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458 results

Article

✓ Peer Reviewed

Differentiating Language Arts in Belize

Available from: ERIC

Publication: Forum on Public Policy, vol. 5, no. 1

Pages: 14 p.

Americas, Belize, Central America, Language arts, Latin America and the Caribbean, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History

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Abstract/Notes: There is limited amount of research that constitutes non-traditional curricula implemented within an institutionalized context of developing countries. An attempt is made in this project to gain a clearer understanding of a non-traditional early learning program within an orphanage campus setting of Ladyville, Belize, Central America. This program is supported through the Belizean Ministry of Education and the University of Belize. In 1996, a comprehensive literacy survey was conducted in Belize that indicated the functional literacy rate to be approximately 40 percent (Cornerstone, 2007). In addition, it is estimated within developing countries one person in four is illiterate (Terryn, 2006). Liberty Learning Centre (LLC) of Ladyville, Belize implemented non-traditional theoretical curricula reflecting the social-constructivist theory to early learning. The methodologies include: Pikler, Montessori and components of the Reggio Emilia philosophy. The staff of LLC discovered creative, innovative and strategic ways to differentiate traditional academic learning through a diverse non-traditional learning environment. Procedures: Responses from the administration, caregivers, teachers, staff and students were interpreted and documented through various means of audio/DVD/video recordings, photography, interviews and journals. In addition I used detailed anecdotal field notes that became pieces to the methodology for the project. Findings: Responses, thoughts, ideas and viewpoints were given by the administration, teachers, students and staff regarding the implementation of non-traditional curricula within an institutionalized and non-traditional learning environment of a developing country. Implication: An institutionalized and international socio-cultural perspective will extend early childhood education further through a qualitative ethnographic study in Belize. This project gives voice to the silent and voiceless.

Language: English

ISSN: 1556-763X, 1938-9809

Article

✓ Peer Reviewed

Metode Umaniste in Predarea Limbilor Straine / Humanistic Methods in Foreign Language Teaching

Available from: Euromentor

Publication: Euromentor, vol. 3, no. 3

Pages: 71-79

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Abstract/Notes: The psychological research and changes occurred in pedagogical thinking have led to new methods in foreign language teaching called “humanistic methods” or “fringe methods” which focus on some aspects neglected by the traditional strategies: feelings, emotions, interpersonal relationships: suggestopedia, first an experimental method belonging to suggestology, has become a psychological method of teaching and learning foreign languages based mainly on indirect suggestion which appeals to a peripheral subliminal; the silent way, which stems from the trend initiated by the Italian specialist in pedagogy Maria Montessori is based on the fact that the process of learning a foreign language is a natural one, which children perform involuntarily; cooperative learning, whose roots are in the counseling techniques of psychotherapy, is greatly based on group dynamics; the total physical response, which originates in the action-based methods, refers to the learner’s reaction, to the instructions received from the teacher and it has been a successful method to teach foreign language for children.

Language: Romanian

ISSN: 2067-7839, 2247-9376, 2068-780X

Article

✓ Peer Reviewed

Edukacja językowa dziecka w systemie Marii Montessori [Language education of a child in the Maria Montessori system]

Available from: Jesuit University Ignatianum in Krakow

Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, no. 6/4

Pages: 12-19

Early childhood care and education, Early childhood education, Language education, Maria Montessori - Philosophy, Montessori method of education

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Language: Polish

ISSN: 1896-2327, 2353-7787

Article

Lecture May 29, 1923 [Written language]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 12, no. 4

Pages: 14–17

Maria Montessori - Writings

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Abstract/Notes: From E.M. Standing archives.

Language: English

ISSN: 0010-700X

Article

✓ Peer Reviewed

L'attualità interculturale di Maria Montessori: le infanzie e le lingue nel contesto educativo / Maria Montessori's Intercultural Relevance: Childhoods and Languages in the Educational Context

