Language: English

Abstract/Notes: Today, Montessori infant & toddler programs around the country usually have a similar look and feel--low floor beds, floor space for movement, low shelves, natural materials, tiny wooden chairs and tables for eating, and not a highchair or swing in sight. But Montessori toddler programs seem to fall into two paradigms--one model seeming more developmentally oriented while the other has a slightly more academic feel. Some of the more academic programs, or academic transition programs, have class a few hours a day, 9 months of the year designed for older toddlers. On the other hand, programs that provide full-day Montessori care and education 7 days a week, year-round for the infants and toddlers of parents who work, may lean toward a developmental approach. Families have different needs and expectations. Along with other types of materials, "academic transition" toddler classrooms introduce some traditional early childhood didactic materials by modifying them for toddlers. Montessori infant & toddler programs are something special because Montessori philosophy is special. Because Montessori philosophy teaches that every child carries within her the person she will become, those in Montessori care and education are compelled to treat each child with dignity and respect. Montessori believed in the innate intelligence and integrity of every infant, toddler, and child. So Montessori infant & toddler programs are built on respect for the "personhood" of the child, trust in the child's inborn desire to learn, and belief in the miraculous ability of the child to absorb his world. Emmi Pikler and Magda Gerber focused on the "I-thou" relationship with the child. William and Martha Sears emphasized nurturing touch. In this article, the author describes how the Montessori approach meshes with other models. To guide peaceful, tolerant, cooperative children, adults must also learn to be peaceful, tolerant, and cooperative. It is acceptable, and even desirable, for differences to exist in teaching styles among competent Montessori professionals as they integrate components of other methodologies that they deem compatible with Montessori, but also occasionally as they interpret Montessori philosophy differently. Tolerance, open-mindedness, a desire to share knowledge, and a longing for continued self-improvement are critical to individual professionalism.

Language: English

ISSN: 1054-0040

Abstract/Notes: A confusing variety of terms is used in discussions of age grouping practices. This digest examines terms that have important implications for teaching and the curriculum. The terms "nongraded" and "ungraded" typically refer to grouping children in classes without grade-level designations and with more than a 1-year age span. The term "combined classes" refers to the inclusion of more than one grade level in a classroom. The term "continuous progress" generally implies that children remain with their classroom peers in an age cohort regardless of whether they have met prespecified grade-level achievement expectations. The terms "mixed-age" and "multi-age grouping" refer to grouping children so that the age span of the class is greater than 1 year, as in the nongraded or ungraded approach. These terms are used to emphasize the goal of using teaching practices that maximize the benefits of cooperation among children of various ages. The distinctions between the grouping practices have

Language: English

Language: English

Abstract/Notes: Presented at International Montessori Congress, Rome, November 1996

Language: English

Language: English

Language: English

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040