Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017

ISBN: 978-90-79506-38-5

Series: The Montessori Series , 2

Language: English

Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2017

ISBN: 978-90-79506-28-6

Series: The Montessori Series , 13

Volume: 2 of 2

Language: German

ISSN: 0944-2537

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018

Language: German

ISSN: 0944-2537

Abstract/Notes: Patent.

Language: French

Date of issue: 1921-01-22

Abstract/Notes: Both education research and federal mandates point toward the desirability of well-implemented inclusion programs for English language learners (ELLs) and special education students. Within an inclusion model, bringing interventionists to the general education classroom, rather than separating students for support services, is increasingly viewed as an optimal model for supporting students with special educational needs. The logic of the Montessori method uniquely situates its classrooms both to support and benefit from a push-in model of special education and ELL instruction.

Language: English

Published: Washington, D.C., 2016

Abstract/Notes: The goal of the article is to provide theoretical justification of the speech and language development multistructural model, analyse speech therapists’ opinion about the significance of various language development preconditions in the child’s speech and language development, as well as justify application options of the multistructural model in the Montessori pedagogy aspect. In Latvia every second or third pre-school aged child has insufficient or impaired speech and language development. Assessing the child’s language development, it has to be taken into account how it is influenced by the combination of different endogenous and exogenous factors, which lie into a diverse mutual interaction. The interaction model of factors in each individual case is different and it determines the individual character of the child’s language development process. The speech or language impairment is not quite often the leading (primary) symptom, but as a part of an illness, specific psychological or socially economic condition and is considered as a secondary phenomenon. In order to state all possible causes of the language development delay or impairment, their possible interaction and to work out an appropriate correction and development plan, the peculiarities of the speech and language development multistructural model of each individual case have to be found out. Understanding the reasons of the insufficient language development or impairment and their elimination, reduction or compensation guarantees a more efficient pedagogic or speech therapy correction process. However, teachers or speech therapists do not always observe it in their professional work, as still the main attention is being paid to the expressions of development insufficiency or impairment and not to the causal identification and decrease of their negative impact. Montessori pedagogy is as one of the methods, in which the holistic approach is implemented in the educational and also correction process, and thus also the speech and language development multistructural model.

Language: English

Published: Sakarya, Turkey: ICLEL Conferences, Sakarya University Faculty of Education, 2016

Pages: 429-437

ISBN: 978-605-66495-1-6

Language: English

Published: Baltimore, Maryland: Helicon Press, 1962

Language: English

Published: Portsmouth, New Hampshire: Heinemann, 1992

ISBN: 0-435-08709-6 978-0-435-08709-8