For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Book
The Case for Mixed-Age Grouping in Early Education
Available from: ERIC
Early childhood education, Nongraded schools
See More
Abstract/Notes: In six brief chapters, mixed-age grouping of young children in schools and child care centers is explored and advocated. Chapter 1 defines mixed-age grouping, examines limitations of single-age grouping, and points out positive characteristics of mixed-age classes. Chapter 2 discusses social development as seen in children's interactions in mixed-age groups. Various studies are cited that focus on how children perceive one another and adapt their behavior and expectations accordingly, how children exhibit specific prosocial behaviors in mixed-age situations, and how children's group participation varies. Chapter 3 reviews studies on the cognitive effects of mixed-age grouping, concluding that psychologists and educators do not yet fully understand how mixed-age interaction affects cognitive development, and calling for more research on the interactive processes involved and the teacher's role in them. Chapter 4 discusses two strategies for mixed-age learning: peer tutoring and cooperative learning. Chapter 5 describes examples of successful implementation of mixed-age programs, including a 2-year kindergarten at the University of Northern Iowa's Malcolm Price Laboratory School, and the Fajans School in Sweden where elementary school-age children were not grouped by age or ability. Chapter 6 addresses four basic questions about implementing mixed-age grouping. A brief section giving conclusions and recommendations is provided, followed by 63 bibliographic citations and appended suggestions for teachers working with mixed-age groups.
Language: English
Published: Washington, D.C.: National Association for the Education of Young Children, 1990
ISBN: 0-935989-31-5
Series: NAEYC , 333
Article
How We Value Education
Publication: Montessori NewZ, vol. 45
Date: Mar 2007
Pages: 8
See More
Language: English
Book Section
Montessori Education and Inclusion
Book Title: The Bloomsbury Handbook of Montessori Education
Pages: 479-487
Children with disabilities, Children with visual disabilities, Disabilities, Inclusive education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation
See More
Abstract/Notes: Montessori educators view inclusion as an integral component of the method, as Maria Montessori’s first classrooms were designed to provide sensory stimulation and learning experiences for students deprived of these opportunities due to perceived disabilities. Much has been written on how Montessori’s work began with disabled children and work is underway in Montessori education to include disabled children more seamlessly. This chapter traces the chronology of inclusion in Montessori pedagogy and practice beginning with its historical underpinnings and continuing with a discussion of contemporary practice with a focus on Early Childhood (ages 3 to 6).
Language: English
Published: New York, New York: Bloomsbury Academic, 2023
ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1
Series: Bloomsbury Handbooks
Article
Peace Education and the Transformation of the Teacher
Publication: The National Montessori Reporter, vol. 18, no. 1
Date: 1994
Pages: 3–5
See More
Language: English
Article
개혁 교육적 관점에서 본 몬테소리 교육 [Montessori Education from a Reformed Educational Perspective]
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 5
Date: 2000
Pages: 25-40
See More
Language: Korean
ISSN: 1226-9417
Conference Paper
Emerging Trends and Issues in Early Childhood Education
Available from: ERIC
Meeting of the Elementary Education Division of the Virginia State Department of Education
See More
Abstract/Notes: Ten selected emerging trends in the field of early childhood education are discussed in this conference address: (1) a reevaluation of the view that early childhood education is a panacea; (2) greater emphasis on planned continuity between kindergartens and the primary grades; (3) increased use of multi-age grouping; (4) need for parenthood education in the high school; (5) importance of parent involvement in the decision making and policy formation processes concerning the education of his child and the implementation of classroom programs; (6) wider acceptance of the structured or prepared environment in programs; (7) development of a quality day care environment based on careful research and evaluation, (8) importance of humanistic or affective education; (9) need for aesthetic education (music, dance, literature, dramatics) in the total education of the child; and (10) accountability of teachers to the consumer as well as to the school boards. (Paper presented at a meeting of the Virginia State Department of Education, Elementary Education Division – Richmond, Virginia – October 1974)
Language: English
Published: Richmond, Virginia: Virginia State Department of Education, Oct 1974
Book Section
Montessori and the Process of Education: Readiness for Learning; The Geneva School; The Importance of Structure; Intuitive and Analytic Thinking; Aids to Teaching; Motives for Learning
Book Title: Education for Human Development: Understanding Montessori
Pages: 50-63
See More
Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020
ISBN: 978-90-79506-35-4
Series: Montessori Series , 11
Master's Thesis (Action Research Report)
Montessori Family Education
Available from: St. Catherine University
See More
Abstract/Notes: Montessori family education is a stepping stone in forming a bridge between school and home. This action research is focused on increasing familial attendance in Montessori education classes. Using quantitative and qualitative research methods are important tools in discovering the needs of the school community. Attendance, Likert scales and feedback questionnaires were useful tools in reaching out to the familial community. Implementing the changes based on the research results showed a drastic increase in attendance. With families leading busy lives, the school meeting them half way showed positive quantitative and qualitative results. This study had a maximum of 28 families participating. Data was collected pre-and post-Montessori education classes. A total of three family education classes were used for this action research. The second and third family education classes were formed using the results of the Likert scales and feedback questionnaire. The initial family education class was in the format originally used at the school. With each progressing family education class, attendance increased as did familial participation. Families felt at ease and comfortable participating in the discussion
Language: English
Published: St. Paul, Minnesota, 2018
Article
Montessori, Waldorf, and Reggio Emilia: A Comparative Analysis of Alternative Models of Early Childhood Education
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 52, no. 3
Date: 2020
Pages: 337-353
Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Waldorf method of education - Criticism, interpretation, etc.
See More
Abstract/Notes: Montessori, Waldorf, and Reggio Emilia education remain three of the most popular models for alternative early childhood education. Each of these approaches has developed globally, with a rich history of supporting children’s educational freedom. This narrative analysis provides a means for early childhood educators and scholars to understand the aims, philosophical and theoretical frameworks, historical development, benefits, and challenges in these models and their methods of practice. As early childhood education evolves with technology and as re-conceptualizations about early education occur, an understanding of these alternatives to traditional education models is important. While adaptive options of these models may emerge in education systems across national contexts, this review allows educators to consider their applications and cultural appropriateness in specific local and community contexts.
Language: English
DOI: 10.1007/s13158-020-00277-1
ISSN: 0020-7187, 1878-4658
Article
Alternative Perspectives in Education: The Radical School or Reinforcement Theory?
Available from: JSTOR
Publication: Behaviorism, vol. 4, no. 2
Date: Fall 1976
Pages: 231-243
See More
Language: English
ISSN: 0090-4155, 1943-3352