For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Archival Material Or Collection
Box 14, Folder 2 - Notebooks, ca. 1929-1940 - "Grammar Development as part of Language for Young Children"
Available from: Seattle University
Date: ca.1929-1940
Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings
See More
Language: English
Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections
Article
The Learning Abilities of the Young Child: Arguments in Favour of Day-Care, Pre-School Education and Parent Education
Publication: Montessori Quarterly, vol. 25
Date: 1986
Pages: 2–13
See More
Language: English
Conference Paper
Responses to Guidelines for Developmentally Appropriate Practice for Young Children and Montessori
Available from: ERIC
Annual Meeting of the National Association for the Education of Young Children (Nov 13-16, 1986)
Early childhood education, Montessori method of education
See More
Abstract/Notes: Three central components of the Montessori method are described and shown to be reflected in the National Association for the Education of Young Children's (NAEYC) guidelines for developmentally appropriate curricula. NAEYC guideline 1C states, "Teachers prepare the environment for children to learn through active exploration and interaction with adults, other children, and materials"; this is a statement of a basic Montessori principle. A second Montessori principle concerning "sensitive periods" is reflected in the entire body of the NAEYC guidelines. A third principle common to both Montessori practice and the NAEYC guidelines is the idea of the teacher as an observer. It is concluded that, if early childhood educators intend to follow the NAEYC guidelines, they will be behaving very much like Montessori teachers. (RH)
Language: English
Published: Washington, D.C.: NAEYC, Nov 14, 1986
Pages: 12
Book
Early Childhood Education in Nigeria: Proceedings of the International Seminar on Early Childhood Education, Zaria, 4-8 July, 1983
Africa, Nigeria, Sub-Saharan Africa, West Africa
See More
Abstract/Notes: Proceedings of the Internationa Seminar on Early Childhood Education, held in Zaria [Nigeria], 4-8 July, 1983. "Organised by the Institute of Education, Ahmadu Bello University in Collaboration with the London Montessori Institute"--Title page verso. Early childhood education at the crossroads in Nigeria / Emmanuel U. Emovon (17 p.). -- Montessori philosophy in early childhood education / Sandra Nash Petrek (22 p.). -- Cultural roots of the child's moral and intellectual growth in Africa / Etim N. E. Udoh (40 p.). -- Implications of Piagetan theory to elementary education in Nigeria / O. M. Onibokun (24 p.). -- Headstart : assumptions and curriculum models--what relevance for Nigeria? / Eileen B. Wilson (20 p.). -- Classroom pedagogy: a case for the development of critical thinking / Rodney Burton (32 p.). -- Childhood education in Nigeria: A study of Ilorin schools / S. O. Medahunsi (32 p.). -- Day in a pre-school: A Nigerian experience / Kathleen Kano (20 p.). Early childhood education in two cultures: The U.S.A. and the Jamaican experience / Anne Lou Blevins (45 p.). -- Traditional factors in African education / D. O. Adewoye (27 p.). -- Moral development in the child through Christian education / J Idowu-Fearon (18 p.). -- Educating the teachers of children / Grace Alele Williams (19 p.). -- Child, the teacher and the classroom with relation to nursery education / Fola A. Fagbohun (16 p.). -- Child's socialization in Islam / Zainab Said Kabir (31 p.). -- Environment and the education of the child / J. M. Ibiwoye (24 p.). -- Environment and the education of the child / A. B. Ayanniyi (15 p.). -- Bilingualism in early childhood education in Nigeria: Problems and possibilities / Theresa T. Imasuen (15 p.). -- Comparative study of the role expectations of children's needs in the Carribean and Nigeria / S. U. Compton-Adegbite (15 p.). -- Teacher and the child with special educational needs / Karen Odock (13 p.). -- Special education for pre-primary children: Intervention and remediation / C. A. Sam (26 p.). -- Theory and practice of educating maladjusted children in Nigeria / J. A. Shindi (18 p.). -- Children with special educational needs: The case of bilingual children / R. A. Chijioke (30 p.).
