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Book
Active Learning: Positive Impact for Schools and Democratic Society
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Abstract/Notes: The concept of active learning is analyzed in terms of its place in the democratic school. Defined is the meaning of an effective democracy and active learning. The relationship of participation to democracy is analyzed in terms of effectiveness. Ownership and empowerment are the keys to participatory democracy. Several educators' philosophies are examined: Maria Montessori, Benjamin Bloom, and J. Goodlad. Student preparation for a democractic society is one purpose for the active learning project. Appended are 14 references. ERIC Number ED307702
Language: English
Published: Ohio: [s.n.], 1989
Book
Theories and Approaches to Learning in the Early Years
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Abstract/Notes: By focusing on key figures in early years education and care, this book considers the influential thinkers and ground-breaking approaches that have revolutionized practice. With contributions from the leading authorities and researchers in the field, chapters provide an explanation of the approach, an analysis of the theoretical background, case studies from practice and questions and discussion points to facilitate critical thinking. Included are chapters on: Froebel, Psychoanalytical theories of educating and caring for young children, Maria Montessori, Steiner Waldorf education, High/Scope, Post-modern and post-structuralist perspectives, The role of the creative arts, Forest Schools, Vivian Gussin Paley, Te Whariki.
Language: English
Published: [S.I.]: SAGE Publications, 2010
ISBN: 978-1-84920-577-1
Book
A Montessori Recommended Curriculum: Guidelines for the implementation of the RNCS through the Montessori Learning Programme
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Language: English
Published: [S.I.]: South African Montessori Association, 2006
Report
0-6 Early Learning Initiative
Available from: National Center for Montessori in the Public Sector (NCMPS)
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Abstract/Notes: In February of 2013, President Obama announced the President’s Early Learning Initiative to focus on improving access to high-quality early care and education. Over the past four decades numerous studies — such as the Perry Preschool Study, the Abecedarian Project, the Chicago Longitudinal Study, and the Cost, Quality, and Child Outcomes Study—have indicated that high-quality early childhood education increases the likelihood that children, particularly those from disadvantaged backgrounds, will become successful students and citizens. Montessori is a well-established and time-tested approach to early learning. A growing body of research on Montessori education demonstrates the superior impact of learning environments that are structured, exploratory, and highly enriched with developmentally appropriate materials and resources. When children have a robust and positive foundation that supports strong cognition, executive functions, social-emotional development, and non-cognitive skills, they enter school and society from a place of strength. High quality Montessori education provides this foundation, and our goal is to bring it to scale for all families through the public system. NCMPS is the lead organization working in conjunction with Montessori educators, associations, and activists to bring high-quality Montessori education as a viable and accessible alternative - if not the standard approach - to 0-6 education in this country.
Language: English
Published: Washington, D.C., 2016
Report
Braided Funding for Fully Implemented Montessori Early Learning
Available from: National Center for Montessori in the Public Sector (NCMPS)
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Abstract/Notes: Creating fully implemented Montessori programs in the public sector presents challenges because states and districts frequently lack funding to serve students younger than age five. Some states offer state-funded pre-K programs for three- and/or four-year-olds, but the availability of these programs varies widely. Some public Montessori programs charge tuition for three and four-year-olds to create mixed age primary classrooms. When establishing policies for how tuition-paying pre-K students will matriculate into the publicly funded program at age five, public Montessori programs should ensure their programs remain accessible to low-income families.
Language: English
Published: Washington, D.C., 2016
Article
Blended Learning Opens Up Montessori Qualifications
Available from: MAG Online Library
Publication: Early Years Educator, vol. 19, no. Sup4
Date: Aug 2017
Pages: 18-20
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Abstract/Notes: Using an innovative approach, one that is bringing together tradition and technology, Montessori Centre International is opening up access to professional development and study to a much wider audience.
Language: English
DOI: 10.12968/eyed.2017.19.4.18
ISSN: 1465-931X
Master's Thesis
As Good as the Real Thing? A Comparison of Learning From an Educational Touchscreen App Versus a Hands-On Material
Available from: University of Virginia - Institutional Repository
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Language: English
Published: Charlottesville, Virginia, 2017
Article
Malcolm X School Opens For Learning in Compton
Available from: ProQuest - Historical Newspapers
Publication: Los Angeles Sentinel (Los Angeles, California)
Date: Oct 2, 1969
Pages: A8
African American community, African Americans, Americas, Black Panther Party, Hakim Jamal - Biographic sources, Montessori schools, North America, United States of America
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Abstract/Notes: The Malcolm X Montessori School located at 446 W. Benett, Compton, has opened its doors for another semester. The Malcom X Montessori School is a children's house in that everything in the school is child-size -- the desks, the...
Language: English
Book
Montessori Learning in the 21st Century: A Guide for Parents and Teachers
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Language: English
Published: Troutdale, Oregon: NewSage Press, 2011
Conference Paper
Montessori in the Mobile Era: Building New Learning Experiences Through Tangible User Interfaces
Available from: IATED Digital Library
7th International Technology, Education and Development Conference
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Abstract/Notes: The growing prevalence of smartphones in the daily lives of many children has enabled new learning scenarios. An overwhelming supply of educational applications are designed to facilitate their autonomous learning in painting, counting, spelling and so on. Apparently, this approach is in line with the principles of Montessori education (independence, freedom and respect for the natural psychological development of the children). However, the well developed GUI interaction skills (tapping, swiping or pinching items through multi-touch gestures on a screen) of the 21st century children are useless for manipulating physical objects. Exploring the real world requires a different set of capabilities (e.g., fine prehensile skills), often developed through traditional toys and games. For this reason we have developed 3DU Blocks, a proposal that combines traditional toy blocks with the features provided by mobile devices to create new gaming experiences and open the door to explore new educational scenarios. 3DU Blocks is a library for color recognition of arrangements of traditional toy blocks, allowing to use them as a Tangible User Interface. As an early example of the capabilities of this library, we have developed 3DU Blocks Music, an educational game where players have to recreate simple melodies using toy blocks to represent musical instruments and notes. Therefore, the emphasis of Montessori in physical materials to help the autonomous learning process is combined with the immediate feedback and scaffolded challenges provided by the mobile application.
Language: English
Published: Valencia, Spain: International Academy of Technology, Education and Development (IATED), 2013
Pages: 5158-5164
ISBN: 978-84-616-2661-8