Abstract/Notes: Reviews research into the effects of full-time day care on parent-child bonding, noting a number of weaknesses in research in this area, namely small sample size. Concludes that while most research finds that early day care can potentially disrupt the attachment bond, the significance of the disruption is unclear. (MDM)

Language: English

ISSN: 1522-9734

Language: English

Published: London, England: Bell & Sons, 1918

Edition: 3rd edition rev.

Language: English

Published: New York, New York: Crown, 1992

ISBN: 0-517-59182-0

Language: English

ISSN: 1522-9734

Abstract/Notes: The mother of an 11-year-old deaf child compares her daughter's experiences mainstreamed in a traditional school system (a Hebrew school) and in a Montessori school. The Montessori system is seen to be especially advantageous for the deaf child because of the following characteristics: opportunities for the child to be successful, a visual (rather than verbal) form of education, individualized education, informal teaching styles, no group lessons, a commitment to social education, opportunities for the deaf child to be useful and helpful, and provision of remedial education (such as language therapy).

Language: English

Published: [S.I.]: [s.n.], Apr 1976

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

Abstract/Notes: Teimme opinnäytetyömme Töölön ja Herttoniemenrannan Montessori-leikkikouluihin. Opinnäytetyömme tarkoituksena oli tuoda leikkikoulujen työntekijöille esille vanhempien ajatuksia kasvatuskumppanuudesta. Pyrimme myös löytämään niitä asioita, jotka eivät vielä toteudu kasvatuskumppanuuden käytännössä. Opinnäytetyömme oli luonteeltaan sekä kvalitatiivinen että kvantitatiivinen. Keräsimme aineistoa vanhemmilta kyselylomakkeen avulla, joka sisälsi sekä suljettuja että avoimia kysymyksiä. Kyselylomakkeen laatimisessa käytimme apuna kasvatuskumppanuuden periaatteita, jotka olivat kuuleminen, kunnioitus, dialogisuus ja luottamus. Vanhemmat vastasivat tutkimukseen anonyymeina. Tutkimuksessa oli mukana 29 perhettä, 13 Töölöstä ja 16 Herttoniemenrannasta. Aineiston analysointiin käytimme SPSS-ohjelmaa sekä tyypittelyä. Tuloksista selvisi, että vanhemmat kokivat päivittäiset keskustelut henkilökunnan kanssa lapsen tuontija hakutilanteissa erityisen merkityksellisiksi. Vanhempien mielestä keskustelu lapsen päivän kulusta henkilökunnan kanssa olikin pääosin riittävää. Osalle vanhemmista riitti, että vain lasta koskevat erityiset kuulumiset vaihdetaan. Vanhemmat myös pitivät kodin ja leikkikoulun välistä suhdetta luottamuksellisena sekä tasa-arvoisena. Kuitenkaan henkilökemiat eivat vanhempien mielestä kaikin puolin aina toimineet. Leikkikoulun toiminnan suunnitteluun vanhemmat eivät juurikaan kokeneet voivansa osallistua, tai he eivät välttämättä edes halunneet. Yhteiset kasvatustavoitteet oman lapsen kohdalla, oli osalle vanhemmista epäselvät. Kasvatuskumppanuuden periaatteet toteutuivat leikkikouluissa melko hyvin, eikä tulokset juurikaan vaihdelleet leikkikoulujen kesken. Vanhemmat toivat esille kuitenkin muutamia kehitysehdotuksia leikkikoulun toimintaan liittyen. He toivoivat, että lapsille annettaisiin useammin mahdollisuus leikkiä ryhmässä, eikä vain yksin tai kahdestaan. Myös leikkikoulun järjestämää yhteistä iltaa vanhemmille lapsen kasvatukseen liittyen toivottiin. Mahdollisena jatkotutkimuksena voisi 1-2 vuoden kuluttua tehdä samoihin leikkikouluihin tutkimuksen samasta aiheesta, joko haastatteluin tai kyselylomaketta käyttämällä ja tarkastella, onko opinnäytetyömme tuonut muutoksia leikkikoulujen toimintaan.

