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983 results

Article

Child Development: The Issues of Adolescence

Publication: Montessori Life, vol. 8, no. 2

Pages: 11

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Abstract/Notes: Reviews of 5 books

Language: English

ISSN: 1054-0040

Article

Montessori International Diploma Courses in Child Development and Education

Publication: Montessori Quarterly, vol. 19

Pages: 15

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Language: English

Book Section

More Facts About Child Development

Book Title: What You Should Know About Your Child

Pages: 20-24

Maria Montessori - Writings

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Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2007

ISBN: 978-90-79506-24-8

Series: Montessori Series , 4

Article

Seton Day Care Center: An Infant Program at the New York Foundling Hospital and Center for Parent and Child Development

Publication: American Montessori Society Bulletin, vol. 14, no. 1

Pages: 1-11

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Language: English

ISSN: 0277-9064

Article

Child Development Under Three: The Foundations of the Personality, the Family, and the Montessori Method

Publication: NAMTA Journal, vol. 27, no. 1

Pages: 1-16

Early childhood education, North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: Characterizes the Montessori work serving the first 3 years by recounting its genesis; describes early Montessori toddler programs, and the emergence of infant communities internationally in the early 1970s. Highlights ways parents can be supportive of the "spiritual embryo" in cooperation with the school. Suggests how parent education invites parents to participate and observe their child's developmental turning points. (Author/KB)

Language: English

ISSN: 1522-9734

Article

Child Development Tips for Prenatal to Three: Insights and Suggestions from Montessori Teachers

Publication: NAMTA Journal, vol. 34, no. 1

Pages: 209–222

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: excerpt from One Hundred Child Development Tips

Language: English

ISSN: 1522-9734

Article

Child Development Studies

Publication: NAMTA Journal, vol. 34, no. 1

Pages: 143-147

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

ISSN: 1522-9734

Article

✓ Peer Reviewed

The Bases of Montessori Pedagogy as a Facilitating Factor for Child Development in Burkina Faso and Spain

Available from: European Journal of Educational Research

Publication: European Journal of Educational Research, vol. 10, no. 1

Pages: 175-186

Africa, Burkina Faso, Europe, Southern Europe, Spain, Sub-Saharan Africa, West Africa

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Abstract/Notes: Education faces barriers all over the world, which sometimes makes it difficult to look after children’s rights and their individual development. Hence, society is clamoring for new practices, and different approaches are emerging, Montessori among them. Despite the fact that this approach was developed to attend to the poor strata, nowadays it is basically promoted by elitist sectors, though it can be perfectly applied as an education system for all children, regardless of their socio-economic and cultural backgrounds. This study analyzes the bases of Montessori pedagogy in a school from a low-to-middle-income country (LMIC), Burkina Faso, and another school in a high-income country (HIC), Spain. The study takes into account children, family, school environment and teacher training all of which contribute to children’s development.

Language: English

DOI: 10.12973/eu-jer.10.1.175

ISSN: 2165-8714

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

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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

Book

Talent for the future: social and personality development of gifted children: Proceedings of the Ninth world conference on gifted and talented children

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Language: English

Published: Assen, The Netherlands: Van Gorcum & Co., 1992

ISBN: 90-232-2656-9

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