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Article
Literacy in Early Childhood Settings in New Zealand: An Examination of Teachers' Beliefs and Practices
Available from: SAGE Journals
Publication: Australasian Journal of Early Childhood, vol. 31, no. 2
Date: 2006
Pages: 31-41
Australasia, Australia and New Zealand, Literacy, New Zealand, Oceania, Perceptions
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Abstract/Notes: Recent research indicates that children develop the emergent knowledge and skills that lead to formal literacies in their homes and early childhood settings long before school entry. The research evidence is clear that emergent literacy needs to be actively encouraged in the early years, if children are to have optimum chances of learning to read at school. In New Zealand, there are only a few studies of how literacy is promoted and practised in early childhood settings. This paper examines how 107 teachers in a range of early childhood settings believe that they promote literacy and their reflections on the ways in which Te Whāriki (the national curriculum) influences that practice. The implications for promoting literacy in early childhood settings are explored.
Language: English
DOI: 10.1177/183693910603100206
ISSN: 1836-9391, 1839-5961
Article
Best Practices for Beginners: Developmental Appropriateness in Kindergarten
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 28, no. 4
Date: 1991
Pages: 783-803
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Abstract/Notes: National concerns about kindergarten focus on the developmental appropriateness of what is being taught and how it is being taught as well as on the increasing use of transition kindergarten classes and retention. One hundred and three randomly selected kindergarten classrooms across one state were observed to document the extent of developmentally appropriate practices, and the teachers and principals of those classes were surveyed to determine predictors of classroom quality. Two observational measures and two questionnaires were used. Only 20% of the classes met or exceeded the criterion of developmental appropriateness. Quality of the classes was predicted by teachers' and principals' scores on a measure of knowledge and belief in developmentally appropriate practices. Quality was not related to geographic location, school size, per pupil expenditure, or teacher or principal education or experience.
Language: English
DOI: 10.3102/00028312028004783
ISSN: 0002-8312, 1935-1011
Article
'AMI and AMS Applicants Only': NCME Leaders Call for End to 'Exclusionary' Practices
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 6, no. 4
Date: Summer 1994
Pages: 10
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Abstract/Notes: Includes NCME open letter to the Montessori community
Language: English
ISSN: 1071-6246
Article
'Key Concepts, Practices' Outlined in AMS Draft
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 2, no. 3
Date: Spring 1990
Pages: 23
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Language: English
ISSN: 1071-6246
Article
Cognitive Development and Classroom Practices with Special Reference to the Montessori Method
Publication: Around the Child, vol. 13
Date: 1969-1970
Pages: 73-77
Albert Max Joosten - Writings, Asia, Child development, Cognitive development, India, Montessori method of education, Rajendra Kumar Gupta - Writings, South Asia
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Abstract/Notes: Paper read at the 4th Annual Conference of the Indian Association for Pre-School Education, Hyderabad, December 1968
Language: English
ISSN: 0571-1142
Article
Reconciliation Practices
Publication: Tomorrow's Child, vol. 8, no. 2
Date: 1999
Pages: 20
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Language: English
ISSN: 1071-6246
Article
Italian Early Care and Education: The Social Construction of Policies, Programs, and Practices
Available from: JSTOR
Publication: Phi Delta Kappan, vol. 83, no. 3
Date: Nov 2001
Pages: 226-236
Early childhood care and education, Early childhood education, Europe, Italy, Montessori method of education, Southern Europe
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Language: English
ISSN: 0031-7217
Article
Equity Aligned Practices in Montessori Math
Available from: MontessoriPublic
Publication: Montessori Public, vol. 4, no. 2
Date: Winter 2020
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Language: English
Article
ERO and Montessori: How Can We Reconcile Montessori Practices with the Need to Evaluate Children's Progress in Ways the Ministry of Education Will Accept?
Publication: Montessori NewZ, vol. 6
Date: Jun 1997
Pages: 1–2
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Language: English
Article
Infant and Toddler Programs Key Concepts and Practices
Publication: Montessori Life, vol. 6, no. 1
Date: 1994
Pages: 5–7
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Abstract/Notes: Draft AMS position paper
Language: English
ISSN: 1054-0040