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Video Recording
Introduction to the Montessori Math Curriculum: Preschool Through Elementary
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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
Master's Thesis
Montessori and Religious Education in Western Cape Preschools
Available from: University of Cape Town
Africa, Catholic schools, Comparative education, Jewish religious schools, Montessori method of education, Montessori schools, Religious education, South Africa, Southern Africa, Sub-Saharan Africa
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Abstract/Notes: The debate about whether or not religious education should be included in early childhood education is a longstanding one. Even those who believe that Religious education should be included in early childhood programs cannot agree about the content or method for including it. The phenomenon of religious education in Montessori pre-primary schools in the Western Cape Province of South Africa is explored in this study, using a qualitative research approach. More specifically, the study explored the goals of their religious education; the level of awareness of Montessori's approach to religious education and finally looked at how they were implementing religion in their schools. A sample of 4 pre-schools were selected from the 90 Montessori pre-schools in the Western Cape. These included a Non-Denominational, Muslim, Christian and a Jewish School. The Muslim and Non-Denominational schools are full Montessori schools, while the Christian and Jewish schools have incorporated Montessori alongside other curriculums, namely the Jubilee Excellence School Curriculum and Reggio-Emilia approach, respectively. A collective case study approach was adopted and data was collected through observations and interviews. While the findings cannot easily be generalized, it is significant in providing a starting point to understanding the phenomenon of religious education in Montessori pre-schools in the Western Cape. The study highlighted Dr Montessori's personal and professional struggle with religion and found that the struggles Dr Montessori faced in terms of Religion have still not been resolved today. The schools in the Western Cape still grappled with the essence of Montessori's struggle, i.e. where to place religion and how to integrate it in the Montessori method and philosophy. Dr Montessori's beliefs about the importance of spirituality in the early years were found to be consistent with the contemporary views of scholars around the world. The religious schools followed guidelines of their own religions when deciding on which values to focus on. At the Jewish school, the focus was on the community, while at the Muslim school the focus was on the individual and selfetiquette. The focus of the Christian school was on discipline and obedience. The schools had various commitments to spiritual and ethical development of the children. Finally, the study found that the Montessori method was ideal for teaching the practices of religion, but when schools delved into issues of faith or love of God, they switched to other modes of teaching (e.g. preaching). This disjuncture between teaching faith and practices was ultimately Dr Montessori's reason for abolishing religious education from her method.
Language: English
Published: Cape Town, South Africa, 2017
Master's Thesis
A Formative Evaluation of LPC’s Montessori Preschool Programme
Available from: University of Cape Town
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Abstract/Notes: Research shows that early childhood interventions with fidelity to Montessori model generate learner’s outcomes that outperform the traditional model. The evidence is confirmed in developed and in developing countries. This formative evaluation reports the results of a Montessori model in implementation in township of Mfuleni, located in Cape Town, South Africa. Providing insights into the functioning of the programme, the evaluation confirms that the roll out of the Montessori model is still underway which may explain the reason of the learners not outperforming the comparison group.
Language: English
Published: Cape Town, South Africa, 2019
Book
Tawa Montessori Preschool: Our Journey as an Enviro Pre-School
Australasia, Australia and New Zealand, Montessori method of education, Montessori schools, New Zealand, Oceania, Tawa Montessori Preschool (Wellington, New Zealand)
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Language: English
Published: Wellington, New Zealand: Tawa Montessori Preschool, 2008
ISBN: 978-1-877479-31-1 1-877479-31-4
Book
Montessori Preschool 4 Years
Available from: International Islamic University Malaysia - Institutional Repository
Asia, Malaysia, Montessori method of education, Southeast Asia
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Abstract/Notes: EDUCARE SERIES comprise of effective and interesting workbooks based on the National Preschool Curriculum of the Ministry of Education, Malaysia. The curiosity and learning of knowledge, skills and values. Educare Series thereby are not only a foundation for learning but "a fountain of learning" for all young children
Language: English
Published: Kuala Lumpur, Malaysia: IIUM Educare Sdn. Bhd., 2013
ISBN: 978-983-3911-22-6
Book Section
Montessori Versus Orthodox: A Study to Determine the Relative Improvement of the Preschool Child with Brain Damage Trained by One of the Two Methods
Book Title: Montessori and the Special Child
Pages: 158-168
Brain-damaged children, Children with disabilities, Inclusive education, Montessori method of education - Criticism, interpretation, etc.
