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Article
Montessori Theory – Sensitive Periods
Publication: Montessori Matters, no. 1
Date: 1985
Pages: 4–5
Child development, Maria Montessori - Philosophy, Sensitive periods
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Language: English
Article
Montessori and Sensitive Periods
Publication: Montessori NewZ, vol. 41
Date: Mar 2006
Pages: 5–6
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Language: English
Article
Sensitive Periods (Extracts from Psycho-Geometry)
Publication: Montessori Notes, vol. 2, no. 11
Date: 1935
Pages: 83-98
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Language: English
Archival Material Or Collection
Box 17, Folder 25 - Notes, ca. 1929-1948 - "Sensitive Periods 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
Article
Sensitive Periods in Dogs
Publication: Tomorrow's Child, vol. 14, no. 3
Date: 2006
Pages: 4
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Language: English
ISSN: 1071-6246
Article
Sensitive Periods
Publication: Tomorrow's Child, vol. 14, no. 3
Date: 2006
Pages: 5–7
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Language: English
ISSN: 1071-6246
Article
Goldilocks and the Sensitive Periods of Maria Montessori
Publication: Tomorrow's Child, vol. 3, no. 5
Date: 1995
Pages: 13–16
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Language: English
ISSN: 1071-6246
Article
Sensitive Periods
Publication: American Montessori Society Bulletin, no. 1
Date: 1961
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Language: English
ISSN: 0277-9064
Article
Montessori and Sensitive Periods
Publication: Montessori International, vol. 82
Date: Jan 2007
Pages: 16
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Language: English
ISSN: 1470-8647
Doctoral Dissertation (Ed.D.)
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, Language acquisition, Language development, Language education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., 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 two 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 sys~ tematic 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