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Article
Introduction to 'Keys to the World: The Second Plane of Education'
Publication: NAMTA Journal, vol. 29, no. 1
Date: 2004
Pages: 113-117
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Elementary Key Lessons Cultivating Internationalism and Peace
Publication: NAMTA Journal, vol. 35, no. 3
Date: 2010
Pages: 59–86
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
The Key Lessons of the Third Adolescent Colloquium
Publication: NAMTA Journal, vol. 31, no. 1
Date: 2006
Pages: 1–25
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
The Key to the Universe: Chemistry Impressions During the Elementary Years
Publication: NAMTA Journal, vol. 34, no. 3
Date: 2009
Pages: 227-242
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Toward Key Experiences for the Adolescent
Publication: NAMTA Journal, vol. 20, no. 1
Date: Winter 1995
Pages: 120-136
Adolescents, Cognitive development, Early childhood education, Language acquisition, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals, Self-esteem in children
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Abstract/Notes: Compares the educational needs of young children and adolescents in relation to movement, work attitudes, psychic development, and language development, emphasizing the prepared environment of the Montessori approach. Also examines the importance of valorization, normalization, and key experiences in the education of adolescents.
Language: English
ISSN: 1522-9734
Article
Practical Life: The Keystone of Life, Culture, and Community
Available from: ERIC
Publication: NAMTA Journal, vol. 38, no. 2
Date: 2013
Pages: 47-54
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Uma Ramani's characterization of practical life is philosophical and anthropological, suggesting that "human history is the story of the evolution of our practical life activities." Practical life is a collaborative activity that creates community and culture. One's adaptation to life through the daily work of ordering our environment lends meaning to all learning and to living a good life. [This article is based on a talk presented at the NAMTA conference titled "Whole School Practical Life: A Comprehensive View of Community, the Intelligence, and the Hand," Dallas, TX, January 17-20, 2013.]
Language: English
ISSN: 1522-9734
Article
Nature and Embodied Education: A Key Role for Montessori Research
Publication: NAMTA Journal, vol. 31, no. 3
Date: 2006
Pages: 9–42
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Keys to Global Understanding: The Role of the Primary Environment
Publication: NAMTA Journal, vol. 35, no. 3
Date: 2010
Pages: 59-86
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Book
Maria Montessori: A Critical Introduction to Key Themes and Debates
Available from: Bloomsbury
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Abstract/Notes: Maria Montessori considers the origins of Montessori education, examines the key themes of this philosophy of education and explores the relevance of Montessori practices today. Montessori students aged 3-18 study in a stress-free environment with no timetables, no examinations and no homework and yet they are empowered, independent and self-disciplined learners. The curriculum follows the interests of individual children and Montessori educators focus on the development of the whole child, promoting happiness and wellbeing. Marion O'Donnell explores the key aspects of Montessori education: child development; the learning environment; the role of the teacher; the role of the learner and parental involvement. Within each key aspect, Marion considers the implications for Montessori education, the views of critics and supporters, the implications for education today and the implications for research. Each aspect is considered within an international context, drawing on research and practice in Europe, the USA, South America, Australia and Asia.
Language: English
Published: New York, New York: Bloomsbury, 2013
ISBN: 978-1-4411-7265-5
Doctoral Dissertation
The Roots and Legacies of Four Key Women Pioneers in Early Childhood Education: A Theorectical and Philosophical Discussion
Available from: British Library - EthOS
Margaret McMillan - Biographic sources, Maria Montessori - Biographic sources, Rachel McMillan - Biographic sources, Susan Isaacs - Biographic sources
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Abstract/Notes: Philosophical, theoretical and scientific interest in early childhood has a very long history. The idea that the early years are the foundation of children's long term prospects is one of the most ancient, enduring and influencing themes shaping early childhood policy and provision today. The motivation and purpose for this study stems from a desire to de-familiarise that which is already known in order to reflect upon, and identify new understandings of early childhood education in relation to universal values and beliefs concerning young children's learning and development. Using an interpretative paradigm, which Habermas (1984, p.109) would describe as a "double hermeneutic" as the process involves striving to re- interpret the already interpreted world, I argue that the principles, practices and provision of early childhood education in the United Kingdom today have strong roots in the innovative pedagogies of four influential women of the 19th and 20th century: Margaret and Rachel McMillan, Maria Montessori and Susan Isaacs. This study adopts a historical stance and firstly examines how early childhood education began through exploring and reflecting upon the early philosophers of the past whose ideas, values and beliefs were influential in shaping the key women pioneers' thinking. The study then moves on to examines the roots and legacies of the four women and the contribution they each made to early childhood education today. The contribution of my thesis to current knowledge and understanding of early childhood education lies firstly in the way I have synthesised the lives and work of the four women who form the focus of this thesis and secondly, in my demonstration of the way much of what constitutes effective early childhood provision has been shaped through the course of history.
Language: English
Published: Sheffield, England, 2011