagogik fur die "lange, menschliche kindheit" [From childhood to youth: a pedagogy for the "long, human childhood"]

Available from: Università Roma Tre - Institutional Repository

Publication: Montessori, vol. 48, no. 2

Pages: 225-235

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Language: German

Book Section

What is Childhood? The Child in the Family, The Secret of Childhood, and The Absorbent Mind

Book Title: The Bloomsbury Handbook of Montessori Education

Pages: 71-80

Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Maria Montessori - Writings, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History

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Abstract/Notes: This chapter discusses three of Maria Montessori’s writings about the education of young children, The Child in the Family (1936), The Secret of Childhood (1936), and The Absorbent Mind (1949). These chapters reflect her belief that education should begin at birth and that children should be encouraged to learn autonomously with respect for their own interests and timelines. The first book is a collection of texts from Montessori’s 1923 conferences in Brussels which provide the conceptual foundations and emerging practices of her innovative pedagogical vision focusing on the child from birth in a new way. In the second book, Montessori outlines her philosophy and pedagogy for a child’s education until age six, presenting a deeper look into the educational method developed for preschool-aged children. The third book focuses primarily on a child’s psychological development and is Montessori’s final work on the first six years of life.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Master's Thesis

The Implementation of an Early Childhood Montessori Peace Curriculum to Mitigate Traumatic Events

Available from: MINDS@UW River Falls

Early childhood care and education, Montessori method of education, Peace education, Psychic trauma in children

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Abstract/Notes: This purpose of this action research project was created to study the effects of a peace curriculum and how it can help mitigate a pandemic or a traumatic societal event. The study took place in a public Montessori School located in the Midwest. There was a total of 15 children in the classroom that consisted of both pre-k and kindergarten aged children. This was a six- week study that included a peace curriculum, strategies, and tools for children to gain an understanding of peace and how it can be achieved during traumatic or stressful situations. The Peace Curriculum included discussions on natural disasters and our current COVID-19 virus as means to familiarize traumatic events and the use of coping strategies in promoting self-care. The children were provided with different group activities, strategies, and techniques to use, such as breathing techniques, visualization, yoga/movement, and discussions on peacemakers and how we all have the power to make a difference in the world and become global citizens. Quantitative and qualitative data collections were used to both determine their understanding of their emotions and develop ways to find their inner peace, peacemaking and peace keeping skills. The results showed that the children developed an awareness of others, their environment, and their abilities to be change agents and peacemakers. The outcome proved to have been effective providing children with an environment where they feel safe to share their thoughts and apply the strategies when coping with their own traumatic experiences.

Language: English

Published: River Falls, Wisconsin, 2021

Master's Thesis

A Walk in the Woods: Nature and the Practice of Mindfulness in Early Childhood Education

Available from: MINDS@UW River Falls

Environment, Mindfulness, Montessori method of education, Nature education

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Abstract/Notes: Alongside the growing body of research on nature in education, there is a predilection for the implementation of mindfulness-based strategies in the classroom. The research on mindfulness, however, is notably limited when it comes to mindfulness practices in early childhood education. Moreover, school implementation focuses on the addition of mindfulness-based curriculum, rather than the thoughtful construction of an environment that can best encourage and develop the practice of mindfulness. This action research took place at a public Montessori charter school in a midwestern town. The school's Children's House, consisting of 40 students, 4-6 years of age, hikes and explores the surrounding woods twice a week. In an effort to examine the relationship between time spent in nature, at school, and the possible impacts on children's wellbeing and the classroom environment, this study used both qualitative and quantitative tools. After charting classroom engagement ("focus"); gathering anecdotal evidence; interviewing children and staff; and conducting parent surveys, the collected data indicates that time spent in nature is both beneficial (especially to children who struggle in a conventional school setting) and desired by the school community. This study contends that providing access to nature, instead of a structured implementation of a mindfulness curriculum, might be an important component to consider when designing or espousing educational practices that cultivate mindfulness within early childhood classrooms.

Language: English

Published: River Falls, Wisconsin, 2019

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