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Conference Paper
Matching Curriculum Standards to Your Montessori Early Childhood Program
AMS Conference
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Abstract/Notes: Early learning standards and formative assessments can feel overwhelming for Montessori teachers, principals, and parents. This practical session will offer a look at one school’s successful alignment document—with correlated assessments, class records, and parent reporting tools. You’ll also walk away with a simple road map for identifying a Montessori sequence and creating your own alignment document that preserves Montessori authenticity and addresses what to do with state standards that don’t “match” Montessori curriculum.
Language: English
Article
Formation of Early Childhood's Concept of Time Through Montessori Individualized Education / 몬테소리 개별화 교육을 통한 유아의 시간개념 형성
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 10
Date: 2005
Pages: 87-106
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Language: Korean
ISSN: 1226-9417
Master's Thesis
Benefits and Challenges of Inclusion in an Early Childhood Montessori Classroom
Available from: Westminster College
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Abstract/Notes: This study indicates the benefits and challenges of inclusion in an early childhood Montessori classroom. The research has been significant due to limited resources on inclusion linked to Montessori education. This study was done in a private inclusive Montessori school in an early childhood classroom. Through observations, interviews and assessments, the results of inclusion in a Montessori setting were discovered. Meaningful relationships between peers and teachers are critical in the development of the child. The prepared environment is a unique feature of an inclusive Montessori environment that enables children to learn naturally by manipulating materials in the classroom with a hands-on approach. This engages academic success. It was also found that inclusion in a Montessori setting does not work effectively for every child with a disability. To have inclusion work successfully within this classroom environment, three teachers were mandatory: Two certified Montessori teachers and one special educator. This presents a challenge because the majority of schools cannot afford this luxury. Transitions, inconsistency and too much freedom are a challenge with inclusive Montessori education. However, inclusive Montessori education will benefit children in learning acceptance and respect for humanity. Further studies should be done on this topic with larger sample sizes, longer duration of time, various disabilities and different locations.
Language: English
Published: Salt Lake Ciy, Utah, 2014
Book
Early Childhood Education: Foundations for Lifelong Learning
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Language: English
Published: Bloomington, Indiana: Phi Delta Kappa, 1979
Vision and Invention: Early childhood Education Inspired by the Reggio Emilia and Montessori Approaches
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Language: English
Published: Denver, Colorado, 2005
Book Section
Organization of Early Childhood Education Based on Montessori Approach in Thai Social Context
Book Title: Issues and Innovations in Thai Education: A Collection of Research
Asia, Early childhood care and education, Early childhood education, Montessori method of education, Southeast Asia, Thailand
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Abstract/Notes: Previously published in International Journal of Early Childhood Education (vol. 9, no. 1).
Language: English
Published: Bangkok, Thailand: Chulalongkorn University, 2004
ISBN: 974-13-3097-9 978-974-13-3097-3
Article
Introductive Study About M. Montessori's Early-Childhood Educational Thought / M. Montessori 幼兒敎育思想에 關한 序說的 硏究
Available from: RISS
Publication: 대구효성가톨릭 대학교 - 연구논문집 / Catholic University of Taegu-Hyosung - Research Bulletin, vol. 27, no. 1
Date: 1983
Pages: 459-483
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Language: Korean
Article
Montessori in Early Childhood: Positive Outcomes Along Social, Moral, Cognitive, and Emotional Dimensions
Publication: NAMTA Journal, vol. 25, no. 2
Date: 2000
Pages: 27-59
Child development, Cognitive development, Early childhood education, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Describes in operational terms the benefits of Montessori's developmental perspective for children from birth to 3 years, and from 3 to 6 years. Identifies optimal outcomes for social, moral, cognitive, and emotional development to be used in educational and psychological research and for child assessment. (KB)
Language: English
ISSN: 1522-9734
Master's Thesis
Breaking the Circle of One: Reflection in Montessori Early Childhood Centres in Aotearoa New Zealand
Available from: Victoria University of Wellington - Research Archive
Australasia, Australia and New Zealand, Early childhood care and education, Early childhood education, Montessori schools, New Zealand, Oceania
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Abstract/Notes: Little is currently known about how teachers in New Zealand Montessori early childhood centres reflect on Montessori philosophy and practice individually and collaboratively within teaching teams. The purpose of this research was to discover the current views about reflection on Montessori philosophy, the barriers teachers faced in reflecting and opportunities they identified for reflection. The impact that requirements for self review and teacher reflection have had on the approach taken to reflection, inquiry and professional learning by teachers in Montessori early childhood centres was also investigated. This research study used a mixed method case study and data was collected from teachers working in Montessori early childhood centres through semistructured interviews with three groups and an online survey of individual teachers. Participants placed high importance on reflection. However some participants were reluctant to critique Montessori philosophy; either because they viewed it as ‘valid’ or because they were concerned about being regarded as ‘heretical’ by other teachers. Participants felt safe raising questions within their teaching teams, but were more wary of debating and questioning philosophical issues with teachers in the wider Montessori community. Others regarded reflection as an opportunity to develop a shared understanding of Montessori philosophy and practice in their early childhood centre. Despite the participants’ perception that their team spent time reflecting on Montessori philosophy and relating this to daily teaching practice, it was still a challenge to make these reflective activities a priority in limited centre team meeting times. In addition, it appears that more support is needed to improve skills and knowledge about how the cyclical process of review or inquiry can engage with Montessori philosophy, inform centre philosophy, drive centre practice and improve outcomes for children. This study suggests that teachers would benefit from the creation of ‘safe spaces’ where they can engage with colleagues from their own or other Montessori early childhood centres in debate and discussion so that teaching practice becomes based on critical engagement with the underlying theoretical or philosophical principles of Montessori education.
Language: English
Published: Wellington, New Zealand, 2014
Article
A Comparative Study of the 6th Kindergarten Curriculum and the Montessori Curriculum for Early Childhood Mathematics Education / 유아수학교육을 위한 유치원 6차 교육과정과 몬테소리교육과정의 비교연구
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 10
Date: 2005
Pages: 71-85
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Language: Korean
ISSN: 1226-9417