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Article
The Long-Term Benefits of Montessori Pre-K for Latinx Children from Low-Income Families
Available from: Taylor and Francis Online
Publication: Applied Developmental Science, vol. 26, no. 2
Date: 2022
Pages: 252-266
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Abstract/Notes: This study used covariate adjusted regression techniques to compare the third-grade outcomes of low-income Latinx children who attended Montessori pre-K programs (n = 161) with those who graduated from more conventional programs (n = 4975) in Miami-Dade County, Florida. Children who experienced one year of Montessori education demonstrated stronger pre-academic skills at the end of pre-K and, in turn, performed better on standardized assessments of math and reading in third grade than those who did not. No differences emerged in students’ identification as gifted and talented nor in third-grade GPA. Taken together, these findings suggest that the benefits of one year of Montessori at age 4 may carry forward over time and to the extent that they do, these benefits are attributed to the fact that Montessori graduates entered kindergarten more ready academically. At the same time, however, the persisting benefits of Montessori were 60–70% smaller four years after program exit and were less robust than the end of pre-K outcomes.
Language: English
DOI: 10.1080/10888691.2020.1781632
ISSN: 1088-8691, 1532-480X
Article
Towards Best Practice: Building Community/Reducing Attrition: Communication with Second Families
Publication: Montessori Leadership, vol. 2, no. 1
Date: 2000
Pages: 13
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Language: English
Article
Analysing the Montessori Principles from the Perspectives of Schools, Teachers, and Families
Available from: Center for Educational Policy Studies Journal
Publication: Center for Educational Policy Studies Journal, vol. 13, no. 1
Date: 2023
Pages: 163-186
Africa, Burkina Faso, Europe, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Southern Europe, Spain, Sub-Saharan Africa, West Africa
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Abstract/Notes: Education, especially early childhood education, is a responsibility that both families and schools share, so much so that children find themselves in two differentiated learning environments. Educational and parenting styles may join forces, sharing values and behaviours that enhance children’s development, just as the Montessori Pedagogy has shown. It is for this reason that the present study will attempt to analyse the relations established between the opinions and the application of the principles of such pedagogy focusing on the first six years of life, both in educational and family environments, considering the degree of commitment the school has towards the Montessori Pedagogy. / (Includes a Slovenian language abstract) Vzgoja, predvsem predšolska, je odgovornost, ki si jo delijo družine in šole, in to tako, da se otroci znajdejo v dveh različnih učnih okoljih. Vzgojno-izobraževalni in starševski slogi so se zmožni združiti, deleč si vrednote in vedenja, ki spodbujajo razvoj otrok, kot je pokazala peda-gogika montessori. Prav zaradi tega razloga ta študija preiskuje odnose med mnenji in izvedbo načel tovrstne pedagogike, pri čemer se osredi-nja na prvih šest let življenja v vzgojno-izobraževalnem in družinskem okolju, vseskozi upoštevajoč raven institucionalne pripadnosti pedago-giki montessori.
