Language: English

Abstract/Notes: Examines how the Montessori mathematics curriculum moves children from the concrete to the abstract.

Runtime: 18 minutes

Language: English

Published: Yellow Springs, Ohio, 2002

Abstract/Notes: This program demonstrates 20 Montessori methods in the area of language arts.

Runtime: 30 minutes

Language: English

Published: Yellow Springs, Ohio, 2003

Language: English

Published: Portsmouth, New Hampshire: Heinemann, 1992

ISBN: 0-435-08709-6 978-0-435-08709-8

Abstract/Notes: This sourcebook contains articles, resources, and sample teaching materials to assist practitioners implementing developmentally appropriate practices in the classroom. The first six parts of the sourcebook contain reprints of more than 40 journal articles, topical bibliographies and resource lists, and sample teaching materials. The topics of these first six parts are: (1) early childhood and developmental education; (2) educational reform; (3) learning styles and needs; (4) multiage practices; (5) integrated language arts; and (6) assessment. Part 7 contains a variety of resources, including a bibliography of whole language professional books containing over 280 items; a 79-item bibliography on poetry; and lists of publications and special interest groups, materials suppliers, videos, book publishers, children's magazines, and sources of songs and stories.

Language: English

Published: Peterborough, New Hampshire: Society for Developmental Education, 1993

ISBN: 0-9627389-4-8 978-0-9627389-4-4

Abstract/Notes: This research involved observing children in two programs, Montessori and play-oriented program, in order to determine the extent of children's opportunity to develop competency according to their choice of activities and to identify which program provided more appropriate activities for Thai children. The results showed that children in a play-oriented program had more opportunity to develop competency in language, social science, motor skill, eye-hand coordination, shape and size recognition and discrimination, creativity, problem solving, and imagination than did children in a Montessori program. However, children in a Montessori program had more opportunity to develop competency in mathematics and science than did children in a play-oriented program. Thus, it would be necessary to combine activities from both programs in the Thai curriculum.

Language: English

Published: Denton, Texas, 1991

Abstract/Notes: The Ontario Human Rights Commission's inquiry into how reading (an essential human right) is taught in Ontario schools revealed that Ontario’s public education system is “failing students...by not using evidence-based approaches to teach them to read.” This thesis aimed to address this failure by proposing Montessori language curriculum as a viable alternative to the current (ineffective) practices. The validity of both the new Ontario language curriculum and the Montessori language curriculum were assessed through the use of The Reading League’s Curriculum Evaluation Guidelines (CEG) and their associated workbook. The Ontario language curriculum was found to be lacking, particularly in terms of its lack of clarity, and guidance with regards to practical implementation. The Montessori language curriculum on the other hand was found to meet or surpass the Ontario Human Rights Commission’s recommendations, and in a way that can tangibly be understood and implemented. In light of these findings, Ontario school boards should seriously consider adopting Montessori language curriculum, in whole or in part, to address the systemic reading crisis. All educational stakeholders have a role to play in safeguarding children’s right to read.

Language: English

Published: Tampere, Finland, 2024