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Article
Tips For Encouraging and Supporting the Developmental Needs of Your Elementary Child
Publication: Tomorrow's Child, vol. 24, no. 3
Date: Sep 2016
Pages: 15–17
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Abstract/Notes: includes photo
Language: English
ISSN: 1071-6246
Article
The Developmental Music Curriculum at Brookview School (Benton Harbor, MI)
Publication: Tomorrow's Child, vol. 16, no. 3
Date: 2008
Pages: 23–24
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Language: English
ISSN: 1071-6246
Article
Dear Cathie . . . A Montessori Teacher's Perspective: Working with Developmental Delays
Publication: Tomorrow's Child, vol. 15, no. 3
Date: 2007
Pages: 15–16
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Language: English
ISSN: 1071-6246
Article
The Developmental Program: The Montessori Framework for Learning
Publication: Tomorrow's Child, vol. 1, no. 2
Date: Mar 1993
Pages: 15–17
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Language: English
ISSN: 1071-6246
Article
The Montessori and Pre-School Teacher's Guide to Developmental Well-Being
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 2, no. 3
Date: Fall 1975
Pages: 12-33
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Language: English
ISSN: 0010-700X
Article
Developmentally Appropriate: Do the NAEYC Standards Underestimate the Abilities of Young Children?
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 5, no. 3
Date: Spring 1993
Pages: 12
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Language: English
ISSN: 1071-6246
Article
Multicultural Education: A Developmental Process
Publication: Montessori Life, vol. 10, no. 2
Date: 1998
Pages: 19–21
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Language: English
ISSN: 1054-0040
Master's Thesis
Creative Nonfiction and the Montessori Method: Design Principles for Developmental Stages
Available from: Hollins University - Digital Commons
Montessori method of education - Criticism, interpretation, etc., Stages of development
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Abstract/Notes: This thesis essay looks at the genre of creative nonfiction in children’s picture books to find literary and design elements that are utilized in award winning books and how those components transfer to the first three planes of development in the Montessori method of education. The three creative works of the thesis, Under the Surface: A Sea Mammal’s Day, Dive into a Kelp Forest, and Reef are picture books with an environmental, ocean theme. Each book corresponds with one of the first three planes of development put forth by Maria Montessori in her philosophy of education. Analysis of these works show how literary and aesthetic devices, as evidenced in award winning genre picture books, pertain to and contribute to the sensitive periods of learning for each plane and its corresponding age group.
Language: English
Published: Roanoke, Virginia, 2022
Article
Multiage Programming Effects on Cognitive Developmental Level and Reading Achievement in Early Elementary School Children
Available from: Taylor and Francis Online
Publication: Reading Psychology, vol. 25, no. 1
Date: 2004
Pages: 1-17
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Abstract/Notes: Differences in cognitive developmental level and reading achievement of elementary school children in multiage programming and traditional classrooms were explored. There is controversy regarding the benefit of multiage classrooms for learning academic subjects. According to previous research (e.g., Almy, Chittenden, & Miller, 1967; Brekke, Williams, & Harlow, 1973; Cromey, 1999), cognitive developmental level, reading achievement, and classroom type all seem to be related entities. This study assesses the effects of multiage classrooms compared to traditional classrooms on cognitive developmental level and reading ability of kindergartners, first graders, and second graders. The effects of cognitive developmental level on reading ability were also explored. The results support the connections among cognitive developmental level, reading ability, and classroom type.
Language: English
DOI: 10.1080/02702710490271800
ISSN: 0270-2711
Article
Beyond Developmentalism? Early Childhood Teachers' Understandings of Multiage Grouping in Early Childhood Education and Care
Available from: SAGE Journals
Publication: Australasian Journal of Early Childhood, vol. 34, no. 4
Date: 2009
Pages: 55-63
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Abstract/Notes: Postdevelopmental perspectives in early childhood education and care increasingly reference alternative ways of understanding learning, growth and development in early learning. Drawing on these ideas, this paper examines research findings which focused on early childhood teachers' understandings of multiage grouping. The findings suggested that teachers used predominantly developmental approaches to describing their experiences of multiage grouping, and proposed that the use of postdevelopmental perspectives in multiage grouping research has the potential to realise new ways of understanding learning and development as both concepts and practices within the multiage classroom.
Language: English
DOI: 10.1177/183693910903400408
ISSN: 1836-9391, 1839-5961