Abstract/Notes: This article was originally published as an entry in Early Education, eds. R. D. Hess and R. M. Bear (Chicago: Aldine, 1968), p. 105-118.

Language: English

Published: Lexington, Massachusetts: Ginn Custom Pub., 1983

Edition: 2nd ed.

ISBN: 0-536-04367-1

Abstract/Notes: The Therapeutic Use of Daily Life Events is a practice model that incorporates the mostfundamental approach to Child and Youth Care. There is a risk for a divide between academicconceptualisations and practice to develop if they do not grow together. To contribute to this ‘growing together’, the authors from the two disciplines of Child and Youth Development and Philosophy joined their perceptions and approaches on the empowering of children within the various teachable moments thatform part of their interactions with adults. The article explores the usefulness of Mimetic Theory as anunderlying theory behind the practice approach proposed by the adoption of the Use of Daily Life Events inthe work with children in need of care. Although this article builds on the views of various authors fromdifferent countries, support and examples for the claims made in this article will be South African specific.

Language: English

ISSN: 1705-625X, 2410-2954

Abstract/Notes: This article was originally published as an entry in Early Education, eds. R. D. Hess and R. M. Bear (Chicago: Aldine, 1968), p. 105-118.

Language: English

Published: Lexington, Massachusetts: Ginn Custom Pub., 1981

Edition: 1st ed.

ISBN: 0-536-03647-0

Abstract/Notes: BACKGROUND AND OBJECTIVES: Three-fourths of US preschool-age children are in child care centers. Children are primarily sedentary in these settings, and are not meeting recommended levels of physical activity. Our objective was to identify potential barriers to children’s physical activity in child care centers. METHODS: Nine focus groups with 49 child care providers (55% African American) were assembled from 34 centers (inner-city, suburban, Head Start, and Montessori) in Cincinnati, Ohio. Three coders independently analyzed verbatim transcripts for themes. Data analysis and interpretation of findings were verified through triangulation of methods. RESULTS: We identified 3 main barriers to children’s physical activity in child care: (1) injury concerns, (2) financial, and (3) a focus on “academics.” Stricter licensing codes intended to reduce children's injuries on playgrounds rendered playgrounds less physically challenging and interesting. In addition, some parents concerned about potential injury, requested staff to restrict playground participation for their children. Small operating margins of most child care centers limited their ability to install abundant playground equipment. Child care providers felt pressure from state mandates and parents to focus on academics at the expense of gross motor play. Because children spend long hours in care and many lack a safe place to play near their home, these barriers may limit children's only opportunity to engage in physical activity. CONCLUSIONS: Societal priorities for young children—safety and school readiness—may be hindering children’s physical development. In designing environments that optimally promote children’s health and development, child advocates should think holistically about potential unintended consequences of policies.

Language: English

DOI: 10.1542/peds.2011-2102

ISSN: 0031-4005, 1098-4275

Abstract/Notes: Proceedings of the Internationa Seminar on Early Childhood Education, held in Zaria [Nigeria], 4-8 July, 1983. "Organised by the Institute of Education, Ahmadu Bello University in Collaboration with the London Montessori Institute"--Title page verso. Early childhood education at the crossroads in Nigeria / Emmanuel U. Emovon (17 p.). -- Montessori philosophy in early childhood education / Sandra Nash Petrek (22 p.). -- Cultural roots of the child's moral and intellectual growth in Africa / Etim N. E. Udoh (40 p.). -- Implications of Piagetan theory to elementary education in Nigeria / O. M. Onibokun (24 p.). -- Headstart : assumptions and curriculum models--what relevance for Nigeria? / Eileen B. Wilson (20 p.). -- Classroom pedagogy: a case for the development of critical thinking / Rodney Burton (32 p.). -- Childhood education in Nigeria: A study of Ilorin schools / S. O. Medahunsi (32 p.). -- Day in a pre-school: A Nigerian experience / Kathleen Kano (20 p.). Early childhood education in two cultures: The U.S.A. and the Jamaican experience / Anne Lou Blevins (45 p.). -- Traditional factors in African education / D. O. Adewoye (27 p.). -- Moral development in the child through Christian education / J Idowu-Fearon (18 p.). -- Educating the teachers of children / Grace Alele Williams (19 p.). -- Child, the teacher and the classroom with relation to nursery education / Fola A. Fagbohun (16 p.). -- Child's socialization in Islam / Zainab Said Kabir (31 p.). -- Environment and the education of the child / J. M. Ibiwoye (24 p.). -- Environment and the education of the child / A. B. Ayanniyi (15 p.). -- Bilingualism in early childhood education in Nigeria: Problems and possibilities / Theresa T. Imasuen (15 p.). -- Comparative study of the role expectations of children's needs in the Carribean and Nigeria / S. U. Compton-Adegbite (15 p.). -- Teacher and the child with special educational needs / Karen Odock (13 p.). -- Special education for pre-primary children: Intervention and remediation / C. A. Sam (26 p.). -- Theory and practice of educating maladjusted children in Nigeria / J. A. Shindi (18 p.). -- Children with special educational needs: The case of bilingual children / R. A. Chijioke (30 p.).

