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Article
Materials and (Language) Learning Environment Based on Montessori Concepts
Available from: LLT Journal
Publication: LLT Journal: A Journal on Language and Language Teaching, vol. 21, no. 1
Date: 2018
Pages: 46-54
Children with disabilities, Classroom environments, Inclusive education, Maria Montessori - Philosophy, Montessori materials, Montessori method of education, People with disabilities, Prepared environment
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Abstract/Notes: Montessori Education is widely spread in almost all countries in the world. Even though this school is meant for all kinds of learners including “normal” learners, the Montessori education concepts used in Montessori schools will be very supportive education for children with special needs. Therefore, the schools which adopt Montessori education concepts can facilitate inclusion, especially with the concepts of ‘I can do it myself.’ Inclusive education needs to be carefully prepared and implemented by schools. The movement brings about some challenges for teachers. This paper explores the environment and materials based on Montessori education concepts. The environment and materials are suitable for all types of learners and thus can be an option to be implemented in the inclusive education setting. Teaching materials rooted in Montessori education concepts indeed cater all ages and embrace the needs of all students. DOI: doi.org/10.24071/llt.2018.210105
Language: English
ISSN: 2579-9533
Report
A Voluntary Prekindergarten Language Development and Reading Program for the Entire Four-Year-Old Population of a City (An Investigation of Machine-Taught Reading) Final Report
Available from: ERIC
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Abstract/Notes: Four studies conducted by the Mount Vernon Public Schools over a period of five semesters involved machine-teaching reading to 240 disadvantaged prekindergarten children from the children's center and the child development center to prepare them for more successful kindergarten learning through academically-oriented readiness activities in an American Montessori classroom setting. The children's center subjects attended 1-hour sessions while the child development center subjects attended 3-hour sessions. Experimental groups from both centers used the Edison-Responsive-environment talking typewriter and the story-telling-automatic reading tutor machines with programs which utilized linguistic vowel-sounds methods. The control groups used the same machines but did not receive program training. Results showed superior performance by the program subjects, but there were no significant differences in the performance of program subjects using different teaching machines. The 1-hour session proved to be as effective as the 3-hour session. These results imply that greater consideration should be given to more economical program systems and that class time could be reduced by half without loss in learning.
Language: English
Published: Mount Vernon, New York, Feb 1968
Article
[Unidentified Hindi Language Section]
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Around the Child, vol. 2, no. 2
Date: 1957
Pages: 71-72
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Language: Hindi
ISSN: 0571-1142
Article
Multilingualism in a Montessori Preschool: A Study of Language Variability in a Linguistically Diverse Preschool Programme
Available from: IndianJournals
Publication: Journal of Exclusion Studies, vol. 9, no. 2
Date: 2019
Pages: 111-131
Asia, Bilingualism, India, Multilingualism, South Asia
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Abstract/Notes: This article is based on a study of an ‘English-medium’ preschool programme for underprivileged children. The diverse linguistic backgrounds of the teachers and students prompted an enquiry into how multiple languages would be negotiated in the setting and how comprehension, learning and communication would occur given that none of the children came from English-speaking homes. The article identifies and interprets key features of verbal language that were observed in the setting and articulates implications for educational practice.
Language: English
DOI: 10.5958/2231-4555.2019.00009.3
ISSN: 2231-4547, 2231-4555
Book Section
A Montessori Bibliography of Materials in the English Language, 1909-1961
Book Title: Learning How to Learn: An American Approach to Montessori [1962]
Pages: 139-175
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Language: English
Published: New York, New York: American Montessori Society, 1998
Edition: Revised ed.
Article
Charts: Language Chart, Prepared Paths to Culture
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1973, no. 4
Date: 1973
Pages: 10–12
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Language: English
ISSN: 0519-0959
Article
The Progression of Left to Right in Montessori Language Development
Publication: Tomorrow's Child, vol. 31, no. 2
Date: 2024
Pages: 20-21
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Language: English
ISSN: 1071-6246
Master's Thesis
From My Casa to Yours: Evaluating the Possibility of Applying the Montessori Language Curriculum to the Ontario Elementary Context
Available from: Theseus (Finland)
Americas, Canada, Educational change, Language education, Montessori method of education - Criticism, interpretation, etc., North America
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Abstract/Notes: The Ontario Human Rights Commission's inquiry into how reading (an essential human right) is taught in Ontario schools revealed that Ontario’s public education system is “failing students...by not using evidence-based approaches to teach them to read.” This thesis aimed to address this failure by proposing Montessori language curriculum as a viable alternative to the current (ineffective) practices. The validity of both the new Ontario language curriculum and the Montessori language curriculum were assessed through the use of The Reading League’s Curriculum Evaluation Guidelines (CEG) and their associated workbook. The Ontario language curriculum was found to be lacking, particularly in terms of its lack of clarity, and guidance with regards to practical implementation. The Montessori language curriculum on the other hand was found to meet or surpass the Ontario Human Rights Commission’s recommendations, and in a way that can tangibly be understood and implemented. In light of these findings, Ontario school boards should seriously consider adopting Montessori language curriculum, in whole or in part, to address the systemic reading crisis. All educational stakeholders have a role to play in safeguarding children’s right to read.
Language: English
Published: Tampere, Finland, 2024
Article
Learning Their Language
Available from: ISSUU
Publication: Tomorrow's Child, vol. 22, no. 4
Date: Sep 2014
Pages: 18-20
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Language: English
ISSN: 1071-6246
Article
Dual-Language Montessori Rises in Phoenix
Publication: Montessori Public, vol. 8, no. 2
Date: Spring 2024
Pages: 6-7
Americas, Bilingual education, Language development, Montessori schools, North America, Public Montessori, United States of America
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Language: English