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Article
Study of Paleolithic, Mesolithic, and Neolithic Periods
Publication: AMI Elementary Alumni Association Newsletter, vol. 10, no. 2
Date: Jan 1983
Pages: insert
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Language: English
Doctoral Dissertation
Comparison of the Application of Maria Montessori's Language Arts Ideas and Practices in Two Periods of Development in the United States: 1909-1921 and 1953-1963
Available from: ProQuest - Dissertations and Theses
Americas, Classroom environments, Montessori materials, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Teachers, Montessori schools, North America, United States of America
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Abstract/Notes: Maria Montessori's work is intimately grounded in her detailed teaching practices and the logic of their sequence, along with their underlying ideas and values, particularly in the area of language arts. There are no studies, however, which comprehensively analyze her language arts curriculum for children from three to seven as it was applied by the practitioners who fostered, interpreted, and promoted her work in America in periods of its popularity: 1909-1921 and 1953-1963. This lack of comprehensive analysis blurs the fundamental identity and contextual coherence of Montessori's work and obscures the significant and ongoing contribution made to American education through her language arts curriculum. An analysis of Montessori's published work and those written about her was made in order to achieve a description of her language arts curriculum for the purpose of comparing her work to that of her American sponsors. To determine how Montessori's curriculum was interpreted and applied, the literature on the history of the Montessori movement was reviewed and five leaders were identified: Ann George, Alexander Graham Bell, Clara Craig, Helen Parkhurst, and Nancy McCormick Rambusch. Their writings and other primary sources were analyzed with reference to Montessori's curriculum. In some cases interviews were conducted and Montessori classrooms were observed over an extended period of time. The analysis of the activity of the leaders, within their contemporary social and educational settings revealed how Montessori's curriculum became detached from her original experimental context and was reshaped because of lack of understanding or of agreement with the systematic purpose of her educational material in the development of language arts skills, and because of varying intentions and views on how and what children should learn. The findings of the study also contribute to existing studies on the reasons for the decline of Montessori's practices by the end of the first period, and for success in the revival of her work in the second period. In addition, conclusions contribute to the unified body of knowledge needed to thoroughly identify the Montessori educational model practiced and researched by educators.
Language: English
Published: Durham, North Carolina, 1984
Article
Periods, Planes, Ages and Stages [Montessori at Home]
Publication: Practical Homeschooling
Date: Sep/Oct 2001
Pages: 21
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Language: English
ISSN: 1075-4741
Book Section
Education in Movement: The Red Man and the White Man; Discipline and Gymnastics; Work and Gymnastics; Work; Voices; Talents; Precision; The Sensitive Age; Analysis of Movements; Economy of Movement; Fastening Frames; Other Means; The Line; Concurrent Exercises; Immobility and Silence; Open Roads; The Free Life; Reality; The Arrangement of Actions; Gymnastics and Games; Freedom of Choice
Book Title: The Discovery of the Child
Pages: 77-100
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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
Article
Zur Entwicklungs- und Neuropsychologie der sensiblen Phasen [On the developmental and neuropsychology of the sensitive phases]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 34, no. 3-4
Date: 1996
Pages: 117-128
Developmental psychology, Neuropsychology, Neuroscience, Sensitive periods
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Language: German
ISSN: 0944-2537
Article
Das psycho-biologische Konzept sensibler Phasen und Montessoris Theorieansatz [The psycho-biological concept of sensitive phases and Montessori's theoretical approach]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 35, no. 1
Date: 1997
Pages: 4-15
Developmental psychology, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Sensitive periods
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Language: German
ISSN: 0944-2537
Article
Sensitive Perioden dei Jugendlichen
Publication: Berliner Tageblatt (Berlin, Germany)
Date: Jan 19, 1930
Pages: 5. Beiblatt
Lili Esther Peller-Roubiczek - Writings, Sensitive periods
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Language: German
ISSN: 0340-1634
Article
I periodi sensitivi [The Sensitive Period]
Publication: Pro Juventute, vol. 18, no. 3
Date: 1937
Pages: 58-60
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Abstract/Notes: Excerpted from: L'enfant, Paris, 1936.
Language: Italian
ISSN: 1012-7895
Book Section
Addressing Classism in Early Childhood Education: How Social-Class Sensitive Pedagogy and the Montessori Method Can Work Together
Available from: Emerald Insight
Book Title: Discussions on Sensitive Issues (Advances in Early Education and Day Care, vol. 19)
Pages: 113-135
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Abstract/Notes: Classist perspectives embedded in our meritocratic society permeate early childhood education. Curricula, instructional practices, and classroom interactions have the potential to send messages to children about who and what is valued by society; frequently influenced by the characteristics and abilities of a middle-class child. In order to best serve the needs and abilities of children from any social class, early childhood educators should be well versed in social-class sensitive pedagogy, a pedagogy that helps teachers to be inclusive of social class diversity in their classrooms. This chapter argues that aspects of Montessori theory, such as the four planes of development and the prepared adult, complement social-class sensitive pedagogy in ways that all early childhood educators may apply to their own teaching.
Language: English
Published: Bingley, United Kingdom: Emerald Group Publishing Limited, 2015
ISBN: 978-1-78560-293-1 978-1-78560-292-4
Archival Material Or Collection
Box 15, Folder 32 - Notes, ca. 1929-1948 - "The Incarnation of Language or The Sensitive Period for Language"
Available from: Seattle University
Date: ca.1929-1948
Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings
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Language: English
Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections