For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Conference Paper
Exploring the Social Logic of Preschool Environments Structured with Waldorf, Montessori, and Reggio Emilia: A Semantic and Syntactic Study on Preschool Environments
Available from: ResearchGate
Space Syntax Symposium (13th, 20-24 June 2022)
See More
Abstract/Notes: Kindergartens are socio-spatial organizations with their social and cultural as well as their spatial structures which prepare children to be responsible members of the society. In the ear ly years of the twentieth century, the issue of how to raise new generations was one of the primary research areas of many educational scientists, especially in Europe, and therefore different progressive pedagogical methods were generated. Among these views, the Waldorf pedagogical approach developed by Rudolf Steiner, Montessori pedagogical approach developed by Maria Montessori, and Reggio Emilia pedagogical approach developed by Loris Malaguzzi became prominent. Although these three pedagogical approaches have a common view that the child should be accepted as an individual with his/her rights, each of them involved different physical environment requirements in the context of their educational philosophies. The projects obtained in an architectural design studio course constitute the focus of this paper and it aims to decipher the semantic and syntactic characteristics based on twelve student projects. The semantic dimension of the study was revealed by coding the related themes through students' project reports while the syntactic dimension of the study demonstrated the prioritized social interaction area through isovist area and variance values. Considering the semantic results, it was revealed that the students not only comprehended the spatial requirements of a specific educational pedagogy but also grasped the transformative power of the methods, in terms of physical, social, and natural characteristics. Considering the syntactic results, the fact that the mean isovist area value was higher in Reggio Emilia schools showed that the piazza dominates the physical setting. The fact that the school cluster with the highest variance value emerged in Montessori draws attention to the changeability of isovist perimeter value within the interiors to orientate the individuals to the classroom units.
Language: English
Published: Bergen, Norway: Western Norway University of Applied Sciences, 2022
Pages: 25 p.
Article
How Montessori Appealed to a School Manager [St. Mary's Church School, Islington]
Publication: Montessori Notes, vol. 2, no. 2
Date: Mar 1935
Pages: 26
See More
Language: English
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
Date: 2014
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
See More
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: 0022-0663, 1939-2176
Article
All Together Now: Seattle Program Sends High Schoolers to Montessori Preschool Classroom [Casa Maria Montessori Lab School, Ballard High School, Seattle, Washington]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 17, no. 3
Date: Spring 2005
Pages: 8
See More
Language: English
ISSN: 1071-6246
Article
The Montessori Secondary School [Northwoods Montessori School, Atlanta, GA]
Publication: AMI Elementary Alumni Association Newsletter, vol. 12, no. 2
Date: 1985
Pages: insert
See More
Language: English
Article
School Recognition, School Consultation
Publication: AMI/USA News, vol. 22, no. 3
Date: May 2009
Pages: 6
See More
Language: English
Article
Secondary School in Wind: New Wa Ora Principal "Optimistic" [Wa Ora Montessori School, Lower Hutt]
Publication: Montessori NewZ, vol. 10
Date: Jun 1998
Pages: 1–2
See More
Language: English
Article
Montessori Schools and Nursery Schools
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Jul 10, 1919
Pages: 353
, Spain
See More
Language: English
ISSN: 0040-7887
Master's Thesis (Unpublished)
The Relationship of the Montessori Method of Pre-School Education to Current Nursery School Theory and Practice in America
Comparative education, Montessori method of education - Criticism, interpretation, etc.
See More
Language: English
Published: Poughkeepsie, New York, 1940
Article
Low Initial Enrollment Dooms Middle School [Margaret Allen Middle School, Nashville, Tennessee]
Publication: Public School Montessorian, vol. 17, no. 2
Date: Winter 2005
Pages: 1, 21
See More
Language: English
ISSN: 1071-6246