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565 results

Article

Private Speech in Two Preschools: Significance of Open-Ended Activities and Make-Believe Play for Verbal Self-Regulation

Available from: ScienceDirect

Publication: Early Childhood Research Quarterly, vol. 13, no. 4

Pages: 637–658

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Abstract/Notes: Contextual influences on private speech were examined in two preschools differing in the learning environments they provide for children. Observations of 3- to 5-year-olds were made during free-choice periods in a Montessori and a traditional (play-oriented) program. Consistent with Vygotsky's theory that make-believe play serves as a vital context for the development of self-regulation, the incidence of private speech was much higher during open-ended activities, especially fantasy play, that require children to determine the goal of the task, than during closed-ended tasks with predetermined goals. In line with previous research, the more direct involvement, or external regulation, teachers displayed, the lower the rate of children's private speech. In addition, transitions (as opposed to involvement in activities) were linked to reduced private speech, whereas engagement with peers, in the form of associative play, predicted greater self-directed language. Diminished make-believe play, greater teacher direct involvement, and heightened time spent in transitions largely accounted for the lower incidence of private speech in the Montessori compared with the traditional preschool. Contextual factors also contributed to a drop in private speech at age 5. Implications for fostering children's verbal self-regulation during early childhood are considered.

Language: English

DOI: 10.1016/S0885-2006(99)80065-9

ISSN: 0885-2006, 1873-7706

Article

Montessori in the Public Schools

Publication: AMI/USA News, vol. 7, no. 2

Pages: 3–5

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Abstract/Notes: with sidebar, "Montessori in the Public Schools

Language: English

Conference Paper

Age Segregation in Schools

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Abstract/Notes: Evidence from ethnology, anthropology, and educational history and research indicates that age segregation is neither necessary nor natural. An examination of primate and simple human societies suggests that rigid assumptions about age segregation of the young is a recent departure from social patterns existing for millions of years. The researcher summarizes the findings of 27 empirical studies in multiage grouping in elementary schools conducted between 1948 and 1981 in the United States and Canada: multiage grouping has no consistent relationship with academic achievement, and multiage grouping has a generally benign effect on social and emotional development. Naturalistic and observational studies on companionship outside the classroom provide further evidence on the importance of cross-age grouping. The general pattern that emerges from these studies is one of increased competition and aggression within same-age groups and increased harmony and nurturance within more natural

Language: English

Article

Montessori Head Start National Clearinghouse Slated [Marotta Montessori Schools of Cleveland, Ohio]

Available from: ERIC

Publication: MPSC Update [Montessori Public School Consortium (Cleveland, OH)], vol. 2, no. 1

Pages: 2

Americas, Montessori schools, North America, United States of America

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Language: English

Bachelor's Thesis

Specialpedagogik i Montessoriskolan: En komparativ fallstudie vid två montessoriskolor [Special education in the Montessori school: A comparative case study at two Montessori schools]

Available from: DiVA Portal

Children with disabilities, Europe, Inclusive education, Montessori method of education, Montessori schools, Northern Europe, Scandinavia, Special education, Sweden

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Abstract/Notes: Uppsatsen är ett examensarbete inom kursen Praxis, forskning och utvecklingsarbete. Det valda problemområdet är: Specialpedagogik i montessoriskolan. Forskningsansatsen är inspirerad av en socialko ...

Language: Swedish

Published: Stockholm, Sweden, 2008

Book

Standard Operating Procedure for a Montessori School: A Guideline for Operating Montessori Schools

Americas, Classroom environment, Montessori method of education, Montessori schools, North America, Prepared environment, United States of America

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Language: English

Published: New York: American Montessori Society, 1971

Edition: 5th ed.

Article

Where Are the Schools?

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 8, no. 2

Pages: 15-17

Public Montessori

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Abstract/Notes: Number of Montessori schools in the USA by state.

Language: English

Article

Maria Montessori’s Pedagogy and Small Schools. The Montessori Educational Method Within the Multi-Classes

Available from: Università di Bologna

Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 16, no. 2

Pages: 77-92

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Abstract/Notes: The pedagogical thought of Maria Montessori supports the multi-class as it is able to respect and care for the natural interests of children. From a series of interviews with the teachers of the multi-classes of some public schools in the upper Caserta area, it emerged how Montessori pedagogy offers valid and effective suggestions for teaching in the multi-classes. In particular, didactic continuity, heterogeneity, the teacher-director and the learner-actor, time management, reciprocal teaching represent the salient points of the Method embodied in the multi-classes.

Language: English

DOI: 10.6092/issn.1970-2221/12193

ISSN: 1970-2221

Book Section

Montessori in Chennai Corporation Schools

Book Title: PPP Paradox: Promise and Perils of Public-Private Partnership in Education

Pages: 94-122

Asia, India, Public Montessori, South Asia

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Abstract/Notes: Public–private partnerships have been in use for a long time, and in many countries, to build roads and bridges, clean rivers, and manage waste. In the last two decades, they have slowly begun to make their presence felt in the field of public education. Several countries, including the United States and India, have recently enacted laws that include partnerships with private entities as a vehicle for education reform. This book discusses a swathe of PPPs in education and assesses their approach and contribution to genuine school change. This broad and even-handed survey of a variety of policy positions is followed by specific accounts of reform efforts in two case studies―one from a partnership in middle-school change in curriculum and instruction that took place in the state of Michigan in the United States, and the other from a partnership to bring Montessori education to government-run schools in Chennai, a large Indian city.

Language: English

Published: New Delhi, India: SAGE India, 2013

ISBN: 978-81-321-1128-3

Article

Reports from the Field: The MPSC Directory of Montessori Public Schools

Publication: MPSC Update [Montessori Public School Consortium (Cleveland, OH)], vol. 3, no. 1

Pages: 2

Americas, Montessori schools, North America, United States of America

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Language: English

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