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518 results

Article

✓ Peer Reviewed

The Role of the Child Care Worker in the Treatment of Severely Burned Children

Available from: American Academy of Pediatrics (AAP)

Publication: Pediatrics, vol. 50, no. 4

Pages: 617-624

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Abstract/Notes: Experience with 57 children suggests that the physical and psychological rehabilitation of severely burned children is promoted in a positive and child-oriented environment. It has also suggested that the child care worker, functioning as an integral member of the burn team, can help establish a more peaceful relationship between the child and his environment and insulate him, by means of repeated positive encounters, from the threatening and often seemingly hostile world around him, while preparing him eventually to meet it. Thus, the child care worker can offer to the child the critical support and understanding needed throughout the long period of hospitalization by helping create a more normal and child-centered environment.

Language: English

DOI: 10.1542/peds.50.4.617

ISSN: 0031-4005, 1098-4275

Article

✓ Peer Reviewed

Teaching Strategies: Strategies for Teaching Children in Multiage Classrooms

Available from: Taylor and Francis Online

Publication: Childhood Education, vol. 71, no. 2

Pages: 102-105

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Abstract/Notes: Multiage classrooms are an increasingly popular way to restructure schools. To be successful, multiage classrooms must shift their focus from teaching curriculum to teaching children. Strategies recommended for making multiage teaching successful include a process approach to learning, facilitation by the teacher, an integrated curriculum, appropriate learning environments, cross-age learning, flexible groupings, and portfolio assessment. (TM)

Language: English

DOI: 10.1080/00094056.1995.10522590

ISSN: 0009-4056, 2162-0725

Article

✓ Peer Reviewed

Children's Temperament and Behavior in Montessori and Constructivist Early Childhood Programs

Available from: Taylor and Francis Online

Publication: Early Education and Development, vol. 11, no. 2

Pages: 171-186

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Abstract/Notes: This study tested the hypothesis that curriculum type (Montessori and constructivist) moderates the impact of temperament (specifically activity level and attention-persistence) on the classroom behavior of 3- to 5-year-old children. Mothers enrolled in Montessori and constructivist preschools filled out the Colorado Childhood Temperament Inventory. The children’s teachers filled out the Preschool Behavior Questionnaire and the Preschool Adjustment Questionnaire. A near-significant trend suggested that temperamentally active boys were more likely to be perceived by their teachers as having behavior problems if they were enrolled in Montessori programs than if they were enrolled in constructivist programs. There was no such trend for girls. There was no evidence that temperamental attention span persistence moderated the impact of curriculum type on either boys’ or girls’ behavior. The findings thus give modest support to the notion that parents should be advised to select constructivist early childhood programs especially for boys who are temperamentally predisposed to be highly modifying their teaching practices to better accommodate the needs of these children active. In addition, directors and teachers in Montessori programs may consider

Language: English

DOI: 10.1207/s15566935eed1102_3

ISSN: 1040-9289, 1556-6935

Article

Play Behaviors of Young Children

Publication: American Montessori Society Bulletin, vol. 16, no. 2

Pages: 1-9

Child development, Play, Socialization

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Language: English

ISSN: 0277-9064

Article

Observations of Children of Different Age Groups

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1967, no. 1/2

Pages: 28–31

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Language: English

ISSN: 0519-0959

Article

Gardening with Children: Fall Projects

Publication: Tomorrow's Child, vol. 4, no. 4

Pages: 22

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

Ruhiy Rivojlanishi Sustlashgan Bolalar Nuqsonini Korreksiyalashda Montessori Tizimidan Foydalanish [Using the Montessori System in Correcting Defects of Mentally Developmental Children]

Available from: European Journal of Interdisciplinary Research and Development

Publication: European Journal of Interdisciplinary Research and Development, vol. 25

Pages: 60-64

Developmental disabilities, Developmentally disabled children, Developmentally disabled youth, Maria Montessori - Philosophy, Montessori method of education