Language: English
DOI: 10.26529/cepsj.1232
ISSN: 2232-2647, 1855-9719
Article
Partnering with Families of Children with Exceptionalities
Publication: Tomorrow's Child, vol. 22, no. 3
Date: Apr 2014
Pages: 15–16
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Language: English
ISSN: 1071-6246
Article
Book Review and Editorial: "Diverse Families, Desirable Schools: Public Montessori in the Era of School Choice" by Mira Debs
Available from: Montessori Norge
Publication: Montessori Collaborative World Review: The Montessori Roots of Social Justice, vol. 1, no. 1
Date: 2019
Pages: 112-119
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Language: English
Book
Digitalizzazione e famiglie. Il tempo dell'infanzia nella prospettiva montessoriana [Digitalization and families. The time of childhood in the Montessori perspective]
Digital media, Information and communications technology (ICT), Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: Osannare o demonizzare le tecnologie dell’informazione e della comunicazione digitale? Includerle o escluderle a priori dagli ambiti della formazione formale e informale? È epistemologicamente corretto accostare l’idea di educabilità all’uso di strumenti tecnologici? È traducibile nella pratica l’ipotesi di un’educazione alla “consapevolezza digitale”? Quale ruolo svolgono le famiglie in questo graduale processo di “coscientizzazione tecnologica”? Quali le eventuali responsabilità adulte nell’infausta degenerazione infantile dell’uso all’abuso dei media digitali? È possibile attuare delle “misure di protezione e prevenzione” nei confronti delle nuove generazioni? Sono, questi, alcuni dei quesiti a partire dai quali si ragiona in questo libro. La proposta operativa avanzata si radica nell’imperitura pedagogia di Maria Montessori e, in specie, nell’educazione al e attraverso il lavoro manuale, che, nell’assecondare i bisogni di movimento e di conoscenza connaturati al primo piano dello sviluppo infantile adempie alle funzioni cognitive e realizza la personalità dell’uomo futuro. Il bambino laborioso, dunque, è tutt’altro che immobile dinanzi a uno schermo. Egli diviene, progressivamente, in grado di agire e reagire in autonomia; pertanto, acquisisce “lentamente” le capacità critiche e analitiche che gli consentiranno, al momento opportuno, di usufruire delle potenzialità aumentative e migliorative della tecnologia.
Language: Italian
Published: Lecce, Italy: Pensa Multimedia, 2022
ISBN: 978-88-6760-934-5
Series: Education Sciences and the Future , 2
Article
An Excerpt from Diverse Families, Desirable Schools: Public Montessori in the Era of School Choice
Available from: ProQuest
Publication: Montessori Life, vol. 31, no. 2
Date: Summer 2019
Pages: 55
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Abstract/Notes: In a Boston Globe Sunday Magazine feature, the school was described as a "a scrubbed oasis," in a neighborhood of vacant lots and empty buildings, overseen by Gadpaille, "an angel priestess in red oxfords and a blue smock." Though she started her teaching career at private, predominantly White Montessori schools, including Rambusch's Whitby School, and as the founding director of Lexington Montessori School, Gadpaille's Montessori Family Center was designed for Roxbury's working-class Black families, offering full-day year-round childcare with half of the children attending tuition free through Head Start funding. Gadpaille envisioned a community of 150 Black-owned homes centered around a Montessori school serving ages birth to 18, and she recruited famed architect R. Buckminster Fuller, noted for his space-age geodesic domes, who skipped part of his Harvard reunion to volunteer the design.
Language: English
ISSN: 1054-0040
Article
Applying Montessori Theory to Break the Cycle of Poverty: A Unique Multi-Generational Model of Transforming Housing, Education, and Community for At-Risk Families
Available from: ERIC
Publication: NAMTA Journal, vol. 39, no. 2
Date: Spring 2014
Pages: 103-110
Crossway Community Montessori School (Kensington, Maryland), Early childhood education, Montessori method of education, Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: The authors accept urban reform as their main calling with their aim being to break the poverty cycle with a multi-faceted, educational, and family-centered approach. The authors speak about providing a broad range of education programs and social services including low-cost housing in comfortable apartments for single mothers, early childhood educational programs, adult education programs, career coaching and job skills training, family support referrals, a home visitation program, a children's garden, whole-family practical-life orientation, and a community center. [This talk was presented at the NAMTA conference titled: "Montessori from Birth to Six: In Search of Community Values," Minneapolis, MN, November 7-10, 2013.]
Language: English
ISSN: 1522-9734
Book Section
Montessori in the City: Working with At-Risk Families. An interview with Alcillia Clifford
Available from: ERIC
Book Title: Implementing Montessori Education in the Public Sector
Pages: 400-409
Montessori method of education - Criticism, interpretation, etc., Public Montessori
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Language: English
Published: Cleveland, Ohio: North American Montessori Teachers' Association, 1990
Article
Transforming Children, Families and Communities
Publication: Montessori Insights
Date: 2010
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Language: English