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Article
HHCDA [Ho-Chunk Housing and Community Development Agency] Wins Grant for Childcare Center in Black River Fall
Publication: Hocak Worak, vol. 23, no. 1
Date: Jan 16, 2009
Pages: 3
Americas, Indigenous communities, Indigenous peoples, North America, United States of America
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Language: English
Article
An Examination of the Psychological Resilience of Preschool Children with and Without Montessori Education
Available from: Wiley Online Library
Publication: Review of Education, vol. 12, no. 2
Date: Apr 20, 2024
Pages: e3471
Asia, Comparative education, Educational methods, Emotions in children, Middle East, Montessori method of education - Criticism, interpretation, etc., Social emotional learning, Turkey, Western Asia
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Abstract/Notes: This study aims to compare the psychological resilience of children who receive Montessori education with those who do not receive Montessori education(the group attends a school where education is provided according to the Preschool Education Programme of the Ministry of National Education). The study used the Relational Scanning Model Comparison Types to compare the psychological resilience of children who received Montessori education with those who did not. The research involved 99 children aged 3–6 years who received regular preschool and Montessori education during the 2021–2022 academic year. It is reported that no developmental or neurological defects were observed in any of the participants. The study group comprised 50 children aged 3–6 years from a private kindergarten affiliated with National Education in Nilüfer district and 49 children aged 3–6 years from a private Montessori kindergarten in Nilüfer district. According to the study, children who received Montessori education demonstrated comparatively higher levels of psychological resilience than those who did not receive Montessori education. It has been observed that there exists a weak but meaningful correlation between the psychological resilience of children and their social relationships/social performance, particularly in those who have received Montessori education for an extended duration. As a result, it can be inferred that Montessori education positively impacts children's psychological resilience.
Language: English
DOI: 10.1002/rev3.3471
ISSN: 2049-6613
Article
Practical Life for the Older Children in the Casa
Available from: ERIC
Publication: NAMTA Journal, vol. 38, no. 2
Date: 2013
Pages: 57-65
Handicraft, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Polli Soholt writes about advanced practical life and demonstrates that adding more challenge and complexity for older children leads to more social cooperation. Activities such as washing dishes, polishing, sewing, and food preparation take the child beyond the need to refine basic skills. The older primary children find more reality in tasks such as bringing sewing from home and using math to double recipes for baking projects. This advanced work of the hands enhances the whole community.
Language: English
ISSN: 1522-9734
Article
Spring and Children's Writing
Publication: Montessori International, vol. 74
Date: Jan 2005
Pages: 40–42
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Language: English
ISSN: 1470-8647
Book Section
Die Glarner Montessori-Kinderhäuser [The Montessori Children's Homes in Glarus]
Book Title: Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]
Pages: 99-106
Amalie Leuzinger-Schuler - Biographic sources, Europe, Montessori method of education, Montessori schools, Switzerland, Western Europe
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Language: German
Published: Bern, Switzerland: Haupt Verlag, 2007
Edition: 1st edition
ISBN: 978-3-258-07092-6
Book
The Myth of the Nonmathematical Child
Claude Albert Claremont - Writings
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Language: English
Published: London, England: [s.n.], 1955
Article
Reviews: Around the Child
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Around the Child, vol. 10
Date: 1965-1966
Pages: 139-142
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Language: English
ISSN: 0571-1142
Doctoral Dissertation (Ph.D.)
Early Childhood Inclusion in a Public Montessori School: Access, Participation, and Supports
Available from: University of Illinois - IDEALS
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Abstract/Notes: High-quality early childhood inclusion consists of providing access, participation, and supports to young children with disabilities (DEC/NAEYC, 2009). This case study examines how a public Montessori school provides early childhood inclusion to three, four, and five year olds with disabilities. Through interviews with Montessori teachers and administrators, classroom observations, and the administration of the Inclusive Classroom Profile (Soukakou, 2010), a number of supports and barriers to inclusion were identified. Supports included Montessori-unique practices, such as peer supports and multi-age classrooms which supported inclusion, and recommended practices in early childhood special education, such as teaming among professionals and offering accommodations and modifications. Barriers included restrictive systems-level special education policies.
Language: English
Published: Urbana-Champaign, Illinois, 2015
Article
Help the Child Build a Better Tomorrow
Publication: Montessori Australia eArticle, vol. 2009, no. 2
Date: 2009
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Language: English
Article
Teacher-Child-Parent-Relationships
Publication: The National Montessori Reporter, vol. 5, no. 5
Date: Dec 1981
Pages: 13
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Language: English