Language: English

Language: English

Abstract/Notes: Montessori education is uniquely designed to maximize the benefits of seamless educational pathways designed in 3-year increments. Learners benefit academically and socially from three–year mixed-age groupings. It is accepted practice for public Montessori schools to maintain the integrity of three-year cycles through the 6th grade.

Language: English

Published: Washington, D.C., Jul 7, 2016

Abstract/Notes: Noting that there is a great demand for information to help educators learn about and develop programs in multiage education, this book shares many ideas on multiage instruction. The 12 chapters of the book are: (1) "Circling Back" (Jane Doan), on the resurgence of interest in the multiage movement; (2) "One Day" (Penelle Chase), exploring a day in the multiage classroom; (3) "Our Views" (Jane Doan), a discussion on teachers' personal beliefs and thoughts on multiage education; (4) "Valuing" (Penelle Chase), on what students value and what teachers value about the students; (5) "The Little Room" (Jane Doan), on dramatic play in the multiage setting; (6) "The Pumpkin Project" (Penelle Chase), about an integrated learning project; (7) "Widening Circles" (Penelle Chase and others), writings that address many of the questions asked about multiage education; (8) "Multiage: A Parent's View," (Katy Alioto), a parent's perspective on the multiage environment; (9) "Safe and Successful:

Language: English

Published: Portsmouth, New Hampshire: Heinemann, 1994

ISBN: 0-435-08814-9

Abstract/Notes: Virtual preschool seems to contradict the Montessori Method, a hands-on, sensorial-based early childhood curriculum. However, many virtual Montessori schools, borne out of the temporary need for isolation due to the Covid-19 pandemic, seek to continue this new implementation of Montessori education permanently. This qualitative study examined how eight preschool teachers in one US-based virtual Montessori program described how they made sense of implementing the Montessori curriculum in an online setting, how they understood the academic and social experiences of their preschool students, and what advantages and disadvantages they perceived for children in the enactment of Montessori education in the virtual format. Using a thematic analysis, this study found that teachers described many adaptations to Montessori education in the virtual format, including to the materials and to the class structure. They felt that their offerings generally met the academic and social needs of their students, while staying as true to the Montessori Method as possible. Teachers found various advantages in the enactment of virtual Montessori school, including the potential to reach children and families who would otherwise not have access to Montessori education in their local communities. Teachers also found various disadvantages, including the uncertainty of the future of the program, and the interference of the screen in a child’s path towards deep concentration, and did not feel that virtual Montessori preschool was an adequate stand-alone replacement for in-person Montessori preschool. Further research is needed on the effectiveness of other virtual Montessori preschools, on the experiences of children completing a full three-year cycle in the virtual Montessori Children’s House program, and on the academic and social readiness of children emerging from virtual Montessori preschool programs for both in-person Montessori and traditional elementary school.

Language: English

Published: Linköping, Sweden, 2022

Language: English

Language: English

Language: English

ISSN: 1054-0040

Language: English

Published: Portsmouth, New Hampshire: Heinemann, 1992

ISBN: 0-435-08709-6 978-0-435-08709-8

Language: English

ISSN: 1354-1498