Language: English

Published: Zaria, Nigeria: Institute of Education, Ahmadu Bello University, 1983

Abstract/Notes: The initial purpose of the study was twofold: to assess the possibility of establishing a Montessori environment without formal training, and to determine the extent to which this was successful. The literature study undertaken investigated Montessori from a historical perspective, before detailing the elements of the theory necessary for establishment of a research environment. The positive value of Montessorianism was shown indisputably by an indepth investigation of the opportunities for fulfilling developmental tasks offered by the Montessori environment. The relationship between the theories of Montessori and Piaget was investigated. Extensive agreement as well as areas of disagreement were discovered, the latter mainly due to Piaget's epistemological approach as opposed to Montessori's concern with the needs for development. The research evaluation showed general positive effects of exposure to a Montessori environment. Results were however difficult to interpret due to differences and weaknesses in methodology. In the context of the nature of Montessorianism, an evaluation of process (the HOW of development as addressed by Montessori) is suggested in preference to the nomal product evaluation provided by purely testing procedures. A Montessori environment was established after careful consideration of the works of Maria Montessori. Construction of apparatus was undertaken. Children and facilitators were recruited on a voluntary basis. A total of 27 children were obtained. Two mature facilitators oversaw the running of the group. After a period of 6 months, allowed for settling in, naturalistic observation was begun. Observation was done by classification of the use of specific apparatus into broad activity categories. The proportion time each child engaged in a particular activity category was recorded. This data was summarized and analysed in order to investigate trends in development. The raw data was used for hypothesis testing. Four hypotheses were tested: a sensitive period for motor refinement was not confirmed using the Mann-Whitney U test; a sensitivity for pre-academic activities was confirmed, also using the Mann-Whitney U test; and a preference for functional play over fantasy play in the pre-school period was confirmed, using the parametric t-test. The fourth hypothesis, based on test data delivered by the Griffiths Developmental Scales affirmed the general facilitative effects of the research environment. The sign test was used. The presence of sensitive periods was taken as a sufficient indication that the research environment was "Montessorian", established and run without formal training. The test results proved the facilitativeness of the experience, further supporting the possibility of running a Montessori school without the expense of training. By way of conclusion it was suggested that further research be undertaken to establish the visibility of Montessori in the broader South African context, given the proof that the elitism engendered by expensive training and administration procedures of this approach is not warranted. Given also its benefits, proven elsewhere, the present study is considered a pilot study to further research on this subject in the wider cultural and ethnic conditions.

Language: English

Published: Bloemfontein, South Africa, 1987

Abstract/Notes: A French language program used in a Montessori school with children in preschool through junior high grades is described. The program provides language instruction in the classroom by a French specialist as well as separate French classes, a compromise between immersion and the Montessori methodology. The children are able to work independently with French-related materials in their own classrooms at any time, and individual help is also available. French instruction begins when children enter the school at age two and a half and establishes vocabulary and language interest at an early age. The curriculum is participatory and includes grammar instruction. At the junior high school level, students enter either an accelerated French program, grammar-intensive and writing-oriented, or an advanced beginning level focusing on grammar basics and spelling. Special student projects also allow language learning to be expanded beyond the classroom. A curriculum outline and list of expectations is appended. (MSE)

Language: English

Pages: 16

Abstract/Notes: Narrated by Margot Waltuch; edited by Geoffrey Richman.

Runtime: 18 minutes

Language: English

Published: Cleveland, Ohio, 1999

Language: English

ISSN: 0002-726X, 1543-0375

Abstract/Notes: Describes the trial-and-error approach of Northwoods (Atlanta, Georgia) Montessori School's experiment in all-day Montessori for preschoolers. Contrasts the school's original half-day program with the subsequent all-day programs, and outlines student and teacher schedules. (MDM)

Language: English

ISSN: 1522-9734