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Article
When Things Fall Apart . . .
Publication: Montessori Education, vol. 8, no. 5
Date: 1998
Pages: 42–43
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Abstract/Notes: Children and divorce
Language: English
ISSN: 1354-1498
Article
Planning with the Head as Well as the Heart
Publication: Montessori Education, vol. 8, no. 3
Date: Jun 1997
Pages: 30–31, 34
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Language: English
ISSN: 1354-1498
Article
What Should Art Look Like?
Publication: Montessori Education, vol. 7, no. 6
Date: Sep 1996
Pages: 40–41
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Language: English
ISSN: 1354-1498
Article
A Good Start to Life
Publication: Montessori Today (London), vol. 1, no. 2
Date: Mar/Apr 1988
Pages: 10-12
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Language: English
ISSN: 0952-8652
Article
When to Start Religious Education
Publication: The Catechesis of the Good Shepherd, vol. 2
Date: 1985
Pages: 9–11
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Language: English
Article
A Manger in the Heart of the City [Knoxville, Tennessee]
Publication: The Catechesis of the Good Shepherd, vol. 18
Date: 2003
Pages: 20–21
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Language: English
Article
Begin Simply, Simply Begin: Sustaining an Art Area in the Elementary Classroom
Publication: Montessori Life, vol. 8, no. 3
Date: 1996
Pages: 27–28
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Language: English
ISSN: 1054-0040
Article
Recognizing Sexually Abused Children through Their Stories, Artwork and Play
Publication: Montessori Matters
Date: 1988
Pages: 11–18
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Language: English
Article
Differentiating Language Arts in Belize
Available from: ERIC
Publication: Forum on Public Policy, vol. 5, no. 1
Date: 2009
Pages: 14 p.
Americas, Belize, Central America, Language arts, Latin America and the Caribbean, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History
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Abstract/Notes: There is limited amount of research that constitutes non-traditional curricula implemented within an institutionalized context of developing countries. An attempt is made in this project to gain a clearer understanding of a non-traditional early learning program within an orphanage campus setting of Ladyville, Belize, Central America. This program is supported through the Belizean Ministry of Education and the University of Belize. In 1996, a comprehensive literacy survey was conducted in Belize that indicated the functional literacy rate to be approximately 40 percent (Cornerstone, 2007). In addition, it is estimated within developing countries one person in four is illiterate (Terryn, 2006). Liberty Learning Centre (LLC) of Ladyville, Belize implemented non-traditional theoretical curricula reflecting the social-constructivist theory to early learning. The methodologies include: Pikler, Montessori and components of the Reggio Emilia philosophy. The staff of LLC discovered creative, innovative and strategic ways to differentiate traditional academic learning through a diverse non-traditional learning environment. Procedures: Responses from the administration, caregivers, teachers, staff and students were interpreted and documented through various means of audio/DVD/video recordings, photography, interviews and journals. In addition I used detailed anecdotal field notes that became pieces to the methodology for the project. Findings: Responses, thoughts, ideas and viewpoints were given by the administration, teachers, students and staff regarding the implementation of non-traditional curricula within an institutionalized and non-traditional learning environment of a developing country. Implication: An institutionalized and international socio-cultural perspective will extend early childhood education further through a qualitative ethnographic study in Belize. This project gives voice to the silent and voiceless.
Language: English
ISSN: 1556-763X, 1938-9809
Article
Toward an Understanding of the Child's Experience in a Montessori Early Head Start Program
Available from: Wiley Online Library
Publication: Infant Mental Health Journal, vol. 23, no. 1-2
Date: 2002
Pages: 197-212
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Abstract/Notes: This report documents the development of a multimethod approach to understanding program processes in a center-based Early Head Start program. The method, which combines teacher's ratings with participant observation and informal interviewing of families, offers an approach to understanding the experience of early childhood intervention from multiple perspectives. The focus of this article is on the use of data drawn from three case studies to illustrate one way of combining these two different orientations. We place this case-study approach within a larger framework of ways in which qualitative and quantitative data can be combined to better understand how programs are delivered and experienced by participating children and their families. ©2002 Michigan Association for Infant Mental Health.
Language: English
DOI: 10.1002/imhj.10012
ISSN: 1097-0355