Abstract/Notes: Examines how the Montessori mathematics curriculum moves children from the concrete to the abstract.

Runtime: 18 minutes

Language: English

Published: Yellow Springs, Ohio, 2002

Language: English

ISSN: 1071-6246

Abstract/Notes: This study undertook to investigate the practical application of the Montessori method in London Montessori pre-schools, and how this relates to the individual teacher's interpretation of the theory underpinning the method. This entailed an examination and analysis of the understanding and attitudes of teachers towards the practicalities of Montessori theory, as well as the relationship between that interpretation and the subsequent practice. Hence the key research aimed to determine the position and attitudes of a selection of Montessori teachers in schools today...

Language: English

Published: Brighton, England, 1993

Language: Dutch

Abstract/Notes: Discusses a framework for the creation, evolution, and development of Montessori schools, focusing on the creation of preschool programs, addition of primary and elementary education, and expansion to include middle school and secondary programs. Examines the role of teachers, parents, and students at each of these stages. (MDM)

Language: English

ISSN: 1522-9734

Language: English

ISSN: 0009-4137

Language: Dutch

Language: English

Published: Provo, Utah: Brigham Young University Press, 1982

ISBN: 0-8425-1933-5

Abstract/Notes: Early childhood education has been shown to positively impact future academic performance, as well as social and emotional development. With ever-increasing demands being placed on children's academic performances, school readiness has become a key component of academic success. The purpose of this quantitative causal-comparative study was to examine the effectiveness of different early childhood curriculum models in preparing children for kindergarten, and to investigate whether one early childhood curriculum model better prepares students than another. The theoretical framework for the study is based on the developmental constructivist theories of Piaget, Vygotsky, Erikson, and Dewey. Kindergarten teachers assessed school readiness by administering the Kindergarten Observation Form. Each student had matriculated from either Montessori, High/Scope, or Reggio Emilia programs or early childhood programs without an identified curriculum model. Kindergarten teachers rated students on 24 items related to areas of cognitive, linguistic, social, emotional, and physical development. ANOVA and post-hoc tests revealed that students matriculating from programs without an identified curriculum model scored significantly better than their counterparts, F (3,122) = 5.33, p = .002. Implications for social change include improved kindergarten readiness on the part of students, increased awareness by educators as to best practices in early childhood education, and, a move towards understanding the types of environments in which children learn best.

Language: English

Published: Minneapolis, Minnesota, 2012

Abstract/Notes: This school has been made to answer the specific demands of a non-traditional teaching system, as far as was possible within the framework of the rather strict building regulations for primary schools in this country. Each classroom is considered and equipped as a complete unit, a house in itself. The houses open onto a central space, "the street"; here all activities take place between students of many ages, interrupting the unity of the classroom-groups, which are merely children of similar age. The working method in a Montessori school is not dominated as in traditional teaching methods by a fixed and static relationship between teacher and children, but exploits the infinite variety of relationships of child to child, child to work and child to teacher. Everybody makes his own choice of what kind of work he is going to do. As a result, the system is characterised by many different activities occurring simultaneously.

Language: English

DOI: 10.17763/haer.39.4.a0m374522202766g

ISSN: 0017-8055, 1943-5045