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Article
Sinnespflege im frühen Kindesalter [Sensory care in early childhood]
Publication: Kindergarten, vol. 62
Date: 1921
Pages: 3-7
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Language: German
Book Section
Frühkindliche Störungen, der Erwachsene und die Gesellschaft [Early Childhood Disorders, the Adult and Society]
Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [The Montessori System and the Handicapped Child: Papers and Reports of the 18th International Montessori Congress (Munich, July 4-8, 1977)]
Pages: 123-143
Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977)
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Language: German
Published: München: Kindler, 1978
ISBN: 3-463-00716-9
Article
A Guided Tour of the Early Childhood and Elementary Montessori Classrooms
Publication: Tomorrow's Child, vol. 16
Date: 2008
Pages: 24–70
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Language: English
ISSN: 1071-6246
Master's Thesis
The Montessori Intervention Model for Early Childhood Education
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Abstract/Notes: This master's thesis examines the Montessori Method as it relates to social learning theory. Much of the subject matter grew out of an attempt to synthesize Montessori methodology and social learning principles in a Montessori school. Chapter I discusses the requirements of quality educational intervention and provides a historical overview of the Montessori movement. Chapter II discusses the theory and proposed implementations of the Method. Chapter III focuses on the Montessori teacher. Chapter IV introduces social learning theory and discusses how the principles of human behavior, as defined through social learning research, might be employed to support spontaneity and freedom in a social learning environment such as the one Montessori envisioned. Chapter V provides a summary and makes recommendations regarding the instructional method and teacher training. Appendices include: (1) a list of Montessori exercises and related aims for practical life, sensorial, mathematics, and language for children aged 2 l/2 - 8 years; (2) sample Montessori exercises in the curriculum areas listed above; (3) a chart relating Montessori exercise components with social learning components, and a flow chart of Montessori training techniques.
Language: English
Published: Thousand Oaks, California, 1979
Book Section
Montessori Philosophy in Early Childhood Education
Book Title: Early Childhood Education in Nigeria: Proceedings of the International Seminar on Early Childhood Education, Zaria, 4-8 July, 1983
Pages: 31-52
Africa, Early childhood education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: In this paper a brief biographical introduction to Dr. Maria Montessori provides insight into the origin of her philosophy of early childhood education. Key concepts underlying the Montessori approach to education are then developed with special emphasis on their interrelationship. More details are included in the group discussion report which is included at the end of the section.
Language: English
Published: Zaria, Nigeria: Institute of Education, Ahmadu Bello University, 1983
Document
Montessori and the Early Childhood Environmental Rating Scale: A Crosswalk for Educators and Advocates
Available from: Montessori Public Policy Initiative
Montessori method of education - Evaluation
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Abstract/Notes: This document was created through The Montessori Public Policy Initiative (MPPI), a collaborative effort between the American Montessori Society and the Association Montessori International/USA to provide a coordinated voice and engage in advocacy on policy issues affecting the future of Montessori schools in America.
Language: English
Published: 2018
Book Section
A Comparison of Multi-Age and Homogeneous Age Grouping in Early Childhood Centers
Available from: ERIC
Book Title: Current Topics in Early Childhood Education
Pages: 28 p.
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Abstract/Notes: Studies from several countries are described in this review of literature pertinent to assigning day care children to multi-age or homogeneous age groups. Three issues are discussed in this regard: (1) What difference does it make how one groups children? The answer is that a profound difference to children, staff, and parents may occur in terms of social environment, curriculum design, success at school, and other factors. (2) What aspects of the child's development are affected by age grouping? The answer is that multi-age grouping positively influences social, emotional, and some learning outcomes, whereas homogeneous grouping seems to produce mastery of academic skills. Success of particular grouping choices depends on the end desired and on the skills of staff members. (3) How does age grouping affect the achievement of preschool goals? The answer to this question ultimately can be provided only by a center's staff and the families being served. Because research is still being conducted on the effects of grouping children under 6 years of age, the decision to place children in multi-age or homogeneous groups depends on program goals, client characteristics, center resources, and staff training and inclinations.
Language: English
Published: Norwood, New Jersey: Ablex, 1982
ISBN: 978-0-89391-109-6
Volume: 4
Report
Evaluation of Early Childhood Education: A Model Cities-Supported Preschool Program
Academic achievement, Americas, Child development, Early childhood care and education, Early childhood education, North America, United States of America, Urban education
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Abstract/Notes: A Head Start Program operating in Kansas City since 1965 was viewed as inadequate because enrollment was limited to about 600 children per year. The Model Cities Agency determined to provide a program for the remainder of the children in the Model Cities neighborhoods. The programs developed were differentiated administratively for the purposes of this evaluation and the program considered a single entity and referred to as Early Childhood Education. These questions were developed as evaluation goals: What specific educational approaches were provided?; To what degree do the children grow to the stated objectives?; Do these programs meet the emotional, social, physical, and intellectual needs of the program's four-year-old children?; Do these children grow differentially?; Are specified goals reached as anticipated by staff?; What program differences account for student growth differences?; Do parents in the parent education component change relevant to their children's development?; Are these programs complementary with kindergarten programs of urban schools?; What are the effects of staff development activities?; Is program administration effective?; Are children with special problems provided assistance in achievement of program objectives?; And what program changes should be made? Each question is treated in succession and is detailed. Summaries giving the main thrust are provided after each section. (RC)
Language: English
Published: Kansas City, Missouri, Sep 1971
Article
Linkages and Transitions in Early Childhood Education [November, 1992]
Publication: Montessori Observer, vol. 13, no. 4
Date: Nov 1992
Pages: 1, 4
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Language: English
ISSN: 0889-5643
Article
Montessori Early Childhood Education in NZ: Re-discovering the Spirit of Reflection and Inquiry Through Recent Policy Changes
Available from: SAGE Journals
Publication: Australasian Journal of Early Childhood, vol. 41, no. 2
Date: 2016
Pages: 69-76
Australasia, Australia and New Zealand, Montessori method of education, New Zealand, Oceania
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Abstract/Notes: Montessori education arrived in New Zealand (NZ) in the early 1900s for children aged three to six years. Currently it is one of a diverse range of early childhood education options in a sector that has experienced huge policy changes aimed at enhancing quality early childhood provision. This paper positions the growth of Montessori early childhood services within discourses about early childhood quality in NZ and discusses how recent policy changes related to early childhood teaching qualifications, self-review and reflective practice have impacted on Montessori education. It argues that the current Montessori workforce is equipped as never before to reflect critically on the richness of Montessori philosophy and to innovate and experiment with Montessori practice.
Language: English
DOI: 10.1177/183693911604100210
ISSN: 1836-9391, 1839-5961