Abstract/Notes: Most compensatory early childhood programs are based on an assumption of linguistic and cognitive deficits which must be remedied if the Negro child is to succeed in school, but much collected data questions this assumption. The language of many lower class Negro children has been shown to be well-ordered and highly structured, although the dialect differs from standard English. A body of literature has appeared which terms the Negro mother inadequate, but newer insight, illustrated by the work of Virginia Heyer Young, recognizes that the Negro has a culture and life style which is meaningful and well-defined. Culture and race are too often used interchangeably, and early intervention programs have been created which are ethnocentric and lack cross-cultural perspective. Suggestions are given for ways in which the school needs to be restructured to take advantage of these observed cultural differences, particularly in regard to language and reading. Intervention is seen as necessary, but it should assume a culture conflict, rather than a culture deficit, viewpoint.

Language: English

Published: New York, New York: American Montessori Society, Jun 1970

Pages: 17 p.

Language: English

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Abstract/Notes: There are 25 million displaced children worldwide, and those receiving schooling are often educated in overcrowded classrooms. Montessori is a child-centred educational method that provides an alternative model to traditional educational approaches. In this model, students are able to direct their own learning and develop at their own pace, working with materials rather than in supervised groups or with direct teacher instruction. Because most children are working alone, teachers have more time to work one-on- one with children even when student-teacher ratios are quite large. This gives teachers increased opportunity to tailor their teaching to the specific needs and strengths of each student. We conducted an evaluation of Montessori classroom conversion for displaced students on the Thai-Myanmar border. We administered the Ages and Stages Questionnaire (ASQ) to 66 children before and after classroom conversion and across treatment and control classroom conditions. We then conducted difference in difference testing. All domains showed meaningful improvements in ASQ scores, with the Montessori students gaining 18 points relative to the traditional students (p = 0.33). However, only the personal-social domain of the ASQ was statistically significant (8.8 point gain for the Montessori students relative to the control, p < 0.05) in our underpowered sample.

Language: English

ISSN: 1443-1475, 2202-493X

Abstract/Notes: Margaret Stephenson begins with the reasoning elementary child as he answers questions about "all things." She centers on the unity of knowledge, leading "from the whole via the parts back to the whole." Imagination is enhanced to bring abstraction to an engaging and lofty motivation, and the elementary self is referred to as the "atom of the spirit." Miss Stephenson moves from the early "sensory" exploration of the three to six prepared environment to the language of its parts, flowing through names, then communication of ideas, and finally the languages of world, invention, and human keys to understanding. [Reprinted from "AMI Communications," n 1, 1993, pages 14-28. Copyright 2011 AMI/USA. Reprinted with permission.]

Language: English

ISSN: 1522-9734

Language: English

Published: Westport, Connecticut: Greenwood publishing group, 1998

ISBN: 0-313-30404-1

Abstract/Notes: A report about Dr. Rabindranath Tagore's address performed at the opening ceremony of the Theosophical Montessori School in Benares on December 3, 1934.

Language: English

Abstract/Notes: "Mr. [Humayun] Kabir [Education Secretary to the Central Government] was performing the opening ceremony of the Rampriya Vidyaniketan Children's school which will be run on the Montessori system."

Language: English

Language: English

ISSN: 0031-7217