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Language: English
Published: New York: Putnam's sons, 1969
Conference Paper
Montessori and Responsive Environment Models: A Longitudinal Study of Two Preschool Programs, Phase Two
Available from: ERIC
Annual Meeting of the American Educational Research Association (New York, New York, April 4-8, 1977)
Academic achievement, Americas, Comparative education, Early childhood care and education, Early childhood education, Longitudinal studies, Montessori method of education, North America, United States of America
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Abstract/Notes: This study represents a continuation of a longitudinal assessment of the effectiveness of a Montessori and Responsive Environment preschool program sponsored by the Arlington Public Schools. The Metropolitan Readiness Test, the Caldwell Cooperative Preschool Inventory, and the Peabody Picture Vocabulary Test were used to assess the academic achievement and intellectual development of 3-, 4-, and 5-year-old children with the Montessori or Responsive Environment experiences and those with no preschool experience at the end of the regular kindergarten program. The SRA Achievement Series, Grade 1, was used to assess the achievement of children, with and without the Montessori experience, at the end of first grade. Results indicated that children in the regular 5-year-old kindergarten program with prior Montessori experience scored significantly higher on the Caldwell measure than did children without this experience upon entrance into the program. When all of the children with either type of preschool experience were categorized as one treatment group, results showed that these children scored higher on the Caldwell measure at the beginning and end of the 5-year-old program than those without the experience. Significant differences in favor of the preschool treatment group were also noted on the pretest of the Caldwell subtests: Personal-Social, Associative, Vocabulary, and Concept Activation-Numerical. It was concluded that early educational preschool experiences can be effective in fostering the academic achievement and maintaining the intellectual development of children. (Author/JMB)
Language: English
Pages: 45
Conference Paper
Four Preschool Programs: Their Lasting Effects
Annual Meeting of the American Educational Research Association (San Francisco)
Academic achievement, Americas, Comparative education, Conferences, Early childhood care and education, Early childhood education, Elementary school students, Longitudinal studies, North America, United States of America
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Abstract/Notes: This paper discusses the long-term effects of preschool experience on sixth and seventh grade students. Subjects (n=200) were primarily black, lower-SES, Head Start children who, in 1968-69, were randomly assigned to one of four preschool programs: Bereiter-Engelmann, Darcee, Montessori, and Traditional. In 1976-77, approximately 140 of the children were given the Wechsler Intelligence Scale for Children - Revised (WISC-R) and the Stanford Achievement Test (SAT). Overall "F" Tests on the achievement scores of sixth graders indicated two significant differences among programs on Reading Comprehension (p=.05) and Spelling (p=.05). Program differences on Reading Total scores were significant at the .10 level. Among seventh graders there were program differences on Reading, Spelling, and Language subtests (p=.10). Four multi-variate analyses of variance comparing the SAT Total Reading and Total Math scores and WISC-R Verbal and Performance IQ scores of children in each of the four programs indicated that the Montessori program was consistently superior to the other three programs, although these program differences were not statistically significant. Comparison of sixth and seventh grades shows that preschool program participants made average gains of 6 months in Total Reading and 1 month in Total Math. At grade seven, three groups remained 1 year behind grade level. The Montessori group was about a half year behind grade level. There were no significant IQ differences between the groups. Long-term program effects on achievement were found. Overall, children from the Montessori program consistently outperformed the others. (Author/RH)
Language: English
Article
Preschoolers of Sunbeam Montessori got the Convention of the Women's League of the Barbados Labour Party (BLP) underway with a powerful rendition of the national anthem [photo]
Available from: Digital Library of the Caribbean
Publication: Barbados Advocate (Bridgetown, Barbados)
Date: May 8, 2016
Pages: 3
Americas, Barbados, Caribbean, Latin America and the Caribbean
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Abstract/Notes: Includes a photograph.
Language: English
Long term effects of Montessori schooling: a selected group of ex-Montessori preschool pupils studied at primary and secondary school level
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Language: English
Published: Dublin, Ireland, 1974