Language: Finnish

Published: Helsinki, Finland, 2009

Abstract/Notes: The purpose of this thesis was to find out how parents experienced Montessori preschool education at the Aurinkoleijona school in Salo. The aim was to find out parents’ motives for choosing Montessori preschool Aurinkoleijona and to find out how much parents understand the theory of Montessori education. The purpose of this thesis was also to research parents’ understanding of and experience in parental partnership. The thesis was carried out in collaboration with Montessori day-care centre Aurinkoleijona that needed updated information on the significance of alternative preschool education in Salo. The theoretical section of the thesis looks at Finland’s national preschool legislation and the basics of Montessori pedagogy and parental partnership. This thesis was conducted as qualitative research and the data was collected using interviews. The focus group was four parents whose children were in Montessori preschool education. The data was then transcribed and the contents were analyzed. The results of the research indicate that the parents chose day-care centre Aurinkoleijona because of its location and in its quality of education. The parents had a clear understanding of the fundamentals of Montessori education. The results also showed that parental partnership is being executed well at Aurinkoleijona and the parents understand the underlying principles of parental partnership. / Tämän opinnäytetyön tarkoituksena oli selvittää vanhempien kokemuksia Aurinkoleijonan esiopetuksesta. Tutkimuksessa selvitetään vanhempien motiiveja valita montessoripäiväkoti ja heidän käsityksiään montessoripedagogiikasta. Tavoitteena oli myös selvittää vanhempien käsityksiä kasvatuskumppanuudesta ja siihen liittyviä kokemuksia. Tutkimus tehtiin yhteistyössä Montessoripäiväkoti Aurinkoleijonan kanssa, jolla oli tarvetta saada päivitettyä tietoa vaihtoehtopedagogiikan merkityksestä osana Salon kaupungin esiopetusta. Opinnäytetyössä käsitellään esiopetuksen valtakunnallisia perusteita ja montessoripedagogiikan sekä kasvatuskumppanuuden teoriaa pääpiirteissään. Tutkimuksessa käytettiin kvalitatiivista tutkimusmenetelmää ja tiedonkeruutapana toimi teemahaastattelu. Neljä esiopetusikäisen lapsen vanhempaa toimi tutkimuksen kohderyhmänä. Haastatteluaineisto litteroitiin ja analyysimenetelmänä toimi teemoittelu. Tuloksista kävi ilmi, että vanhemmat valitsivat Aurinkoleijonan sen sijainnin ja palveluiden laadun takia. Vanhemmilla oli myös selkeä käsitys montessoripedagogiikan periaatteista ja perusteista. Tämän tutkimuksen perusteella voidaan myös todeta, että kasvatuskumppanuus toteutuu päiväkoti Aurinkoleijonassa ja vanhemmat ymmärtävät kasvatuskumppanuuden tärkeät periaatteet.

Language: Finnish

Published: Pori, FInland, 2015

Abstract/Notes: Translated to: Greek (ed. 1980), Italian (1st ed., 1999).

Language: English

Published: New York, New York: Schocken, 1974

Edition: 1st ed.

Abstract/Notes: Dr. Maria Montessori established the Montessori Method in the early 1900s. Her first book ‘The Montessori Method’ was translated into English in 1912 and has since become a globally recognised form of education (Isaacs, 2012). This paper concentrates on the parents’ views and choices towards the Montessori Method as this particular subject remains largely unstudied, especially within the UK. The author of this thesis is qualified in Montessori early years practice and therefore has a personal interest in gaining an insight into the parents’ point of view. The thesis identifies and analyses the key aspects of the philosophy and curriculum within the Montessori Method. This was achieved by studying Dr. Montessori’s original ideas and recent supportive or critical reviews. To gain the perspective of the parents, questionnaires were designed to elicit answers to the following questions: What are the parent’s views of the Montessori Method? Do parents understand the Montessori Philosophy?; Do parents choose a nursery because it is using the Montessori Method? The study was conducted within two private Montessori Nursery schools: N:B and N:A. The questionnaire had a Likert 5 scale design, consisting of 16 questions and 1 open question giving the option of additional comments. 40 questionnaires were distributed in each setting. The response rate was: N:B: 23 (57.49%): and N:A: 16 (40%), with a total sample size of 39. The Likert scale results were processed into graphs and the displayed numerically. Additionally 26 participants provided extra information in the optional section, the results of which were organised into a graph of the five recurrent themes together with illustrative quotes. The results showed that even though the majority of the parents chose their nursery because it was using the Montessori Method and agreed with the philosophy, only a minority actually demonstrated a level of understanding of the method. The conclusion was that parents thought they know what Montessori education was but actually their understanding was superficial. The implication of this finding is that parents express a willingness to support the Montessori Method and Practitioners need to provide more information for them. However, the study was restricted due to the quantitative design of the questionnaire and the lack of academic sources to support findings. Parents’ participation was willingly given, suggesting further study in this area to be feasible.

Language: English

Published: [Cardiff, Wales], 2013