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

Language: English

Published: Urbana-Champaign, Illinois, 1969

Abstract/Notes: The research consisted of a qualitative case study of three urban public Montessori schools with a population of 51% or more of students of color and a commitment of 2 years or more of CRP-ABAR within a Montessori setting. The theoretical framework used for the study was the critical race theory, which is the conceptual foundation for examining inequities in public education. This research dissertation had a focus on gaining an insight into the perceptions of administrators, teachers, and parents toward CRP-ABAR in Montessori schools by examining the practices in three public Montessori schools. The possible connections to student outcomes, such as behavioral referrals, suspension rates, and academic achievement for students of color were explored to determine if any connections exist between CRP-ABAR and outcomes for students of color within a public Montessori setting. Three major themes emerged of the perceptions of administrators, teachers, and parents about the impact of the CRP-ABAR in a Montessori setting. The CRP-ABAR could be delivered through a curriculum-oriented approach or a systemic-oriented approach and the CRP-ABAR connects to Montessori through peace-global education and the prepared teacher-environment. The CRP-ABAR practices impact students of color primarily through social emotional growth with limited academic outcomes. Even with an intentional focus and diversity training, many non-Black teachers’ perceptions of students of color included deficit theory thinking. Some parents believed racism is being dismantled through the curriculum and celebrations of diversity. Other parents identified some teachers-staff with underpinning instances of biases and insensitivity.

Language: English

Published: Boca Raton, Florida, 2020

Abstract/Notes: This chapter describes a small research project evaluating the effects of a Montessori pre-school program upon the cognitive development of a group of Negro children from families in the Aid to Dependent Children category. The program has involved bringing a group of these children into classrooms for middle-class children in a parent-organized Montessori school in Hyde Park. Glen Nimnicht reports that the New Nursery School project at Colorado State College has also found some decreases in IQ in permissive non-integrated classroom programs for culturally disadvantaged children. During the summer, three Head Start classrooms were held in the Ancona Montessori School in the context of a general summer school program. Two of the classrooms were integrated: they were composed of half Head Start children, half middle-class children. The children of average IQ on first testing increased as much as did the children of low IQ on first testing.

Language: English

Published: New York: Routledge, 2017

Edition: 1st

ISBN: 978-1-351-31268-4 978-1-138-52252-7

Abstract/Notes: Overcoming challenges to quality early education in developing nations, TEACH Rwanda, one high-performing education system, offers a model of childhood learning through sensitive teacher dispositions, child-centred play, and culturally relevant materials. This manuscript provides a unique window into the practices of a quality early childhood system in Rwanda and articulates how these high-quality approaches to early childhood education can be executed successfully in developing nations with limited resources. The guidelines for practice and illustrations from real classrooms are relevant for a range of educators around the world. One key to success is the programmes’ homegrown professional development approach featuring Rwandans teaching Rwandans, which builds capacity within the system. The professional development description encourages administrators and directors to establish such programmes which can successfully build capacity and sustainability within their schools.

Language: English

DOI: 10.1080/03004430.2019.1578760

ISSN: 0300-4430, 1476-8275

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

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

Abstract/Notes: This literature review provides a broad examination of the importance of culturally sustaining practices in public Montessori schools. For the purpose of this paper, culturally sustaining practices refers to any pedagogical practice or framework that prioritizes the racial and social identities of children of color, and/or the work that educators must do to strengthen these culturally sustaining practices. Culturally sustaining practices include but are not limited to Culturally Sustaining Pedagogy, which Paris (2012) adapted from Ladson-Billings' (1995) Culturally Responsive Pedagogy. Specifically examining the experiences that children of color experience in public Montessori education in the U.S., the author proposes that culturally sustaining practices combined with the Montessori method will lead to more humanizing and uplifting school experiences for Montessori families and educators. The research questions guiding the review are: (1) How does public Montessori education intersect with racial justice, social justice, and CSP, specifically as it serves children of color? (2) What is the internal work required of adults who want to employ CSP in their practice with children? The themes that arose from the literature were: the racial and economic challenges facing public Montessori in the U.S.; the varied experiences of Montessori students of color; the need for more social justice and culturally sustaining practices; and the aspects of culturally sustaining practices already existing in Montessori. The paper ends with recommendations for schools and Montessori teacher preparation.

Language: English

ISSN: 1916-8128

Language: English

ISSN: 0277-9064

Abstract/Notes: Globally, nearly two-thirds of people with dementia reside in low- and middle-income countries (LMICs), yet research on how to support people with dementia in LMIC settings is sparse, particularly regarding the management of behavioural and psychological symptoms of dementia. Understanding how best to manage these symptoms of dementia with non-specialist approaches in LMICs is critical. One such approach is a non-pharmacological intervention based on the Montessori method. To evaluate the feasibility and acceptability of a culturally adapted, group-based Montessori intervention for care home residents with dementia and their study partners, who were paid care workers in Pakistan. This was a two-stage study: a cultural adaptation of the Montessori intervention and a single-arm, open-label, feasibility and acceptability study of 12 participant dyads. Feasibility and tolerability of the intervention and study procedures were determined through the recruitment rate, adherence to the protocol and acceptance of the intervention. Qualitative interviews were undertaken with the study partners. A pre–post exploratory analysis of ratings of behavioural and psychological symptoms of dementia, functional ability and quality of life were also conducted. The recruitment and retention rates of people with dementia were acceptable, and the intervention was well tolerated by participant dyads. Findings show a reduction in agitation levels and improvement in mood and interest for the activities. Feasibility studies of low-cost, easy-to-deliver and culturally adapted interventions are essential in laying the groundwork for subsequent definitive effectiveness and/or implementation trials for dementia in LMICs, where awareness and resources for dementia are limited.

Language: English

DOI: 10.1192/bjo.2020.49

ISSN: 2056-4724