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477 results

Article

The Freeing of 'Otello the Terrible': A Montessori Story Embodying the Great Italian Teacher's Basic Message to American Mothers - 'Free Your Child'

Available from: HathiTrust

Publication: Delineator, vol. 83, no. 4

Pages: 14

⛔ No DOI found

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Language: English

Article

American Students Enrolled in Rome

Publication: New York Times (New York, New York)

Pages: IV-5

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Language: English

ISSN: 0362-4331

Article

The Montessori Method and the American Kindergarten

Available from: HathiTrust

Publication: McClure's Magazine, vol. 40, no. 1

Pages: 77-82

Americas, Ellen Yale Stevens - Writings, Montessori method of education - Criticism, interpretation, etc., North America, United States of America, ⛔ No DOI found

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Language: English

ISSN: 2637-7179

Article

American Notes - Editorial

Available from: HathiTrust

Publication: Education (Boston), vol. 34, no. 5

Pages: 328-329

⛔ No DOI found

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Abstract/Notes: This article is also referred to as "Essence of the Montessori Method".

Language: English

ISSN: 0013-1172

Book

Proceedings of the 1963 American Montessori Society National Seminar

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Language: English

Published: New York: American Montessori Society, 1963

Book

Latin American Woman: Historical Perspectives

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Language: English

Published: Wesport: Greenwood Press, 1978

Book Section

Montessori and Traditonal American Nursery Schools: How They Are Different, How They are Alike

Book Title: Early Childhood Education Rediscovered

Americas, Benjamin M. Spock - Writings, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Language: English

Published: New York: Holt, Rinehart, and Winston, 1968

Article

Exploring South African preschool teachers’ roles and responsibilities with executive functions

Available from: AOSIS Publishing

Publication: South African Journal of Childhood Education, vol. 12, no. 1

Pages: Article 1141 (9 pages)

Africa, Early childhood care and education, Executive function, Montessori method of education, Preschool education, South Africa, Southern Africa, Sub-Saharan Africa, Teachers

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Abstract/Notes: South African studies based on school readiness found that most children who commence formal schooling (from Grade 1) lack the basic skills needed to adapt within the learning environment – these include having challenges to follow instructions, work autonomously or focus on a task. The national guideline for teaching children between birth to 9 years does not specify how early childhood education programmes can facilitate or strengthen executive function (EF) skills through structured play. Structured play, can be understood as play activities that require guidance and instructions for completion. During the activities, the participants have to follow instructions in order to attain the outcome. Hence, there is a need to explore how EF skills can be developed through structured play. From our understanding, EF is an individual’s cognitive ability to regulate thoughts and actions needed to complete a task. Executive function skills assist learners to adjust and work effectively later (Grade 1) in a formal learning environment to perform academically. The study was conducted at preschool sites that follow different educational approaches. They are Montessori, National Curriculum Framework (NCF), Reggio Emilia and Independent Schools Association of Southern Africa (ISASA) preschools. The preschools are situated in affluent suburbs of Pretoria, Gauteng. In this article, learners refer to children aged 4 years in the Grade RRR class. A qualitative multiple case study design was utilised. We interacted with two teachers from four schools who followed different educational approaches. The data collection techniques included individual semi-structured interviews, lesson observation and document analysis, whilst photographs and field notes were taken when the teacher-participants interacted with learners during a planned learning experience. The generated data sets were inductively analysed and interpreted using the theoretical frameworks of sociocultural theory and metacognition. The interpreted data sets revealed that the preschool teacher-participants can facilitate EF using games, songs, movement exercises or racing competitions. The participants explained that indoor, outdoor and learning experiences facilitated EF skills such as self-regulation, working memory and cognitive flexibility during structured play. There is a need for preschool teachers to identify EF in the curriculum and know how to link and intentionally include the skills in daily learning experiences. This will ensure learners acquire EF and apply it in formal learning environments. The contribution to the body of scholarship is the development of guidelines for teachers to intentionally and explicitly develop EF skills using structured play. We confer that teachers play a role in enabling fun, engaging and hands-on activities that promote the acquisition of EF in the early years.

Language: English

DOI: 10.4102/sajce.v12i1.1141

ISSN: 2223-7682

Archival Material Or Collection

Mary Bethune Montessori Day Care Center, 444 University, St. Paul

Available from: Minnesota Historical Society

African American children, African American community, African Americans, Americas, Montessori schools, North America, United States of America

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Language: English

Extent: 1

Article

Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children

Available from: APA PsycNet

Publication: Journal of Educational Psychology, vol. 106, no. 4

Pages: 1066-1079

African American community, African Americans, Americas, Latin American community, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America

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Abstract/Notes: Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black (n = 6,700) children enrolled in 2 different types of Title-1 public school pre-K programs: those in programs using the Montessori curriculum and those in more conventional programs using the High/Scope curriculum with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (Lebuffe & Naglieri, 1999), whereas children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile-Diagnostic (Nehring, Nehring, Bruni, & Randolph, 1992) at the beginning and end of their 4-year-old pre-K year. All children, regardless of curriculum, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but they demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities.

Language: English

DOI: 10.1037/a0036799

ISSN: 1939-2176, 0022-0663

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