Available from: Università di Bologna

Publication: Educazione Interculturale, vol. 19, no. 2

Pages: 46-56

Montessori method of education

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Abstract/Notes: Il contributo intende sondare alcuni tratti della pedagogia e del metodo Montessori di interesse per ripensare gli attuali contesti educativi escolastici sempre più interdipendenti ed eterogenei (Zoletto, 2012). L’individualizzazione nell’apprendimento e la differenziazione sono tensioni costanti nel pensiero di Montessori e si concretizzano nel ruolo dell’ambiente preparato dall’adulto a misuradi ogni bambino, in cui sono organizzati materiali di sviluppo non condizionati daappartenenze culturali (PescieTrabalzini, 2007) e nella pluralità linguistica assunta quale tratto strutturale del contesto (Consalvo, 2020), come avviene in molte scuoledi metodo che stanno sperimentando progetti bilingui. È dall’ambiente secondo Montessori (2000) che i bambini prendono il linguaggio, le abitudini e le caratteristiche della comunità a cui partecipano e per questo gli ambienti scolastici e le atmosfere relazionali costruiti sulla base della unicità e differenza di ognuno sono interculturali (Pesci,2006). Il contributo propone le prime riflessioni scaturite dal lavoro di indagine sull’attualità interculturale di Montessori in prospettiva plurilingue, che èuno dei filoni di ricerca del PRIN (2017) Maria Montessori from the past to the present(Unitàdi ricerca: Bologna, Milano, Roma, Aosta). / This paper will explore some aspects of the Montessori method and pedagogy that are pertinent in rethinking today's increasingly interdependent and heterogeneous educational and school contexts (Zoletto, 2012). Personalized learning and differentiation are constant tensions in Montessori thinking, taking shape in the environment prepared by the adult specifically for each child, where the developmental materials offered are not conditioned by cultural affiliations (Pesci e Trabalzini, 2007) and linguistic plurality is a structural feature of the context (Consalvo, 2020), as occurs in many method schools that are experimenting with bilingual projects. According to Montessori (2000), children acquire language, habits and the characteristics of the community they are part of from the environment, and for this reason school environments and the relational atmospheres based on the uniqueness and differences of each individual are intercultural (Pesci, 2006). The paper offers some initial reflections starting from an investigation of Montessori's intercultural relevance in a multilingual perspective, one of the PRIN (2017) research areas Maria Montessori from the past to the present (Research Units: Bologna, Milan, Rome, Aosta).

Language: Italian

DOI: 10.6092/issn.2420-8175/13899

ISSN: 2420-8175

Article

✓ Peer Reviewed

Preschool Experience in 10 Countries: Cognitive and Language Performance at Age 7

Available from: ScienceDirect

Publication: Early Childhood Research Quarterly, vol. 21, no. 3

Pages: 313-331

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Abstract/Notes: The IEA Preprimary Project is a longitudinal, cross-national study of preprimary care and education designed to identify how process and structural characteristics of the settings children attended at age 4 are related to their age-7 cognitive and language performance. Investigators collaborated to develop common instruments to measure family background, teachers’ characteristics, setting structural characteristics, experiences of children in settings, and children’s developmental status. Data from 10 countries are included in the analysis; in most countries, the sample of settings is representative of preprimary settings in that country. For the analysis, a 3-level hierarchical linear model was employed that allowed decomposition of variation of child outcomes into three parts—variation among children within settings, among settings within countries, and among countries. Four findings are consistent across all of the countries included. Age-7 language improves as teachers’ number of years of full-time schooling increases and the predominant type of activity teachers propose in settings is free choice rather than personal/social. Age-7 cognitive performance improves as children spend less time in whole group activities and the variety of equipment and materials available increases. There were also a number of findings that varied across countries depending on particular country characteristics. The findings support child-initiated activities and small group activities and are consistent with developmentally appropriate practices promoting active learning.

Language: English

DOI: 10.1016/j.ecresq.2006.07.007

ISSN: 0885-2006, 1873-7706

Article

✓ Peer Reviewed

Peer Effects on Children's Language Achievement During Pre-Kindergarten

Available from: JSTOR

Publication: Child Development, vol. 80, no. 3

Pages: 686-702

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Language: English

DOI: 10.1111/j.1467-8624.2009.01291.x

ISSN: 0009-3920, 1467-8624

Article

✓ Peer Reviewed

Montessori and Jerome W. Berryman: Work, play, religious education, and the art of using the Christian language system

Available from: Taylor and Francis Online

Publication: British Journal of Religious Education, vol. 33, no. 3

Pages: 341-353

Religious education

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Language: English

DOI: 10.1080/01416200.2011.595925

ISSN: 0141-6200, 1740-7931

Article

✓ Peer Reviewed

The Effects of Four Programs of Classroom Intervention on the Intellectual and Language Development of Four-Year-Old Children

Available from: Wiley Online Library

Publication: American Journal of Orthopsychiatry, vol. 40, no. 1

Pages: 58-76

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Abstract/Notes: Differential effects of four preschool programs were evaluated through pre‐and post‐batteries of standardized tests. The interventions represent levels of structure along a continuum from the traditional to the highly structured preschool. Results from all instruments differentiated among the programs, and clearly favored the highly structured preschool.

Language: English

DOI: 10.1111/j.1939-0025.1970.tb00679.x

ISSN: 0002-9432, 1939-0025

Article

Editorial: A Place for Basal Readers in the Montessori Language Program

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 16, no. 2

Pages: 4

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Language: English

ISSN: 0010-700X

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