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175 results

Article

A Developmental Approach to Interpersonal and Moral Awareness in Young Children: Some Theoretical and Educational Implications of Levels of Social Perspective Taking

Publication: American Montessori Society Bulletin, vol. 14, no. 2

Pages: 1-15

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Language: English

ISSN: 0277-9064

Book Section

The Developmental Linguistics of Maria Montessori

Book Title: Readings Toward a Montessori Language Curriculum

Pages: 25-40

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Language: English

Published: Lexington, Massachusetts: Ginn Press, 1986

Doctoral Dissertation

Comparison of Montessori and Non-Montessori Teachers' Beliefs About Developmentally Appropriate Practice in Preschools

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: In this study, 173 preschool teachers (80 non-Montessori teachers and 93 Montessori teachers) were given a survey at two early childhood professional conferences that examined their beliefs about Developmentally Appropriate Practice (DAP). The purpose of this study was to (a) investigate preschool teachers' beliefs about Developmentally Appropriate Practice (DAP) and Developmentally Inappropriate Practice (DIP); (b) discover the similarities and differences in the factor structures of the Teacher's Beliefs Scale (TBS) between the study conducted by Charlesworth, Hart, Burts, Thomasson, Mosley, and Fleege in 1993 and the current study about DAP; (c) discover the similarities and differences of Developmentally Appropriate Practice (DAP) and Developmentally Inappropriate Practice (DIP) beliefs between Montessori teachers and preschool teachers; and (d) investigate the factors that are related to teachers' beliefs about DAP and DIP. The Teacher Beliefs Scale (TBS) was used to assess preschool teachers' beliefs about DAP and DIP. Factor analysis was used to support the validity of TBS in the current study. Multiple t-tests were used to identify the differences in developmental appropriate/inappropriate beliefs between Montessori and non-Montessori teachers. Multiple regression analyses were used to explain the relationship between variables of 173 Montessori and non-Montessori preschool teachers. Results of the study showed that a majority of preschool teachers agreed with 22 Developmentally Appropriate Practices (DAP) and 12 Developmentally Inappropriate Practices (DIP). Responses to seven items were different from the original study (Charlesworth et al., 1993). There was a significant difference on Inappropriate Activities and on Appropriate Child Choice between non-Montessori and Montessori teachers. There was a relationship between teachers' beliefs about DAP and teachers' educational backgrounds, teaching experiences, ethics, and DAP understanding level in the current study.

Language: English

Published: Greeley, Colorado, 2003

Article

✓ Peer Reviewed

Impact of Montessori Teaching Methods on Developmental Domains in Early Childhood Education in Lagos State, Nigeria

Available from: Jereda Journal

Publication: Journal of Educational Research in Developing Areas (JEREDA), vol. 4, no. 1

Pages: 113-122

Africa, Child development, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Nigeria, Sub-Saharan Africa, West Africa

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Abstract/Notes: Introduction: Early Childhood Education and development is a start to life and a reliable foundation to continuing education. One of the reasons that early childhood is regarded up to the age of eight is to enable children acquire a smooth understanding of the entire education from the level of play group to pre-primary and from pre-primary to the level of primary. Purpose of the Study: The main purpose of this study is to examine the impact of Montessori teaching methods on the developmental domain of young children in early childhood schools in Lagos state. Methodology: Descriptive survey research design was adopted. Sample size of two (12) schools of 10 pupils each in the selected schools was employed using convenience sampling technique. Validated questionnaire was used for data collection. The collected data was analyzed using descriptive statistics which involves measures of central tendency descriptive statistics (frequency and percentage). Results: Findings indicate that there is higher impact of Montessori teaching methods on the literacy skills in early childhood education. Pupils from both Montessori and Non-Montessori schools perform equally better in Numeracy Skills. The impact of conventional method of teaching on reasoning skill is better than that of Montessori Method of teaching. Conclusion: In conclusion, many aspects of Montessori teaching methods positively consider children's developmental needs and should be an integral part of teachers’ working modalities in so-called “non-Montessori teaching methods (conventional public schools)” (such as the possibility for each child to be in multi-age classes; to have an absence of explicit, formal grades, rewards, or punishments; and a low teacher-student ratio). Recommendations: Based on the results of this study, it is therefore recommended that Montessori system of education may be used to improve language skills of children and to understand art of language at early childhood level.

Language: English

DOI: 10.47434/JEREDA.4.1.2023.113

ISSN: 2735-9107

Article

Nine Developmental Needs of Adolescents

Publication: Montessori Insights

Pages: 18-19

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Language: English

Article

The Developmental Crises of the First Three Years

Publication: NAMTA Journal, vol. 19, no. 2

Pages: 27-44

Child development, Early childhood care and education, Early childhood education, Infants, North American Montessori Teachers' Association (NAMTA) - Periodicals, Parent and child, Silvana Quattrocchi Montanaro - Writings, Toddlers

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Abstract/Notes: Discusses the three "developmental crises" that take place during infancy and early childhood, namely birth, weaning, and opposition to parental authority. The latter crisis is best overcome by presenting toddlers with choices and working with them to demonstrate their importance in the family as independent human beings.

Language: English

ISSN: 1522-9734

Article

Social Expectations vs. Developmental Needs: How Thematic Instruction Can Help with the Teacher's Dilemma

Publication: Montessori Life, vol. 6, no. 3

Pages: 31–34

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Language: English

ISSN: 1054-0040

Article

Social Integration as a Goal of Developmental Rehabilitation of Handicapped Children

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1984, no. 1

Pages: 7–10

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Abstract/Notes: With introduction by M.E. Stephenson

Language: English

ISSN: 0519-0959

Article

The Developmental Potential of the Child in the First Year of Life

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1986, no. 1

Pages: 13–20

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Language: English

ISSN: 0519-0959

Article

The Role of Developmental Education in a Changing World

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1970, no. 1

Pages: 3–14

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Abstract/Notes: Paper presented at the second Montessori Study Conference, Washington, DC, 1966

Language: English

ISSN: 0519-0959

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