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1523 results

Book

The imagination of early childhood education

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Language: English

Published: Westport: Bergin & Garvey, 1999

ISBN: 0-89789-594-0

Book

The Quality of Education and Care in Montessori Early Childhood Services

Available from: Social Wellbeing Agency (New Zealand Government)

Australasia, Australia and New Zealand, Montessori method of education - Criticism, interpretation, etc., New Zealand, Oceania

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Language: English

Published: Wellington, New Zealand: New Zealand, Education Review Office, 2007

ISBN: 978-0-478-30856-3 978-0-478-30857-0 978-0-478-30858-7

Thesis

Autism in Early Childhood Education Montessori Environments: Parents' and Teachers' Perspectives

Available from: Auckland University of Technology - Institutional Repository

Australasia, Australia and New Zealand, Autism, Autism in children, Children with disabilities, Montessori method of education, New Zealand, Oceania, Parent and child, Parent-teacher relationships, Special education, Teacher-student relationships

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Abstract/Notes: There is very little research about children with Autism in Montessori early childhood education in Aotearoa New Zealand. This study examined parents’ and teachers’ perspectives of children with Autism attending Montessori early childhood education environments. This thesis documents literature that explores and critiques Montessori philosophy and the teaching of children on the Autism spectrum. The purpose of this study was to gain insights into the Montessori teaching approach in early childhood education, as a supportive environment for children with Autism in the early years. However, I discovered that the Montessori environment is less than ideal if the teachers do not understand Autism Spectrum Disorder and do not make allowances for the symptoms that present themselves. It was my intention to explore the factors that complemented both Montessori and the support of children with Autism with an approach that is conducive to learning and encourages positive behavioural patterns. The findings revealed three main indicators being identified as important. These were social competence, language and communication, and individual interests and sensory implications. However, not all findings were positive. The parents all agreed that the teachers needed to be flexible and understanding in their approach, and many Montessori teachers are strict in their routine and are not prepared to sway from their teaching method to assist a child with Autism. This study suggests that Montessori early childhood teachers would benefit from professional development in the areas of including children with special needs, particularly Autism Spectrum Disorder, particularly in regards to understanding the unique characteristics of children with Autism and how they can effectively use the Montessori philosophy, equipment and prepared environment to support each child’s learning and development. Suggestions for future professional learning for Montessori teachers include the provision of professional development in including children with “special needs”, particularly Autism Spectrum Disorder for Montessori early childhood teachers. It is not only the Montessori philosophy and the prepared environment that supports the child with Autism, but the teacher’s awareness of the child’s needs and a willingness to be flexible in their approach.

Language: English

Published: Auckland, New Zealand, 2015

Master's Thesis

Breaking the Circle of One: Reflection in Montessori Early Childhood Centres in Aotearoa New Zealand

Available from: Victoria University of Wellington - Research Archive

Australasia, Australia and New Zealand, Early childhood care and education, Early childhood education, Montessori schools, New Zealand, Oceania

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Abstract/Notes: Little is currently known about how teachers in New Zealand Montessori early childhood centres reflect on Montessori philosophy and practice individually and collaboratively within teaching teams. The purpose of this research was to discover the current views about reflection on Montessori philosophy, the barriers teachers faced in reflecting and opportunities they identified for reflection. The impact that requirements for self review and teacher reflection have had on the approach taken to reflection, inquiry and professional learning by teachers in Montessori early childhood centres was also investigated. This research study used a mixed method case study and data was collected from teachers working in Montessori early childhood centres through semistructured interviews with three groups and an online survey of individual teachers. Participants placed high importance on reflection. However some participants were reluctant to critique Montessori philosophy; either because they viewed it as ‘valid’ or because they were concerned about being regarded as ‘heretical’ by other teachers. Participants felt safe raising questions within their teaching teams, but were more wary of debating and questioning philosophical issues with teachers in the wider Montessori community. Others regarded reflection as an opportunity to develop a shared understanding of Montessori philosophy and practice in their early childhood centre. Despite the participants’ perception that their team spent time reflecting on Montessori philosophy and relating this to daily teaching practice, it was still a challenge to make these reflective activities a priority in limited centre team meeting times. In addition, it appears that more support is needed to improve skills and knowledge about how the cyclical process of review or inquiry can engage with Montessori philosophy, inform centre philosophy, drive centre practice and improve outcomes for children. This study suggests that teachers would benefit from the creation of ‘safe spaces’ where they can engage with colleagues from their own or other Montessori early childhood centres in debate and discussion so that teaching practice becomes based on critical engagement with the underlying theoretical or philosophical principles of Montessori education.

