Language: English

Presented: Hershey Farm School: Orientation to Montessori Adolescent Training, Jul 2014

Abstract/Notes: Three central components of the Montessori method are described and shown to be reflected in the National Association for the Education of Young Children's (NAEYC) guidelines for developmentally appropriate curricula. NAEYC guideline 1C states, "Teachers prepare the environment for children to learn through active exploration and interaction with adults, other children, and materials"; this is a statement of a basic Montessori principle. A second Montessori principle concerning "sensitive periods" is reflected in the entire body of the NAEYC guidelines. A third principle common to both Montessori practice and the NAEYC guidelines is the idea of the teacher as an observer. It is concluded that, if early childhood educators intend to follow the NAEYC guidelines, they will be behaving very much like Montessori teachers. (RH)

Language: English

Published: Washington, D.C.: NAEYC, Nov 14, 1986

Pages: 12

Abstract/Notes: Patent.

Language: French

Date of issue: 1921-01-22

Abstract/Notes: In view of the recent request made [?] the Minister of Education (Hon. G. Ritchie) for the establishment of a Montessori School, it is interesting to ...

Language: English

Language: English

Published: Rochester, New York: American Montessori Society, 2011

Language: English

Published: [S.I.]: National Academies Press, 1984

Abstract/Notes: This paper will give an account of the growth and development of pre-primary education in India.

Language: English

DOI: 10.15503/rg.v1i2.486

ISSN: 2545-1952

Abstract/Notes: A series of lectures given by Dr. Maria Montessori at the first International Montessori Course in India in 1939. Includes bibliographical footnotes and indexes

Language: English

Published: Madras, India: Kalakshetra Publications, 1998

Volume: 1 of 2

Language: English

Published: Amsterdam, The Netherlands: AMI Journal: Archival Treasure Publication, 2016

Abstract/Notes: The goal of the article is to provide theoretical justification of the speech and language development multistructural model, analyse speech therapists’ opinion about the significance of various language development preconditions in the child’s speech and language development, as well as justify application options of the multistructural model in the Montessori pedagogy aspect. In Latvia every second or third pre-school aged child has insufficient or impaired speech and language development. Assessing the child’s language development, it has to be taken into account how it is influenced by the combination of different endogenous and exogenous factors, which lie into a diverse mutual interaction. The interaction model of factors in each individual case is different and it determines the individual character of the child’s language development process. The speech or language impairment is not quite often the leading (primary) symptom, but as a part of an illness, specific psychological or socially economic condition and is considered as a secondary phenomenon. In order to state all possible causes of the language development delay or impairment, their possible interaction and to work out an appropriate correction and development plan, the peculiarities of the speech and language development multistructural model of each individual case have to be found out. Understanding the reasons of the insufficient language development or impairment and their elimination, reduction or compensation guarantees a more efficient pedagogic or speech therapy correction process. However, teachers or speech therapists do not always observe it in their professional work, as still the main attention is being paid to the expressions of development insufficiency or impairment and not to the causal identification and decrease of their negative impact. Montessori pedagogy is as one of the methods, in which the holistic approach is implemented in the educational and also correction process, and thus also the speech and language development multistructural model.

Language: English

Published: Sakarya, Turkey: ICLEL Conferences, Sakarya University Faculty of Education, 2016

Pages: 429-437

ISBN: 978-605-66495-1-6