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Master's Thesis
Assessment and Instructional Decision-Making in Montessori Early Childhood Classrooms
Available from: American Montessori Society
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Language: English
Published: Moraga, California, 2008
Article
Spirituality in Early Childhood Education
Available from: He Kupu
Publication: He Kupu - The Word, vol. 3, no. 5
Date: Nov 2014
Pages: 16-22
Australasia, Australia and New Zealand, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., New Zealand, Oceania, Spirituality, Waldorf method of education - Criticism, interpretation, etc.
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Abstract/Notes: Spirituality is an important dimension of the holistic development of young children, much like autonomy, resilience and responsibility. Unfortunately, it often remains as a forgotten area in early childhood education in many cultures (Zhang, 2012). Many people simply could not articulate the concept of spirituality concretely and some may confuse it with religion. Sokanovic and Muller (1999) pointed out that the definition of the term spirituality has little consensus of opinion throughout society, and has even, in specialised fields such as education, academia and religion sectors, various definitions. To explore the specific meaning of spirituality would be not only meaningful but of great significance for our understanding of the tenet of early childhood education and the national curriculum of New Zealand, Te Whāriki. Furthermore, spirituality is also a frequently discussed topic in many philosophies of early childhood education. For example, spiritual self or inner spirituality is recognised by Froebel and Pestalozzi (Froebel Web, 2014; Bruehlmeier, 2014), while spiritual development is further explored and integrated in teaching practices by Montessori and Steiner (Weinberg, 2009; Ullrich, 1994). Therefore, the task of this article is to try to define the term “spirituality” in the context of early childhood education, and explore spirituality as presented in the work of two early childhood theorists. Later, this article will also critically examine the aspect of spirituality in my own childhood education in China, and in relation to other contexts.
Language: English
ISSN: 1179 - 6812
Master's Thesis
The Impact of Montessori-Trained Early Childhood Assistants on Child Engagement in Licensed Montessori Centers
Available from: MINDS@UW River Falls
Early childhood care and education, Early childhood education, Montessori method of education, Teachers' assistants, Three-hour work cycle, Work periods
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Abstract/Notes: This study examined the impact of Montessori training provided to Assistants in authentic Montessori schools that are operating as licensed childcare centers. The study looked at correlations between the implementation of a Montessori specific training program for Assistants and how that impacted the active engagement of the children throughout the morning work cycle. The Lead Teacher in the participating classroom was asked to take a time sampling of the students' engagement levels every 30 minutes during the morning work cycle for a 2 week period of time. This quantitative analysis was completed to determine how many children were wandering, actively engaged, disengaged or actively disengaged in their work. After the data collection period ended, Assistants were given training that focused on the Montessori method and philosophy, classroom management, and feedback/expectations in their role. Post-training, the goal was to conduct another 2 week round of time sampling to analyze if the engagement level of the children increased. However, during the training period, turnover at the participating school increased from 3% to 33%, leaving the researcher unable to fully complete the training before conducting another round of time sampling. Interviews during and after this period of time indicated that the reason for the turnover was due to an inauthentic Montessori classroom feel (55% of respondents) and/or personal reasons (45% of respondents.) With further research, the root causes of the "inauthentic classroom feel" were narrowed down to difficult child behaviors, transitions of children moving from the toddler room to the children's house room, and, overwhelmingly, a lack of Assistant training. While the original research project was unable to be completed due to the staff turnover, the root cause of the turnover pointed to the necessity of implementing an Assistant Training program in the future. Not only would this potentially decrease Teacher and Assistant turnover in the Montessori classroom, but better retention and more highly trained staff would most certainly have a positive impact on child engagement in the classroom.
Language: English
Published: River Falls, Wisconsin, 2019
Article
Early Childhood Principles: An Aid to Adolescent Practice
Publication: NAMTA Journal, vol. 33, no. 3
Date: 2008
Pages: 19–29
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Montessori Early Childhood Education in the Public Sector: Opportunities and Challenges
Available from: ERIC
Publication: NAMTA Journal, vol. 39, no. 2
Date: Spring 2014
Pages: 61-90
Americas, Cornerstone Montessori School (St. Paul, Minnesota), Crossway Community Montessori School (Kensington, Maryland), Family Star Montessori School (Denver, Colorado), North America, North American Montessori Teachers' Association (NAMTA) - Periodicals, Public Montessori, United States of America
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Abstract/Notes: Janet Begin's paper is based on the recognition and recent discussion of early childhood education in America. Her research touches on the challenges of implementing Montessori birth-to-six programs at Cornerstone Montessori School, Crossway Community Montessori School, East Dallas Community Schools, and Family Star Montessori School. She examines program start-up, funding, regulations and oversight, staffing, and training in a complete summary that points to the next steps in Montessori advocacy. Based on the facts of each program, she covers common aims and perils and, most important, demonstrates the viability and success of the comprehensive family approaches at these schools.
Language: English
ISSN: 1522-9734
Book
Male Early Childhood Montessori Teachers: Why They Chose to Teach
Available from: ERIC
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Language: English
Published: New York, New York: Anthony Santiago, 1999
Article
Early Childhood to Adolescence:Community as Oasis:
Publication: NAMTA Journal, vol. 39, no. 1
Date: Winter 2014
Pages: 1–4
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Preface to Journal
Language: English
ISSN: 1522-9734
Book
Montessori and Early Childhood Reprints
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Language: English
Published: River Forest, Illinois: Montessori Publications, 1984
Article
The Early Childhood Montessori Pedagogy: Practices and Challenges in Pupils’ Cognitive Development in Dar es Salaam City, Tanzania
Available from: Research and Scientific Innovation Society
Publication: International Journal of Research and Innovation in Social Science, vol. 7, no. 3
Date: Mar 2023
Pages: 228-245
Africa, Cognitive development, Early childhood care and education, Early childhood education, East Africa, Montessori method of education - Criticism, interpretation, etc., Sub-Saharan Africa, Tanzania
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Abstract/Notes: The Montessori educational method has seen great success in recent years. The media portrays this method in a very favourable
Language: English
ISSN: 2454-6186
Master's Thesis
Background Music in a Montessori Classroom: Does Music Help Children Focus During the Work Cycle in an Early Childhood Montessori Classroom?
Available from: MINDS@UW River Falls
Classroom environments, Early childhood care and education, Learning environments, Montessori method of education, Music and children, Three-hour work cycle, Work periods
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Abstract/Notes: This action research project was created to study the different behaviors (focused and unfocused) that occurred when different types of music were played in the background of an early childhood Montessori classroom. The study took place at a private Montessori school located in the southeastern part of Wisconsin. There was a total of 26 children in the classroom which consisted of grades 3K through Kindergarten, with ages ranging between two and a half to six-years old. Over a six-week period, three different music conditions were implemented (two weeks at a time) into the background of the classroom environment; no music, classical music and Disney music. Focused and unfocused behaviors were observed and documented during each music condition. Quantitative and qualitative data collections were used and then analyzed to determine if music aids or deters a child’s focus. The results of the study showed that music does aid in helping a child focus during the work cycle of an early childhood Montessori classroom; specifically, the three-year olds showed the most increase in focused behavior when music played in the background. The effects of music on independent versus group work was also considered during this action research project as well as how to determine which music to include or avoid when playing music in the background of an early childhood classroom.
Language: English
Published: River Falls, Wisconsin, 2020