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839 results

Archival Material Or Collection

Box 17, Folder 25 - Notes, ca. 1929-1948 - "Sensitive Periods for Language"

Available from: Seattle University

Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings

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Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Archival Material Or Collection

Box 6, Folder 45 - Lecture Outlines, 1962-ca.1963 - “The Study of Language”

Available from: Seattle University

Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings

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Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Archival Material Or Collection

Box 6, Folder 12 - Lecture Outlines, 1962-ca.1963 - “Montessori not Primarily a Method of Education”; “The Incarnation of Language”; “Mental Development in Infancy”

Available from: Seattle University

Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings

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Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Book Section

Cognitive Performance in Montessori and Nursery School Children

Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives

Pages: 156-162

Americas, Cognition, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Abstract/Notes: This article originally appeared in the Journal of Educational Research, v. 62 (1969), p. 411-416. DOI: 10.1080/00220671.1969.10883885

Language: English

Published: Lexington, Massachusetts: Ginn Custom Pub., 1983

Edition: 2nd ed.

ISBN: 0-536-04367-1

Article

La maison des petits in Genf [The Children's Home in Geneva]

Publication: Kindergarten, vol. 66

Pages: 19-20

Europe, Switzerland, Western Europe

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Language: German

Article

✓ Peer Reviewed

An Institute for Backward Children in Rome

Available from: HathiTrust

Publication: British Medical Journal, no. 2094

Pages: 438

Children with disabilities, Europe, Inclusive education, Italy, People with disabilities, Southern Europe

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Abstract/Notes: This is also available from PubMed: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2400334/?page=1

Language: English

ISSN: 0007-1447

Article

The Montessori Model in Puebla, Mexico: How One Nonprofit Is Helping Children

Available from: ProQuest

Publication: Montessori Life, vol. 20, no. 1

Pages: 20-25

Americas, Central America, Latin America and the Caribbean, Mexico

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Abstract/Notes: In this article, the author discusses how the JUCONI Foundation in Puebla, Mexico is helping children. (JUCONI is an acronym for "Junto con los Ninos", or "Together with the Children)." This Mexican nongovernmental organization (NGO) has been successfully working with distressed families and children in Puebla since 1989. For the JUCONI Foundation, success means breaking destructive cycles of poverty and abuse, and reintegrating children and parents into society, where it is possible for them to attain education and steady jobs. With a success rate greater than 80 percent, JUCONI has been recognized for its innovative work by such organizations as UNESCO, the World Bank, the European Union, the British government, and the International Youth Foundation. The JUCONI Foundation helps 350 children and 150 families a year. The JUCONI Day Center offers educational and therapeutic services to families and children (up to age 13) working in the markets and provides a Montessori model of education for children ages 18 months to 5 years. Children attend a child-friendly center where they engage in activities designed to foster their creativity, curiosity, and independence. Based upon the guiding principle of fostering a love of learning in children through self- and teacher-initiated experiences, the JUCONI Day Center benefited from the teachings of an experienced guide who played a key role in the implementation of the Montessori model. The Montessori model for the younger children prepares them for the challenges of public education. It is an integrated program designed to help the children realize their emotional, cognitive, social, and physical potential, so they can benefit more from the services available to them.

Language: English

ISSN: 1054-0040

Doctoral Dissertation

Everyday Spirituality: Supporting the Spiritual Experience of Young Children in Three Early Childhood Educational Settings

Available from: Massey University - Theses and Dissertations

Australasia, Australia and New Zealand, Child development, Comparative education, Montessori schools, New Zealand, Oceania, Spirituality, Waldorf schools

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Abstract/Notes: The focus of this research is the spiritual experience of young children in early childhood educational settings. Spirituality is included in the New Zealand early childhood curriculum, Te Whariki, but is a relatively unarticulated aspect of educational practice. In order to find out how spirituality is supported in early childhood educational contexts this qualitative case study research took place in three early childhood settings: a Montessori casa, a private preschool and a Steiner (Waldorf) kindergarten. The methods used in the research included participant observation, interviews and focus groups. The teachers were asked to make a video about spirituality to reflect their own context and photographs were taken in each setting. The metaphor of spiritual landscape is used in this research. In this landscape everyday experience merged with the spiritual to form the concept of everyday spirituality. The cultural theories of everyday life supported a realisation that ordinary daily activity can become wonderful and mysterious when the spiritual dimension is realised. The themes that emerged from analysis of the case studies are conceptualised as transformative aspects of learning and relationships. They are aspects of everyday spirituality identified as spiritual withness; spiritual inbetweenness; and the spiritually elsewhere. Representing spiritual experience is challenging. The thesis is written in narrative form and contains core narratives as prose and poems. Using writing as a means of discovery made communicating spirituality through the medium of words a possibility. Spirituality is proposed to be an inclusive concept that affirms a sense of connection and this thesis found that all pedagogical practices in early childhood settings have the potential to include a spiritual aspect. In Aotearoa New Zealand many children lead their everyday lives in the context of an early childhood environment that includes teachers and parents as part of that community. This thesis argues that when everyday spirituality permeates early childhood contexts that all aspects of the curriculum are realised and the spiritual experience of everyone connected to that setting is supported.

Language: English

Published: Palmerston North, New Zealand, 2007

Article

Kids Korner [poems by children]

Publication: The National Montessori Reporter, vol. 21, no. 1

Pages: 6–7

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Language: English

Article

Newsboard: Montessori Children Impress Minister of Education

Publication: Montessori Voices [Montessori Aotearoa New Zealand], vol. 50

Pages: 19

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Abstract/Notes: MANZ conference 2008, Napier

Language: English

ISSN: 1178-6213, 2744-662X

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