Language: English

ISSN: 1071-6246

Language: English

ISSN: 0010-700X

Language: English

ISSN: 0010-700X

Language: English

DOI: 10.1086/442839

ISSN: 0036-6773

Abstract/Notes: Early childhood education in North America is currently in a state of flux. While Piagetian approaches to early childhood education curricula seem to predominate in North America today, some of the influences of the other paradigms discussed below are still in evidence. The idea of nurturing children as well as educating them has endured, even with the new cognitive focus. The concept of curricula appropriate to a child’s developmental level, first introduced by Froebel, has remained an important idea. The Montessori method has enjoyed a renaissance in North America, and specially designed curricula for the disabled has been re-established as the norm, after Itard’s and Seguin’s pioneering examples. Yet, new issues in early childhood education have arisen in North America. There is a great debate on the effects of day care, the changing family, the possibility of “hurried children”, and the role of state support in a “universal” child care system. The recent Report of the task force on child care in Canada reviewed many of these issues, and used data on child care arrangements in a number of European countries compared to canada and the United States in much of its discussion. It is not surprising, given the history of models of child care which have come from Europe to North America, that North Americans are once again looking across the Atlantic for fresh ideas.

Language: English

DOI: 10.1007/BF03176578

ISSN: 0020-7187, 1878-4658

Abstract/Notes: Montessori constituiu, em 1907, em Roma, uma escola pública para crianças em situação de risco, a Casa dei Bambini, que difundida transnacionalmente configurou práticas e pensamento educacional inovadores. O objeto desta narrativa historiográfica foi estudar a institucionalização do Método Montessori no Brasil, problematizando a sua forma de apropriação e identificando por que o método é relacionado principalmente ao uso de materiais didáticos específicos e de mobiliário adequado ao tamanho das crianças. Foi constatado que a primeira escola montessoriana no Brasil atendeu ao público infantil, em São Paulo, no ano de 1915, num investimento particular de Ciridião Buarque e Mary Buarque. Esta pedagogia se irradiou por intermédio das apropriações realizadas pelos docentes da Escola Normal da Praça, e da legislação que indicava o uso de materiais didáticos de Montessori e de Froebel, mas de forma desarticulada de tais princípios pedagógicos. Evidências da utilização do Método Montessori em perspectiva não restrita ao uso de materiais didáticos foram encontradas nos programas infantis radiofônicos.

Language: Portuguese

DOI: 10.5216/ia.v43i3.50764

ISSN: 1981-8416

Abstract/Notes: This article is reprinted in: "Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives" (edited by John P. Chattin-McNichols).

Language: English

ISSN: 0029-4519

Abstract/Notes: There are more than 22,000 Montessori schools in over 100 countries worldwide. Beginning in the 1950s the American Montessori movement was primarily a private pre-school movement. There are more than 5,000 schools in the United States; over 500 of these are public. Montessori schools are an increasingly popular choice in the U.S. for public school districts looking to improve their educational outcomes. Predominantly Black Institutions (PBIs) can play a pivotal role by integrating Montessori education within their teacher preparation programs. As the demand for Montessori education increases there will be a need for more highly-qualified, culturally and linguistically diverse teachers who have the appropriate credentials and can implement the Montessori approach. Scientific research confirms that children who attend Montessori schools are advantaged academically, socially and emotionally. Communities such as Milwaukee and Chicago are now implementing Montessori education through public schools as part of school reform efforts making the educational approach more accessible to African American children.

Language: English

DOI: 10.1515/mlt-2017-0007

ISSN: 2161-2412

Abstract/Notes: Montessori programs are expanding in public schools, serving a large proportion of African American students. Although recent Montessori research has focused on diverse public school populations, few studies have examined outcomes for African American students at the lower elementary level. This quasi-experimental study compares reading and math achievement for African American third grade students in public Montessori and other magnet schools in a large, urban district in North Carolina. Scores from end-of-grade state tests of reading and math are compared using a multivariate analysis of covariance. No significant difference in math scores was identified, but students in Montessori schools scored significantly higher in reading. This suggests that Montessori lower elementary instruction may be beneficial for African American students.

Language: English

DOI: 10.7709/jnegroeducation.86.4.0439

ISSN: 0022-2984, 2167-6437

Language: English

ISSN: 0022-0574, 2515-5741