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Abstract/Notes: Ruhiy rivojlanishi sustlashgan bolalarda odatiy shaxsiy xususiyatlarining sustligi, yoki ko'z oldida bo'lgan hamma narsani idrok etishda qiynalishlar kuzatiladi. Ularning barchasi psixikaning inertligi va o’ta harakatchanligi bilan ajralib turadi, yangi narsaga o'tish, stereotipik harakatlar qilish va eski yodlangan belgilarni takrorlash qiyin kechadi. Bunday bolalar bilan tashkil etiladigan korreksion va pedagogik ishning maqsadi iloji boricha ko'proq bilim berish emas, balki ularning e'tiborini jalb qilish, qiziqtirish, faoliyatga jalb qilish, tasavvurlarini uyg'otishdir, shunda u yanada mustaqil, o'ziga ishongan va haqiqiy hayot sharoitlariga moslashgan boʻladi. Ushbu maqsadni hal qilishda M. Montessori tizimida ishlash samara beradi [In children with mental retardation, there is a lack of normal personality traits, or difficulty in perceiving everything in front of the eyes. All of them are characterized by inertness and extreme mobility of the psyche, it is difficult to switch to something new, perform stereotypical actions and repeat old memorized characters. The goal of correctional and pedagogical work organized with such children is not to give as much knowledge as possible, but to attract their attention, interest, engage in activities, awaken their imagination, so that they become more independent, self-confident and real life. adapted to the conditions. Working in the M. Montessori system is effective in solving this goal]

Language: Uzbek

ISSN: 2720-5746

Bachelor's Thesis

"Tämä tosiaan on lasten maailma, jossa lapsilla on se vapaus valita työnsä": Montessoripedagogiikan vahvuuksia päivähoidossa ["This really is a children's world, where children have the freedom to choose their work": Strengths of Montessori pedagogy in day care]

Available from: Theseus (Finland)

Europe, Finland, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Nordic countries, Northern Europe

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Abstract/Notes: Thesis description: The subject of our thesis is Montessori pedagogy in day care. In our bachelor’s thesis we deal with early childhood education in general and present the main ideas of the Montessori method. We also compare day care centers that go by the principales of the montessori pedagogy with conventional day care centers. Theoretical summary: The Montessori method is one form of alternative pedagogy. The main question of our bachelor’s thesis is: What special features does the Montessori method bring to the activities in Montessori day care centers? In addition we will examine how the idea of the child being in the center of the day care shows in the activities of the day care center. Methodological summary: The research material has been collected with the theme interwiev method and the material has been analysied using the content analysis method. We have interwieved the employees of some Montessori day care centers. Main results: The most significant special features of the Montessori method in early childhood education are the emphasizing of individuality, the child being in the center and the partnership of the parents and the day care center. Also the role of the kndergarten teacher and the environment are different. Play has a different kind of role and there are children of different ages in the group. Conclusions: The greatest strenghts of the Montessori method are individuality, the holistic wiew of development and the child-centred approach of The Montessori method will support the beneficial development of the child’s self-esteem. Key words: Early childhood education, the Montessori method, day care / Opinnäytetyön kuvaus: Opinnäytetyömme aihe on montessoripedagogiikka varhaiskasvatuksessa. Käsittelemme työssämme varhaiskasvatusta yleisesti ja esittelemme montessoripedagogiikan pääpiirteissään. Vertailemme myös montessoripedagogiikkaa toteuttavia päiväkoteja tavallisiin päiväkoteihin. Teoreettinen ja käsitteellinen esittely: Montessoripedagogiikka on yksi vaihtoehtoisten pedagogioiden malleista. Päätutkimuskysymyksemme on mitä erityistä montessoripedagogiikka tuo montessoripäiväkotien toimintaan. Lisäksi selvitämme sitä, miten lapsilähtöisyys toteutuu. Metodologinen esittely: Tutkimusaineisto on kerätty teemahaastattelumenetelmää käyttäen ja aineisto on analysoitu sisällönanalyysia hyödyntäen. Olemme haastatelleet montessoripäiväkotien työntekijöitä. Keskeiset tutkimustulokset: Montessoripedagogiikan huomattavimmat erityispiirteet varhaiskasvatuksessa ovat yksilöllisyyden, lapsilähtöisyyden ja kasvatuskumppanuuden korostuminen, ohjaajan erilainen rooli, lapsiryhmän hajautettu ikäjakauma, ympäristön erilaisuus ja leikin osuus päivähoidossa. Johtopäätökset: Montessoripedagogiikan suurimmat vahvuudet ovat lapsilähtöisyys, yksilöllisyys ja kokonaisvaltaisuus. Montessoripedagogiikka tukee osaltaan myönteistä itsetunnon kehitystä. Asiasanat: Varhaiskasvatus, montessoripedagogiikka, päivähoito

Language: Finnish

Published: Tornio, Finland, 2009

Article

Children, the Sacred Cause: A Report on AMS at the Summit

Publication: Montessori Life, vol. 3, no. 1

Pages: 21

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Language: English

ISSN: 1054-0040

Article

Breaking Free [Tibetan Children's Village, Northern India]

Publication: Montessori International, vol. 74

Pages: 26–27, 42

Asia, Displaced communities, India, Refugees, South Asia, Tibet

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Language: English

ISSN: 1470-8647

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