For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Sensitive Periods in Child Development and Their Importance in Education
Publication: The Sower, no. 122
Date: Mar 1937
Pages: 9-18
Child development, Edwin Mortimer Standing - Writings, Montessori method of education, Sensitive periods
See More
Language: English
Book Section
More Facts About Child Development
Book Title: What You Should Know About Your Child
Pages: 20-24
See More
Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2007
ISBN: 978-90-79506-24-8
Series: Montessori Series , 4
Article
Child Development Tips for Prenatal to Three: Insights and Suggestions from Montessori Teachers
Publication: NAMTA Journal, vol. 34, no. 1
Date: 2009
Pages: 209–222
North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Abstract/Notes: excerpt from One Hundred Child Development Tips
Language: English
ISSN: 1522-9734
Article
Child Development
Publication: The National Montessori Reporter, vol. 4, no. 3
Date: Sep 1980
Pages: 6
See More
Language: English
Article
Child Development Studies
Publication: NAMTA Journal, vol. 34, no. 1
Date: 2009
Pages: 143-147
North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Language: English
ISSN: 1522-9734
Article
Opening of the 52nd Montessori International Course in Child Development
Publication: Montessori Society Review, vol. 4
Date: 1993
Pages: 11–12
Conferences, Muriel I. Dwyer - Writings, Trainings
See More
Language: English
Article
Montessori International Diploma Courses in Child Development and Education
Publication: Montessori Quarterly, vol. 19
Date: 1984
Pages: 15
See More
Language: English
Book
Talent for the future: social and personality development of gifted children: Proceedings of the Ninth world conference on gifted and talented children
See More
Language: English
Published: Assen, The Netherlands: Van Gorcum & Co., 1992
ISBN: 90-232-2656-9
Doctoral Dissertation (Ph.D.)
Development of the Early Childhood Curricular Beliefs Inventory: An Instrument to Identify Preservice Teachers' Early Childhood Curricular Orientation
Available from: ProQuest - Dissertations and Theses
See More
Abstract/Notes: The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. A panel of experts classified and sorted a total of 182 statements, and 72 items were subsequently organized into an instrument consisting of four subtests corresponding to the identified curricular models. Scoring of the instrument included recording Likert-scale responses for each statement to a score key divided into four sections, or subtests, representing each curricular model. Scores for each section were added and compared. The subtest with the lowest score was deemed most representative of a respondent's curricular beliefs. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument.
Language: English
Published: Tallahassee, Florida, 2004
Article
Links Between Communication Patterns in Mother-Child, Father-Child, and Child-Peer Interactions and Children's Social Status
Available from: JSTOR
Publication: Child Development, vol. 66, no. 1
Date: 1995
Pages: 255-271
See More
Abstract/Notes: In this study, we examined communication in the family and peer systems in relation to children's sociometric status. Codes measured turn-taking skills and utterance types for 43 children (ages 24-60 months) with mothers, fathers, and peers. Communication differences in the family and peer systems were strongest for popular versus rejected status children and their parents, but differences were also found for controversial and neglected status children and their parents. Rejected status children demonstrated turn-taking styles that included irrelevant turns, interruptions, simultaneous talking, and noncontingent responding. Parents of rejected children used higher proportions of requests than parents of popular children but failed to allow their children time to respond to the requests. Popular status children were more likely to alternate turns, provide explanations to peers, and participate in episodes of cohesive discourse. Interaction patterns were examined for potential mechanisms of transfer between family and peer systems.
Language: English
DOI: 10.2307/1131204
ISSN: 0009-3920