For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Carolyn S. Bailey's The Montessori Children
Available from: HathiTrust
Publication: Bookman (New York), no. 2
Date: 1915
Pages: 213
See More
Language: English
ISSN: 2156-9932
Article
Guidelines for the Children's House
Publication: Montessori Quarterly, vol. 16
Date: Oct 1980
Pages: 1–35
See More
Language: English
Article
Inclusive Education for Exceptional Children in Egypt and the US: Reforming Egyptian Inclusive Education System in Post-pandemic World
Available from: Knowledge E Publishing
Publication: Gulf Education and Social Policy Review (GESPR), vol. 3, no. 2
Date: 2023
Pages: 318-344
Africa, Americas, Educational change, Egypt, Inclusive education, Middle East, Montessori method of education - Criticism, interpretation, etc., North Africa, North America, United States of America
See More
Abstract/Notes: Inclusive education means that exceptional children (EC) can fully participate in the learning process alongside their typically developing peers, supported by reasonable accommodations and teaching strategies that are tailored to meet their individual needs. The main goal of inclusion policies for EC is to provide high-quality education for all without discrimination and to ensure the implementation of equal opportunity principles. The primary purpose of this study is to explore the reality of inclusive education systems in Egypt and the United States (US) and to develop a better understanding of similarities and differences and thus identify the lessons learned. The study applied a comparative analysis method. Research findings revealed that the progress towards inclusion practices in Egyptian inclusive public schools is minimal and hindered by many challenges. Among them are lacking financial resources and a shortage of qualified teachers trained to differentiate curricula for EC. Based on the research findings, the study concludes with recommendations to improve the Egyptian inclusive education for EC.
Language: English
DOI: 10.18502/gespr.v3i2.12617
ISSN: 2709-0191
Article
Effects of Montessori Program According to Years of Mathematics: Focusing on the Effects on Children's Interaction / 수학연한에 따른 몬테소리프로그램의 효과유아의 상호작용에 미치는 영향을 중심으로
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 9
Date: 2004
Pages: 17-44
See More
Language: Korean
ISSN: 1226-9417
Article
Protecting Your Children on the Information Highway: What Parents Need to Know
Publication: Montessori Life, vol. 8, no. 1
Date: 1996
Pages: 26
See More
Language: English
ISSN: 1054-0040
Doctoral Dissertation
'My Self-Image and Your Interactions': The Influence of the Preschool Educator's Image of the Child as a Learner on Children's Wellbeing and Involvement
Americas, Comparative education, Early childhood care and education, Early childhood education, Europe, Ireland, Montessori method of education, Montessori schools, North America, Northern Europe, Play, Reggio Emilia approach (Early childhood education)
See More
Abstract/Notes: The introduction in 2011 of a universal free preschool year for all children in Ireland prior to attending primary school was heralded as a significant commitment to children and families. As a result of this policy initiative there are increasing numbers of young children accessing preschool provision. However, despite increased access and increased investment in ECEC provision, little is known about the quality of preschool children’s experiences, or the impact of the pedagogical approach on children’s levels of wellbeing and involvement in their learning. Equally there has been no evaluation of the quality or the effectiveness of the preschool provision in supporting children’s development of 21st century skills. This thesis explores how the preschool educator’s image of the child as a learner influences her/his pedagogical approach and how the educator’s pedagogical approach subsequently impacts on children’s levels of wellbeing and involvement in their meaning making processes. The study, an ethnographic comparative study, was conducted across three preschool setting types, Montessori, Play-based and Reggio inspired in the west of Ireland and Boston. The findings identify that children’s levels of wellbeing and involvement are high when their basic needs for autonomy, competence and relatedness are met in an autonomy supportive, child-centred learning environment. In comparison, when the learning environment is controlling and the approach to teaching and learning is didactic and adult-led, children’s levels of wellbeing and involvement are low. These findings have significant implications for policy and practice and provide a compelling argument for the evaluation of the quality of preschool provision in Ireland.
Language: English
Published: Galway, Ireland, 2020
Doctoral Dissertation
A Comparison of Preschool Children in Observational Tasks from Two Programs: Montessori and Science - A Process Approach
Available from: ProQuest - Dissertations and Theses
See More
Language: English
Published: Austin, Texas, 1974
Article
Pei Fanciulli Infelici [For Unhappy Children]
Available from: HathiTrust
Publication: Roma: Rivista Politica Parlamentare, vol. 3, no. 5
Date: Jan 29, 1899
Pages: 102-107
See More
Language: Italian
Book
Montessori Children's Project, volume 1: In the Beginning
See More
Language: English
Published: Cleveland Heights, Ohio: North American Montessori Teachers' Association, 1985
Volume: 1 of 3
Article
Social and Emotional Adjustment of First Grade Children with and without Montessori Preschool Experience
Available from: APA PsycNET
Publication: Child Study Journal, vol. 11, no. 4
Date: 1981
Pages: 231-246
Comparative education, Efficacy, Montessori method of education - Criticism, interpretation, etc.
See More
Abstract/Notes: Social and emotional behaviors of 56 Ss with and without Montessori preschool experiences as 3-, 4-, and 5-yr-olds were assessed upon entrance into 1st grade. Social and emotional behaviors were rated with the Classroom Behavior Inventory (CBI) by independent researchers and teachers. Self-concept of the selected sample of children was assessed using the Inferred Self-Concept Scale. The observed social and emotional behaviors were correlated with the children's scores on the Metropolitan Readiness Test (MRT) to examine possible relationships between social and emotional behaviors and achievement level. No differences in social and emotional behaviors of Ss entering 1st grade with and without the Montessori preschool experiences were observed. Nor were there any differences in the self-concept of Ss with and without the preschool experience. Positive task-oriented behaviors as observed with the CBI were found to be positively related to achievement level as measured by the MRT. (16 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Language: English
ISSN: 0009-4005