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Article
Ecosystems in the Backyard: Preparing a Diverse Outdoor Environment for Primary (Ages Three to Six) Children
Publication: NAMTA Journal, vol. 28, no. 1
Date: 2003
Pages: 195-204
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Chronicles the outdoor work of Lincoln Montessori School in Nebraska in prairie, forest, and indoor greenhouse environments, highlighting the application of prepared environment principles to the natural world. Highlights how implicit to the design are opportunities for caring, including practical life exercises with outdoor tools. Shows how repeating natural cycles and seasons are part of the yearly cycle of children in multi-age groups. (Author/KB)
Language: English
ISSN: 1522-9734
Article
Ecosystems in the Backyard: Preparing a Diverse Outdoor Environment for Primary (Ages Three to Six) Children
Available from: ERIC
Publication: NAMTA Journal, vol. 38, no. 1
Date: 2013
Pages: 61-65
Early childhood care and education, Early childhood education, Ecology, Mary B. Verschuur - Writings, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals, Prepared environment
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Abstract/Notes: Mary Verschuur chronicles the outdoor work of Lincoln Montessori School in prairie, forest, and indoor greenhouse environments, pointing out the application of the prepared environment principles to the natural world. Implicit to the design are opportunities for caring, including various practical life exercises with outdoor tools blended into each habitat. The repeating cycles of nature and its seasons are part of the yearly cycle of children in multi-age groups, adding to sensory richness and hands-on tasks. Lincoln Montessori School demonstrates how schools can model simple and well-thought-out solutions with minimum expense and maximum engagement. [Reprinted from "The NAMTA Journal" 28,1 (2003, Winter): 195-204.]
Language: English
ISSN: 1522-9734
Article
Summary of Training Course Comparisons
Publication: NAMTA Quarterly, vol. 9, no. 2
Date: 1984
Pages: 61-63
North American Montessori Teachers' Association (NAMTA) - Periodicals, Trainings
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Language: English
Article
Handwriting and Spelling for Primary and Elementary Classes
Publication: NAMTA Quarterly, vol. 6, no. 3
Date: Summer 1981
Pages: 52-56
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Article
A Silent Walk (Primary)
Publication: NAMTA Journal, vol. 17, no. 3
Date: Summer 1992
Pages: 44–46
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
How to Include a Science Lab in a Montessori Primary Classroom
Publication: NAMTA Quarterly, vol. 10, no. 1
Date: Spring 1985
Pages: 27-33
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Book
The Educational Environment: Approaches to Primary Education
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Abstract/Notes: Report of an international conference held at the Froebel Educational Institute, Roehampton, London in July 1970.
Language: English
Published: London, England: World Education Fellowship and Montessori Society in England, 1971
Book
The Normal Child and Primary Education
Available from: HathiTrust
Early childhood care and education, Early childhood education
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Language: English
Published: Boston, Massachusetts: Ginn and Company, 1912
Conference Paper
mLearning in Primary Education: An Online Teacher Training Proposal Based on Montessori Education Principles
Available from: IATED Digital Library
12th International Conference on Education and New Learning Technologies
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Abstract/Notes: Mlearning is learning through digital mobile environments, making it possible to acquire, interrelate and share new knowledge through mobile devices. There is a consensus on the growth of the use of these devices for different educational actions. According to Sarrab, Elgamel & Aldabbas (2012), there are different recreational and pedagogical uses based on mlearning. According to De Araújo Junior et al (2019), these uses are based on the possibility of combining more than one methodology and learning strategies in line with students’ learning characteristics and needs. To this end, mlearning seeks to integrate learning theories, especially constructivist and behavioral theories to also create collaborative working environments (Crompton, Burke & Gregory, 2017). The greatest advantage of mlearning is the possibility of it being applied pedagogically beyond the school environment, with the participation of families and with various proposals for interaction between teacher-student, student-student, and teacher-student-families. This whole range of possibilities has created a new field of study. By overcoming the design approach on mlearning environments and their different effects (Devinder Singh & Zaitun, 2006), a new line of research is becoming relevant: the role of teachers and their training in the use of this technology. Sanchez-Prieto & Hernández García (2019) point out that despite its advantages, the number of teachers using this technology is still very limited. A bibliographic review of 7 scientific articles related to the use of mlearning in primary classes within different educational contexts identified that teachers still lack, not only technical and/or pedagogical but also comprehensive training, making it difficult for them to become familiar with this technology and applying it as another teaching tool in their primary classes. Considering the needs found regarding digital teacher competence, the basis of digital interaction between teacher-student-families and the assessment, selection, and design of didactic contents, this study is an integral part of the Koulu I +D project (Mobile learning in primary education) number ID19-XX-003, aims to present a proposal for teacher training taught within an online learning environment. It does so regarding the basis, application and use of mlearning in primary classes based on the principles of Montessori education: personal choice of the student, collaborative learning, self-direction, the teacher as a guide and learning by discovery. To this end, the training model is based on these points to guide the work using mlearning by considering the characteristics and needs of primary education, regardless of the tool’s typology. The training proposal is based on providing the necessary teaching knowledge to conduct the pedagogical work at the comprehension, application and assessment levels of mlearning in primary classes. The training was designed as an online format to overcome the first barrier for some teachers: the use of technology. The defined points of training to meet the demands of the application in primary classes are: Digital teacher competence, Montessori and Mlearning Pedagogy, Pedagogical tools and the possibilities of primary education and mlearning Assessment in primary education.
Language: English
Pages: 7979-7983
DOI: 10.21125/edulearn.2020.2004
ISBN: 978-84-09-17979-4
Book
Työkasvatus päiväkodissa sekä peruskoulun ala-asteen Freinet ja Montessori-luokilla [Work education in kindergarten and in Freinet and Montessori classes in primary school]
Célestin Freinet - Philosophy, Elementary education, Elementary schools, Freinet Modern School Movement, Maria Montessori - Philosophy, Montessori method of education, Preschool education
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Language: Finnish
Published: Helsinki, Finland: Helsingin yliopisto, 1999