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564 results

Article

Adolescence: Montessori Middle School Curriculum, Experiences and Challenges (Part 1)

Publication: The National Montessori Reporter, vol. 25, no. 4

Pages: 29–34

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Language: English

Article

De "gewone" school en die voor de toekomst

Available from: Stadsarchief Amsterdam (Amsterdam City Archives)

Publication: Montessori Opvoeding, vol. 5, no. 19

Pages: 145-148

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Language: Dutch

Article

IMS Consultation at New Way Montessori School [Meridian, Idaho]

Publication: Montessori Observer, vol. 28, no. 4

Pages: 1, 4

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Language: English

ISSN: 0889-5643

Article

School Numbers Surge

Publication: Montessori NewZ, vol. 8

Pages: 1–2

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Language: English

Article

Montesssori Junior High Schools in Italy: More than Fifty Years of History

Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2011, no. 1-2

Pages: 138–148

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Abstract/Notes: Salassa presents an account of data in order to reconstruct some significant experiences carried out in Italy in the late 1950s up to today, giving a brief outline from both a historical and a didactic-pedagogical point of view.

Language: English

ISSN: 1877-539X

Article

Innovation of Preschool Education: Foreign Practices and Domestic Experience of Their Implementation / Інноватизація Дошкільної Освіти: Зарубіжні Практики та Вітчизняний Досвід ïх Впровадження

Available from: Perspectives and Innovations of Science (Ukraine)

Publication: Perspectives and Innovations of Science. Psychology, Pedagogy, Medicine / Перспективи та Інновації Науки, no. 5 (5)

Pages: 36-47

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Abstract/Notes: The academic paper studies the foreign practices and domestic experience of their implementation in the process of innovation of preschool education as one of the important structural elements in the system of preschool educational institutions of Ukraine. It has been established that ensuring the proper functioning of the field of preschool education is considered as one of the priority state objectives, as an important structural element of providing quality educational services. The statements of scientists concerning the components of the quality of preschool education have been analysed. The management of the quality of preschool education on the basis of national standards and regulatory support has been investigated. The Concept of education development for the period 2015-2025 and the State standard of preschool education have been analysed. It has been established that modern pedagogy reconsiders the issues of upbringing, education and development of personality from the standpoint of analysis of the new socialcultural situation, modern requirements for the personality formation and taking into account the integration of world and domestic science. It has been determined that the main foreign practice in the process of innovation of preschool education is the Montessori Method. It has been revealed that the main principles of the pedagogical process according to Montessori methodology are as follows: availability of a special set of didactic material, availability of rules in Montessori environment, special training of the teacher, freedom of choice, error control, children - active participants in the learning process, maximum independence, and lack of grades and lack of competitive motive. It has been found that more than 20,000 schools around the world are currently using the Montessori methodology for children from birth to 18 years old. It has been investigated that the following methods are used in foreign practice of innovation of preschool education, namely: video modelling technique, direct instruction technique, visual cues technique, technique with symbolic games, feedback training technique, random learning technique, model of so-called peer learning, model of psychological and pedagogical support and language training.

Language: English

DOI: 10.52058/2786-4952-2021-5(5)-36-47

ISSN: 2786-4952

Book Section

Montessori Schools

Available from: HathiTrust

Book Title: A Consumer's Guide to Educational Innovations

Pages: 57-58

Montessori method of education - Criticism, interpretation, etc.

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Language: English

Published: Washington, D.C.: Council for Basic Education, 1972

Article

Mrs. Ronda's Montessori School in Huntsville, Alabama

Publication: Montessori Observer, vol. 19, no. 3

Pages: 1

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Language: English

ISSN: 0889-5643

Article

The Vitalization of Montessori Schools and Japanese Culture

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1992, no. 2/3

Pages: 39–52

Asia, East Asia, Japan

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Language: English

ISSN: 0519-0959

Doctoral Dissertation

Executive Function, Social-Emotional Skills, and Academic Competence in Three Preschool Programmes: Pathways to School Readiness

Available from: British Library - EthOS

Academic achievement, Comparative education, Executive function, Preschool education, Social emotional learning

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Abstract/Notes: Research findings indicate that executive function (EF), social-emotional skills, and pre-academic competence significantly promote children's school readiness and later success. School readiness broadly refers to a combination of skills necessary to function successfully in school and lack thereof may increase the risk of children's school problems. Therefore, it is essential for school systems to provide appropriate and timely support to the development of these fundamental skills. The present study focused on three particular preschool programmes: Montessori, Reggio Emilia, and the traditional play-based (British Columbia Early Learning Framework: BCEFL) programmes in Western Canada. Although they are popular, there is little empirical research that examines and compares the benefits of these programmes to the development of school readiness skills. As such, the present study aimed to 1) determine the effectiveness of these three preschool programmes in Western Canada on the development of children's school readiness; and 2) examine other sources of influences in the child, family and school in relation to the development of school readiness skills. Overall, 119 preschool children (48 Montessori, 42 Reggio Emilia, 29 BCELF) participated in the study. Observation was conducted once in the autumn of 2015 for each classroom using the CLASS observation tool. Teachers and parents of participating children filled in a series of questionnaires regarding the quality of their relationship with their child and their perceptions of daily EF and social-emotional skills of their child. The researcher also assessed individual children's fluid intelligence, EF, and pre-academic competence. The results showed that 1) although Montessori education appeared to be the most effective in facilitating numeracy skills, no curriculum stood out as notably more effective than any of the others at improving other areas of school readiness skills; 2) well-run classrooms where teachers were effective in time, behavioural, and attention management were most effective in promoting children's numeracy skills; 3) EF, social-emotional skills, and pre-academic competence exhibited an overlapping developmental process over time; 4) relational quality in both home and school environments significantly affected the development of school readiness skills, especially social-emotional skills; and 5) adults' perceptions of children's EF and social-emotional skills had a significant consequence for how teachers and parents formed their relationships with their children.

Language: English

Published: Oxford, England, 2018

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