For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Architekt Franz Schuster, Wien: Modell für eine Montessori-Schule "Haus der Kinder" - Eigangsseite und Gartenseite [Architect Franz Schuster, Vienna: Model for a Montessori school "House of Children" - entrance side and garden side]
Available from: Heidelberg University
Publication: Moderne Bauformen: Monatshefte für Architektur und Raumkunst, vol. 26, no. 10
Date: 1927
Pages: 397
Architecture, Austria, Europe, Western Europe
See More
Language: German
Article
Kailash Child–Zaina
Publication: Montessori Leadership, vol. 7, no. 1
Date: 2005
Pages: 30
See More
Language: English
Article
Dr. Toy's Tips on Selecting Children's Products
Publication: Tomorrow's Child, vol. 13, no. 2
Date: 2004
Pages: 25–26
See More
Language: English
ISSN: 1071-6246
Article
A Meta-Analysis of the Effects of Montessori Education on Five Fields of Development and Learning in Preschool and School-Age Children
Available from: ScienceDirect
Publication: Contemporary Educational Psychology, vol. 73
Date: Apr 2023
Pages: Article 102182
Child development, Children, Elementary school students, Learning, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Preschool children
See More
Abstract/Notes: This meta-analysis examines the effects of Montessori Education (ME) on five dimensions of development and learning in preschool and school-age children. It includes data from 33 experimental or quasi-experimental studies comparing ME with other pedagogical approaches (268 effect sizes; n = 21,67). These studies were conducted in North-America, Asia and Europe, and published between 1991 and 2021. Effect size estimated using Hedges’ unbiased g, and a 3-level multilevel meta-analytic approach applied due to the dependency among the effect sizes obtained from the same study. Results showed that ME’s effects on development and learning are positive and vary from moderate to high, depending on the dimension considered: cognitive abilities (g = 0.17), social skills (g = 0.22), creativity (g = 0.25), motor skills (g = 0.27), and academic achievement (g = 1.10). Analyses of different moderators did not reveal differences by school level, type of publication and continent.
Language: English
DOI: 10.1016/j.cedpsych.2023.102182
ISSN: 0361-476X
Article
Give the Child the Universe: The Primary [Elementary] Years from a Montessori Perspective
Publication: Montessori Matters
Date: Dec 2004
Pages: 12–14
See More
Language: English
Article
The Child the Unknown
Publication: Around the Child, vol. 1
Date: 1956
Pages: 7-14
See More
Language: English
ISSN: 0571-1142
Article
Spirituality in Early Childhood Education
Available from: He Kupu
Publication: He Kupu - The Word, vol. 3, no. 5
Date: Nov 2014
Pages: 16-22
Australasia, Australia and New Zealand, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., New Zealand, Oceania, Spirituality, Waldorf method of education - Criticism, interpretation, etc.
See More
Abstract/Notes: Spirituality is an important dimension of the holistic development of young children, much like autonomy, resilience and responsibility. Unfortunately, it often remains as a forgotten area in early childhood education in many cultures (Zhang, 2012). Many people simply could not articulate the concept of spirituality concretely and some may confuse it with religion. Sokanovic and Muller (1999) pointed out that the definition of the term spirituality has little consensus of opinion throughout society, and has even, in specialised fields such as education, academia and religion sectors, various definitions. To explore the specific meaning of spirituality would be not only meaningful but of great significance for our understanding of the tenet of early childhood education and the national curriculum of New Zealand, Te Whāriki. Furthermore, spirituality is also a frequently discussed topic in many philosophies of early childhood education. For example, spiritual self or inner spirituality is recognised by Froebel and Pestalozzi (Froebel Web, 2014; Bruehlmeier, 2014), while spiritual development is further explored and integrated in teaching practices by Montessori and Steiner (Weinberg, 2009; Ullrich, 1994). Therefore, the task of this article is to try to define the term “spirituality” in the context of early childhood education, and explore spirituality as presented in the work of two early childhood theorists. Later, this article will also critically examine the aspect of spirituality in my own childhood education in China, and in relation to other contexts.
Language: English
ISSN: 1179 - 6812
Article
Field Notes [M: Magazine; schools in Minnesota, Iowa, Connecticut, California, Ohio, Illinois, Maryland, Massachusetts, North Carolina; AMS research effort; Tomorrow's Child online; MACTE recognition by US]
Publication: Public School Montessorian, vol. 21, no. 1
Date: Fall 2008
Pages: 8-9
Montessori Accreditation Council for Teacher Education (MACTE), Public Montessori
See More
Language: English
ISSN: 1071-6246
Article
Moments of Peril: The Demonstrative Child [question]
Publication: Montessori Observer, vol. 9, no. 1
Date: Jan 1988
Pages: 4
See More
Language: English
ISSN: 0889-5643
Book
Reading, Writing and Spelling in Spanish I: A Complete Guide to Teaching Your Child Beginning Written Spanish
See More
Language: English
Published: Rossmoor, California: American Montessori Consulting, 1993
ISBN: 0-929487-77-X