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Report
The Effects of Montessori Educational Techniques on Culturally Disadvantaged Head Start Children
Available from: ERIC
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Abstract/Notes: To determine whether significant differences exist in skill performance as a result of head start experience and to determine whether these differences exist between two ethnic groups, 17 Anglo-American [White] and 62 Mexican American [Latino] culturally disadvantaged children were pre-tested and post-tested during the summer of 1965 in connection with six-week head start programs in Costa Mesa and Fullerton, California. Five teachers using modified Montessori materials stressed three developmental areas, (1) perceptual-motor, (2) social-emotional, and (3) intellectual-academic. Seven instruments were used to test the program's effectiveness--Gesell Maturation Index, Mateer Inversion Test, tests of dominance, teacher rating scale, Goodenough-Harris D-A-P, Peabody Picture Vocabulary Test, and wide range achievement test. Results showed that certain handicaps do exist among culturally disadvantaged children prior to school experience and that positive gains occurred when enrichment experiences were provided. Greatest gains were in the areas of intellectual-academic and social-emotional skills. Ethnic differences appeared in the linguistic skills limitations of the Mexican American children. Need for medical and dental attention was apparent in both groups. Future provision should be made for continued preschool education and wider dissemination of health services. (LG)
Language: English
Published: Fullerton, California, Sep 1965
Article
Using Mathematics Strategies in Early Childhood Education as a Basis for Culturally Responsive Teaching in India
Available from: Taylor and Francis Online
Publication: International Journal of Early Years Education, vol. 14, no. 1
Date: 2006
Pages: 15-34
Asia, Culturally responsive teaching, India, South Asia
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Abstract/Notes: The objective of this small study was to elicit responses from early childhood teachers in India on mathematics learning strategies and to measure the extent of finger counting technique adopted by the teachers in teaching young children. Specifically, the research focused on the effective ways of teaching mathematics to children in India, and examined teachers’ approach to number counting. In India, children were taught by their parents or by their teachers to use fingers to count. The qualitative study conducted by the researcher further enriched the topic with first‐hand comments by the teachers. Although the finger counting method was not the only process that teachers would adopt, it was embedded in the culture and taken into consideration while infusing mathematics skills. The teachers confirmed adopting the Indian method of finger counting in their teaching strategy; some specified that the method helped children to undertake addition and subtraction of carrying and borrowing, as counting by objects could not be available all the time. Although the study is limited by its small sample to the unique mathematics learning experience in India, it provides readers with a glimpse of culturally responsive teaching methods and an alternative mathematics teaching strategy.
Language: English
DOI: 10.1080/09669760500446374
ISSN: 0966-9760
Article
Culturally Responsive Literacy
Available from: MontessoriPublic
Publication: Montessori Public, vol. 3, no. 1
Date: Fall 2018
Pages: 3, 20-21
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Language: English
Article
Montessori: More Culturally Responsive
Available from: MontessoriPublic
Publication: Montessori Public, vol. 5, no. 3
Date: Spring 2021
Pages: 1, 14
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Language: English
Article
Culturally Sensitive Practice and the Spiritual Embryo
Available from: ProQuest
Publication: Montessori Life, vol. 31, no. 4
Date: Winter 2020
Pages: 48-53
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Abstract/Notes: After the physical growth that occurs in utero is complete, so begins the psychic development of the infant and toddler in the first 3 years of life. According to the American Sociological Association, culture is defined as "the languages, customs, beliefs, rules, arts, knowledge, and collective identities and memories developed by members of all social groups that make their social environments meaningful" (http://www.asanet.org). Some concrete examples of culture just happen to be a few things that infants and toddlers absolutely love: language, food, art, music, dance, and stories. In my years as an Infant & Toddler teacher, my task had been to create an appropriate environment for children living in a progressive university town in central New York.
Language: English
ISSN: 1054-0040
Master's Thesis (Action Research Report)
The Effect of a Culturally Diverse Art Curriculum on the Early Childhood Student’s Cultural Competency
Available from: St. Catherine University
Action research, Art education, Montessori method of education
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Abstract/Notes: This action research project was completed to test the effects of a culturally diverse art program on early childhood students’ cultural competency. The setting was a Montessori early childhood classroom of 22 children. There were two Asian students, one African American student, and 19 Caucasian students. Data were collected using a student conference form, self-portrait rubric, and tally sheets - continent symbol matching, group discussions and art activities. A group presentation took place each week about an artist from one the six inhabited continents which included a biography and examples of their artwork. Following the presentation an art activity was placed on the art shelf. The results showed that the program had a positive impact on the students’ cultural competency. This program will continue to evolve by interweaving it with other cultural curricula in the classroom and spending more than one week with each artist and activity.
Language: English
Published: St. Paul, Minnesota, 2022
Master's Thesis (Action Research Report)
Self-Efficacy: A First-Generation American Educator Teaching in a Culturally Diverse Montessori Classroom
Available from: St. Catherine University
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Abstract/Notes: This action research project investigated my teacher efficacy in a multicultural classroom with children ages 3 to 6. This was a self-study that I started during my first year of teaching in a private school in downtown Chicago. As a first generation American, I was the only participant. Throughout the four-week study, I responded to journal prompts where I reflected on daily readings of anti-bias literature and my past schooling experiences. I measured my teacher efficacy and confidence levels through weekly attitude scales and pre and post self-assessments. My emotions were tracked with tally sheets. The data showed an increase in positive emotions vs. negative emotions, higher confidence levels in teaching, and growth in confronting bias and engaging in discussions about anti-bias education. This study recommends further engagement in anti-bias media and taking the time to reflect before making decisions in my work as a teacher.
Language: English
Published: St. Paul, Minnesota, 2020
Doctoral Dissertation
Success and Failure in Five Different Programs of Preschool Intervention With Culturally Disadvantaged Children
Available from: University of Illinois - IDEALS
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Language: English
Published: Urbana-Champaign, Illinois, 1969
Article
Early Education for the Culturally Disadvantaged: A Pictorial Essay
Publication: American Montessori Society Bulletin, vol. 3, no. 4
Date: 1965
Pages: 1-8
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Language: English
ISSN: 0277-9064
Article
The Montessori Approach to Culturally Diverse Curriculum
Publication: Point of Interest, vol. 7, no. 7
Date: Mar 1997
Pages: 1–3
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Language: English