Language: English
Published: Zaria, Nigeria: Institute of Education, Ahmadu Bello University, 1983
Article
Analysis of Montessori Sensory Education and the Math Education Content Commonly Included in the National Curriculum / 몬테소리 감각교구와 국가수준 유아수학교육 내용 비교 연구
Available from: Kyobo Book (South Korea)
Publication: 유아교육·보육복지연구 [Journal of Early Childhood Education & Educare Welfare], vol. 14, no. 3
Date: 2010
Pages: 49-69
See More
Abstract/Notes: The purpose of this study is to analysis of Montessori sensory education and the math education content commonly included in the national curriculum. The study is based on the theoretical ground that diverse, specific and systematic activities and teaching tools would help efficient teaching of abstract math concepts to young children considering their developmental characteristics. First, the math education content commonly included in the national curriculum(2007 Kindergarten Curriculum and Standard Childcare Curriculum) was analyzed and then used as reference in determining the amount of math education content included in Montessori sensory education. According to this study, even though Montessori sensory education demonstrated limited relevance to number and arithmetics, all other math content was sufficiently addressed. Therefore, the use of Montessori sensory education could be considered an efficient approach to enhancing basic math ability of young children. / 본 연구는 몬테소리 감각교구가 국가수준 교육과정에서 다루고 있는 유아 수학교육 내용을 어느 정도 다루고 있는지 비교함으로써, 유아의 수학적 기초 능력 향상을 위해 몬테소리 감각교구를 활용하기 위한 기초자료를 마련하는 데 그 목적이 있다. 이를 위해 2007년 유치원 교육과정 및 표준보육과정에서 공통적으로 다루고 있는 수학교육내용(수와 연산, 기하, 측정, 규칙성, 자료의 분석)에 따라 몬테소리 감각교구를 분석하였다. 본 연구 결과 몬테소리 감각교구는 수학교육 내용 중 수와 연산과는 비교적 관련성이 적었으나 모든 감각교구가 수학교육 내용을 충분히 다루고 있었다. 따라서 유아의 수학적 기초 능력 향상을 위한 방안으로 몬테소리 감각교구를 활용할 수 있다고 사료된다.
Language: Korean
ISSN: 2288-4467
Book
Montessori Strategies for Children with Learning Differences: The MACAR Model (Montessori Applied to Children At Risk)
Children with disabilities, Inclusive education, Learning disabilities, Montessori method of education
See More
Language: English
Published: Santa Rosa, California: Parent Child Press, 2019
ISBN: 978-0-939195-62-6 978-0-939195-63-3
Article
Kinder lernen auch von Kindern: zur Jahrgangsmischung an Montessori-Schulen [Children also learn from children: for a mixed-age group in Montessori schools]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 37, no. 1
Date: 1999
Pages: 20-27
Montessori method of education, Nongraded schools
See More
Language: German
ISSN: 0944-2537
Doctoral Dissertation (Ed.D.)
Hybrid Montessori Education: Teacher Reflections on the Care and Education of Under-Served Black Children
Available from: DePaul University - Digital Commons
African American children, Americas, Culturally responsive teaching, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, North America, Public Montessori, Social justice, United States of America
See More
Abstract/Notes: This qualitative case study explores how Montessori educators in a public charter Montessori school experience Montessori education for low-income Black children. Using the methodology of a qualitative intrinsic case study, semi-structured interviews were conducted with eighteducators (six teachers and two administrators). The participants are diverse in terms of age (26 to 54), race (three white, six African American), gender (two male and six female) and educational experience (2–25 years teaching). Education for Black children in the United States recounts histories of exclusion and segregation. Montessori education for children in the U.S. over the past 100 years shows a progression from exclusivity to inclusivity with the modern push for Montessori in the public sector. Neoliberal education reform is an important context to consider in the reproduction of injustice in American schools. This study’s findings show that participants are responding to this injustice. Negotiating tension, these educators draw onMontessori philosophy, culturally responsive teaching practices, and the tenets of an education for social justice to meet the unique needs of students who are impacted by trauma, inequity, and structural racism. Blending educational traditions to become more responsive to the conditions created by oppressive constructs has created a path through the tension. Prospect Montessori educators enact a hybrid Montessori program that focuses on relationships, communication, and social/emotional learning. This study’s educational implications stem from a call for Montessorieducation to examine its relevancy for under-served Black students.Keywords: Montessori, Neoliberal education reform, culturally responsive teaching, socialjustice
Language: English
Published: Chicago, Illinois, 2022
Article
Helpful Hints: Information for Parents of Children Who Are Beginning Elementary for the First Time
Publication: The National Montessori Reporter
Date: 1991
Pages: 15
See More
Language: English
Conference Paper
Poised for success - Building character and citizenship for children
See More
Language: English
Published: Boston, Massachusetts: AMI-USA, 2000
Pages: 68-74