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557 results

Article

Question and Answer: The Importance and Role of Food in the Montessori Primary and Elementary Environments

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2004, no. 4

Pages: 45–48

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Language: English

ISSN: 0519-0959

Article

Home-Oriented Montessori Environments

Publication: Forza Vitale!, vol. 17, no. 2

Pages: 20

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Language: English

Article

Infant and Toddler Environments–Ten Key Conditions for Creating Responsive Care

Publication: Infants and Toddlers, vol. 3, no. 4

Pages: 5–14

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Language: English

Article

Montessori Environments as Works of Art

Available from: ProQuest

Publication: Montessori Life, vol. 19, no. 2

Pages: 9

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Language: English

ISSN: 1054-0040

Article

Environments for Learning–AMS Seminar–June 17-19

Publication: AMS News, vol. 2, no. 2

Pages: 1

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Language: English

ISSN: 0065-9444

Article

Creating Optimal Environments For Adolescents

Available from: ProQuest

Publication: Montessori Life, vol. 15, no. 3

Pages: 31-36

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Language: English

ISSN: 1054-0040

Article

Changing the Paradigm of Prepared Environments: The Princeton [New Jersey] Montessori School Experience

Publication: Montessori Life, vol. 11, no. 3

Pages: 22–23

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Language: English

ISSN: 1054-0040

Article

The Built Environment's Effect on Learning: Applying Current Research

Publication: Montessori Life, vol. 14, no. 1

Pages: 53–56

Architecture, Design, Learning environments

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Language: English

ISSN: 1054-0040

Article

Environments Are Essential Elements of Learning

Available from: ProQuest

Publication: Montessori Life, vol. 25, no. 1

Pages: 4-5

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Language: English

ISSN: 1054-0040

Thesis

Autism in Early Childhood Education Montessori Environments: Parents' and Teachers' Perspectives

Available from: Auckland University of Technology - Institutional Repository

Australasia, Australia and New Zealand, Autism, Autism in children, Children with disabilities, Montessori method of education, New Zealand, Oceania, Parent and child, Parent-teacher relationships, Special education, Teacher-student relationships

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Abstract/Notes: There is very little research about children with Autism in Montessori early childhood education in Aotearoa New Zealand. This study examined parents’ and teachers’ perspectives of children with Autism attending Montessori early childhood education environments. This thesis documents literature that explores and critiques Montessori philosophy and the teaching of children on the Autism spectrum. The purpose of this study was to gain insights into the Montessori teaching approach in early childhood education, as a supportive environment for children with Autism in the early years. However, I discovered that the Montessori environment is less than ideal if the teachers do not understand Autism Spectrum Disorder and do not make allowances for the symptoms that present themselves. It was my intention to explore the factors that complemented both Montessori and the support of children with Autism with an approach that is conducive to learning and encourages positive behavioural patterns. The findings revealed three main indicators being identified as important. These were social competence, language and communication, and individual interests and sensory implications. However, not all findings were positive. The parents all agreed that the teachers needed to be flexible and understanding in their approach, and many Montessori teachers are strict in their routine and are not prepared to sway from their teaching method to assist a child with Autism. This study suggests that Montessori early childhood teachers would benefit from professional development in the areas of including children with special needs, particularly Autism Spectrum Disorder, particularly in regards to understanding the unique characteristics of children with Autism and how they can effectively use the Montessori philosophy, equipment and prepared environment to support each child’s learning and development. Suggestions for future professional learning for Montessori teachers include the provision of professional development in including children with “special needs”, particularly Autism Spectrum Disorder for Montessori early childhood teachers. It is not only the Montessori philosophy and the prepared environment that supports the child with Autism, but the teacher’s awareness of the child’s needs and a willingness to be flexible in their approach.

Language: English

Published: Auckland, New Zealand, 2015

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