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Book
Child Psychology: II. The Kindergarten Child: Its Conception of Life and its Mental Powers
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Language: English
Published: London, England: Gyldendal, 1920
Volume: 2 of 3
Article
Flotsam and Jetsam; Amsterdam - Children at Montessori Primary Schools Perform Better than Other Children in Traditional Schools
Available from: Digital Library of the Caribbean
Publication: Bonaire Reporter (Bonaire, Caribbean Netherlands)
Date: Sep 30, 2013
Pages: 3
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Language: English
Archival Material Or Collection
Box 15, Folder 18 - Notes, ca. 1929-1948 - "Characteristics of Normalized Child"; "Psychology of the Child"; [Exercise Book "Numbers"]
Available from: Seattle University
Date: ca.1929-1948
Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings
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Language: English
Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections
Archival Material Or Collection
Box 11, Folder 50 - Manuscript Fragments, n.d. - "The New Children - A Miracle in Education / "The New Children - or - New Method"
Available from: Seattle University
Date: n.d.
Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings
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Language: English
Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections
Article
English with Non-English Children in a Montessori House of Children [2]
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Around the Child, vol. 4
Date: 1959
Pages: 28-33
Children's House (Casa dei Bambini)
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Language: English
ISSN: 0571-1142
Article
What's Going on with This Child? Child Study for the 21st Century
Available from: ERIC
Publication: NAMTA Journal, vol. 42, no. 2
Date: 2017
Pages: 249-260
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Allison Jones and Jacqueline Cossentino have taken the term child study to describe the work they do with children experiencing challenges. Their approach to child study attempts to change the typical question of "What is wrong with this child?" to "What is going on with this child?" They have created a system by which they try to pinpoint what is going on with a child (the BASE System) and then create an action plan for working with that child. It is a collaborative effort on the part of the school community, including multiple teachers and the school's instructional leader. In this work with children experiencing challenges, organizing and recording the work and progress is crucial to understanding what is effective, what is not, and ultimately in determining what is best for each individual child. [This talk was presented at the NAMTA conference titled "Children on the Edge: Creating a Path for Happy, Healthy Development," January 12-15, 2017 in New Orleans, LA.]
Language: English
ISSN: 1522-9734
Master's Thesis (M.A. In Education)
The Development and Preliminary Validation of an Early Childhood Normalisation Observation Schedule (ECNOS) for Early Childhood Montessori Settings
Available from: University of Western Australia - Institutional Repository
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Abstract/Notes: Maria Montessori (1870-1952) proposed four planes or stages in children's development, within which were sensitive periods. Normalisation, a transformative process, typically occurs during the first plane of development (birth to six years) and is the essence of Montessori education philosophy. It is a time when children exercise self-discipline and concentration. No direct observation protocols exist to assess normalisation. This research developed the Early Childhood Normalisation Observation Schedule, through three sequentially linked phases. A systematic review of the literature, referral to expert panels and cognitive interviews, and two separate observation studies demonstrated rates of children's normalisation behaviours in authentic Montessori classes.
Language: English
Published: Perth, Australia, 2023
Doctoral Dissertation (Ph.D.)
Development of the Early Childhood Curricular Beliefs Inventory: An Instrument to Identify Preservice Teachers' Early Childhood Curricular Orientation
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. A panel of experts classified and sorted a total of 182 statements, and 72 items were subsequently organized into an instrument consisting of four subtests corresponding to the identified curricular models. Scoring of the instrument included recording Likert-scale responses for each statement to a score key divided into four sections, or subtests, representing each curricular model. Scores for each section were added and compared. The subtest with the lowest score was deemed most representative of a respondent's curricular beliefs. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument.
Language: English
Published: Tallahassee, Florida, 2004
Article
Montessori Children Grow Up: Why I Was a Montessori Child and Why My Children Are Now
Publication: The National Montessori Reporter, vol. 28, no. 2
Date: 2004
Pages: 8–10
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Language: English
Article
Children's House in Cookeville, Tennessee [Montessori Children's House]
Publication: Montessori Observer, vol. 5, no. 7
Date: Oct 1984
Pages: 4
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Language: English
ISSN: 0889-5643