Language: English

Published: Wellington, New Zealand, 2014

Book

Early Childhood Bilingualism in the Montessori Children's House: Guessable Context and the Planned Environment

Available from: ERIC

Bilingual education, Bilingualism, Language experience approach in education

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Abstract/Notes: The language immersion approach of the Intercultural Montessori School (Oak Park, Illinois) for children aged 2-6 years is described and discussed. An introductory section gives background information on early work with immersion by Maria Montessori, a personal experience leading to the school's establishment, and the response of language and education professionals, the public, and parents to the concept of preschool immersion. Subsequent sections discuss common patterns in the students' language learning experience at the school and the developmental stages the learners went through as the experiment progressed: pre-production; early production; speech emergence; and intermediate fluency. Anecdotal information about specific students and events are used for illustration. Observations about comprehensible input and the Montessori manipulables, whole language, and other instructional strategies are included. Specific recommendations are made for content and classroom procedures in early childhood immersion, based on this experience. The paper concludes with reflections on the potential of this environment for development of bilingualism.

Language: English

Published: Oak Park, Illinois: InterCultura Montessori School, 1997

Book Section

Discipline and Freedom in Early Childhood Education

Book Title: Disciplinarity: Functional Linguistic and Sociological Perspectives

Pages: 151-172

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Language: English

Published: New York: Continuum, 2011

Edition: 1st

ISBN: 978-1-4411-0885-2 978-1-4411-4281-8 978-1-4411-6924-2 978-1-4411-3180-5

Book

Montessori and Early Childhood: A Guide for Students

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Language: English

Published: London: Sage Pubications, 2010

Conference Paper

Matching Curriculum Standards to Your Montessori Early Childhood Program

AMS Conference

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Abstract/Notes: Early learning standards and formative assessments can feel overwhelming for Montessori teachers, principals, and parents. This practical session will offer a look at one school’s successful alignment document—with correlated assessments, class records, and parent reporting tools. You’ll also walk away with a simple road map for identifying a Montessori sequence and creating your own alignment document that preserves Montessori authenticity and addresses what to do with state standards that don’t “match” Montessori curriculum.

Language: English

Master's Thesis

Benefits and Challenges of Inclusion in an Early Childhood Montessori Classroom

Available from: Westminster College

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Abstract/Notes: This study indicates the benefits and challenges of inclusion in an early childhood Montessori classroom. The research has been significant due to limited resources on inclusion linked to Montessori education. This study was done in a private inclusive Montessori school in an early childhood classroom. Through observations, interviews and assessments, the results of inclusion in a Montessori setting were discovered. Meaningful relationships between peers and teachers are critical in the development of the child. The prepared environment is a unique feature of an inclusive Montessori environment that enables children to learn naturally by manipulating materials in the classroom with a hands-on approach. This engages academic success. It was also found that inclusion in a Montessori setting does not work effectively for every child with a disability. To have inclusion work successfully within this classroom environment, three teachers were mandatory: Two certified Montessori teachers and one special educator. This presents a challenge because the majority of schools cannot afford this luxury. Transitions, inconsistency and too much freedom are a challenge with inclusive Montessori education. However, inclusive Montessori education will benefit children in learning acceptance and respect for humanity. Further studies should be done on this topic with larger sample sizes, longer duration of time, various disabilities and different locations.

Language: English

Published: Salt Lake Ciy, Utah, 2014

Book

Early Childhood Education: Foundations for Lifelong Learning

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Language: English

Published: Bloomington, Indiana: Phi Delta Kappa, 1979

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