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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
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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
Report
Nongraded Primary Programs: Possibilities for Improving Practice for Teachers. Practitioner Brief Number 4
Available from: ERIC
Classroom environments, Nongraded schools
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Abstract/Notes: In nongraded, multi-age classrooms, children have the opportunity to learn a great deal from their more proficient classmates. Children in multi-age, nongraded programs often learn that children differ, and they learn to assist each other in productive ways. The organizational scheme has the potential to remove much of the competition of traditionally graded classrooms and, for many children, the stigma of being "behind." Researchers in the Center for Research on Education, Diversity, and Excellence (CREDE) project "Appalachian Children's Academic and Social Development at Home and in Nongraded Primary Schools: Model Programs for Children of Poverty" have studied the implementation and effects of nongraded primary programs on rural and urban children of Appalachian descent in Kentucky, where a statewide, nongraded primary program has been implemented in various forms since 1990. In this practitioner brief, the authors share responses and recommendations from administrators and practitioners in the study.
Language: English
Published: Santa Cruz, California, Apr 2002
Article
Mathematics Learning Media and the Need for Montessori Media Development for Students with Mild Mental Retardation in Class IV at SLB Makassar City
Available from: Atlantis Press
Publication: Advances in Social Science, Education and Humanities Research, vol. 657
Date: 2022
Pages: 113-117
Asia, Australasia, Children with disabilities, Developmentally disabled children, Indonesia, Mathematics education, Montessori method of education, Southeast Asia
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Abstract/Notes: This research is motivated by problems in children with mild mental retardation 4th graders at SLB Makassar city who still do not understand basic mathematical concepts in calculating addition. This study aims to determine the needs of mathematics learning media to find out the learning media used in SLB Makassar and to find out the need for learning media based on the montessori method. This study uses a descriptive qualitative approach. Subjects studied in this study are 10 teachers who teach in several special schools in Makassar. The data collection technique used is a questionnaire with nine questions. This study uses a qualitative descriptive analysis technique. The results showed that the learning media used in schools still using 2D and 3D Montessori media and still requires Montessori-based media to be innovated and developed. So, can be concluded that the need for the development of learning media with media more modern, more interesting and keep up with technological developments and implemented with fun games and cognitively stimulating mild mentally retarded class IV students. Appears to be from a special issue of the journal dedicated to the, "International Seminar on Innovative and Creative Guidance and Counseling Service (ICGCS 2021)."
Language: English
DOI: 10.2991/assehr.k.220405.020
ISSN: 2352-5398
Article
Montessori Method and Universal Design for Learning: Two Methodologies in Conjunction for Inclusive Early Childhood Education
Available from: Università di Bologna
Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 16, no. 2
Date: 2021
Pages: 105-116
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Abstract/Notes: The main aim of this study is to examine the features of two methods, the Montessori Method and the method based on the principles of Universal Design for Learning, in order to highlight the common characteristics of both and their possible application in inclusive early childhood education. The curriculum represents the formative path for a child’s learning from the perspective of didactical content and educational organization. A curriculum becomes inclusive when all children’s needs are addressed, not only as a group, but also as individual learners. Both the Montessori Method and Universal Design for Learning respect the unique characteristics, learning preferences and true potential of each individual child.
Language: English
DOI: 10.6092/issn.1970-2221/12194
ISSN: 1970-2221
Article
Striving for Coherence, Struggling With Incoherence: A Comparative Study of Six Educational Systems Organizing for Instruction
Available from: SAGE Journals
Publication: Educational Evaluation and Policy Analysis, vol. 44, no. 4
Date: May 23, 2022
Pages: 567-592
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Abstract/Notes: This article examines how leaders in public, private, and hybrid educational systems manage competing pressures in their institutional environments. Across all systems, leaders responded to system-specific puzzles by (re)building systemwide educational infrastructures to support instructional coherence and framed these efforts as rooted in concerns about pragmatic organizational legitimacy. These efforts surfaced several challenges related to educational equity; leaders framed their responses to these challenges as tied to both pragmatic and moral organizational legitimacy. To address these challenges, leaders turned to an array of disparate government and nongovernment organizations in their institutional environments to procure and coordinate essential resources. Thus, the press for instructional coherence reinforced their reliance on an incoherent institutional environment.
Language: English
DOI: 10.3102/01623737221093382
ISSN: 0162-3737
Web Page
A Public School Makes The Case For ‘Montessori For All’
Americas, North America, Public Montessori, United States of America
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Abstract/Notes: A Title I public school in rural South Carolina is proving that Montessori education can work well anywhere.
Language: English
Published: Apr 25, 2019
Article
PROTOCOL: Montessori Education for Improving Academic and Social/Behavioral Outcomes for Elementary Students
Available from: Wiley Online Library
Publication: Campbell Systematic Reviews, vol. 12, no. 1
Date: 2016
Pages: 1-32
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Abstract/Notes: The purpose of this review is to investigate, via a quantitative meta‐analysis, the hypothesis that the Montessori method is at least as effective as traditional education in affecting academic and social outcomes for children. The proposed meta‐analysis is completed with the intention to help the public, as well as the research community, make more informed and empirically sound decisions regarding Montessori education by collecting, codifying, synthesizing, and disseminating the current empirical research.
Language: English
DOI: 10.1002/CL2.152
ISSN: 1891-1803
Book Section
Miljöns betydelse för lusten att lära: några lärares tankar om den förberedda miljön inom montessoripedagogiken [The importance of the environment for the desire to learn: some teachers' thoughts on the prepared environment in Montessori pedagogy]
Available from: Malmo University
Book Title: Barns villkor i cirkelform: forskningscirkel om barndom, lärande, ämnesdidaktik [Children's conditions in a circular form: research circle on childhood, learning, subject didactics]
Pages: 12-50
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Abstract/Notes: En intervjustudie av Bodil Cronquist, handlar om montessoriverksamheten och det som kallas den ”förberedda miljön” i montessoripedagogiken. [An interview study by Bodil Cronquist, is about the Montessori activities and what is called the "prepared environment" in Montessori pedagogy.]
Language: Swedish
Published: Malmö, Sweden: Malmö högskola, 2014
ISBN: 978-91-7104-449-5
Series: Rapporter om utbildning , 2
Article
Supportive Indoor Environments for Functional Play in ECEC Institutions: A Strategy for Promoting Well-Being and Physical Activity?
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 191, no. 6
Date: 2021
Pages: 1-12
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Abstract/Notes: The physical environment in Early Childhood Education and Care (ECEC) institutions provide children with possibilities for play. This study describes a physical environmental intervention aiming to increase the possibilities for functional play in the indoor environment, and its influence on children’s well-being and physical activity. The intervention involved the establishment of a tumbling space with soft surfaces, mats and big construction materials. The sample consists of video observations of 65 children’s free play in seven ECEC institutions at two data points. Multilevel regression analysis indicates that children’s physical activity and functional play is strongly related to the use of a tumbling space, and that the intervention group had a higher increase in functional play following the intervention compared to the control group. The impact of the tumbling space on well-being is limited. The results indicate that targeting children’s possibilities for functional play may be beneficial form a health promotion standpoint.
Language: English
DOI: 10.1080/03004430.2019.1651305
ISSN: 0300-4430, 1476-8275
Article
Exploring Montessori Programs for the Middle School Years: Athens [GA] Montessori Middle School: A Place for the Adolescent
Publication: Tomorrow's Child, vol. 11, no. 4
Date: 2003
Pages: 5–7
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Language: English
ISSN: 1071-6246