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Article
Hindu Educational Expert Addresses Jewish Women
Available from: National Library of Israel
Publication: Sentinel (Chicago, Illinois)
Date: Nov 14, 1913
Pages: 15
Americas, Montessori method of education, North America, Paul Chinnappa - Biographic sources, United States of America
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Language: English
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
Master's Thesis
Where does it all begin? An examination of three alternative prekindergarten educational experiences
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This thesis investigates historical backgrounds, philosophies, and practices of three well-established prekindergarten/early childhood programs--Montessori, Waldorf, and Head Start. Investigative methods included library and internet research, classroom observations, and interviews with program administrators, teachers, and parents. Findings showed good consistency between philosophies and practices, notable differences among programs, and certain pedagogical and theoretical issues unique to each. Data indicated that Montessori promotes children's natural development and self-teaching through sequential didactic materials presented in a prepared environment with a focus on sensory, motor, and intellectual experiences; Waldorf fosters children's creativity, imaginative play, and sensitivity to nature through songs, poems, verbally-told stories, and eurythmy (a dance-like art form); and Head Start provides comprehensive services to disadvantaged children and their families through planned educational experiences, health and nutrition services, family and community program involvement. Research was not directed toward establishing program effectiveness or determining which program demonstrated the best early childhood practices.
Language: English
Published: Saratoga Springs, New York, 2003
Book Section
'When I Explain It, You'll Understand': Children's Voices on Educational Care
Book Title: Pedagogies of Kindness and Respect: On the Lives and Education of Children
Pages: 81-96
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Abstract/Notes: "Pedagogies of Kindness and Respect presents a wide variety of concepts from scholars and practitioners who discuss pedagogies of kindness, an alternative to the "no excuses" ideology now dominating the way that children are raised and educated in the U.S. today. The fields of education, and especially early childhood education, include some histories and perspectives that treat those who are younger with kindness and respect. This book demonstrates an informed awareness of this history and the ways that old and new ideas can counter current conditions that are harmful to both those who are younger and those who are older, while avoiding the reconstitution of the romantic, innocent child who needs to be saved by more advanced adults. Two interpretations of the upbringing of children are investigated and challenged, one suggesting that the poor do not know how to raise their children and thus need help, while the other looks at those who are privileged and therefore know how to nurture their young. These opposing views have been discussed and problematized for more than thirty years. Pedagogies of Kindness and Respect investigates the issue of why this circumstance has continued and even worsened today."--Note de l'éditeur.
Language: English
Published: New York: Peter Lang, 2015
ISBN: 978-1-4331-2701-4 978-1-4331-2700-7
Conference Paper
Positive Socialization in an Educational Inclusion Group of a Montessori Elementary School
Available from: IATED Digital Library
8th International Conference on Education and New Learning Technologies
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Abstract/Notes: The purpose of the present work was to foster positive socialization in a multilevel group of a Montessori elementary school comprised by 20 students between 9 and 12 years old and many students with Special Education Needs. Positive socialization refers to the group of behaviors to aid the more vulnerable and concern for the others (Rudolph, 2000). It is important to nurture these behaviors during the school age since this is the stage where students require them to foster healthy coexistence and cooperation, as well as respect for differences and diversity among peers, which is closely related to educational inclusion, which premise is to make a school for all, for which the creation of spaces where coexistence and differences acceptance are nurtured taking into account the needs of each student (Romera, 2008). The Elementary Education Syllabus in Mexico mentions the inclusion principle, which emphasizes the teaching of values, attitudes and behaviors towards helping the others (Secretary of Public Education, 2011). Under this perspective, a traditional empirical quantitative applied field study was conducted. The design was of only one group, with two pretest-posttest measurings in which also 5 teachers participated in the group activities. The group was assessed in Positive socialization by means of the Socialization Battery BAS-3 by Silva and Martorell (1987) which defines a child’s profile by five factors. The pretest results indicated five subjects obtained a scoring below the mean value in the Concern for the others scale, this meant the subjects had little social sensitivity or concern for others. In addition, the Inclusive Practices in the Classroom Evaluation Guideline in its observation and self-report version by Garcia, Romero and Escalante (2009) was applied, which allowed to measure the levels of educational inclusion in the group. The results determined that four teachers obtained a scoring below the mean value in the planning area scale. Based on the pretest results obtained from both instruments, an intervention program was designed based on the Cooperative play proposal by Garaigordobil (2004), to foster prosocial behaviors, while the decision taking according to the students’ needs were worked with the teachers. At the end of the intervention, a posttest was applied to the group and the results indicated a significant increment in the positive socialization, especially, the behaviors towards helping the others in the students with the lowest scores from the pretest; teachers planning also improved to achieve a more inclusive environment in the group. The results were validated with the non-parametric Wilcoxon test using the Statistical Package for the Social Sciences (SPSS) software.
Language: English
Published: Barcelona, Spain: International Academy of Technology, Education and Development (IATED), 2016
Pages: 7934-7941
DOI: 10.21125/edulearn.2016.0741
ISBN: 978-84-608-8860-4
Book Section
100 Jahre Montessori-Kinderhaus - Eine pädagogische Zeitreise [100 years of the Montessori children's home: an educational journey through time]
Book Title: 100 Jahre Montessori-Kinderhaus Geschichte und Aktualität eines pädagogischen Konzepts [100 Years of the Montessori Children's Home: History and Topicality of an Educational Concept]
Pages: 41-68
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Language: German
Published: Berlin, Germany: LIT Verlag, 2009
ISBN: 978-3-8258-1650-6
Series: Impulse der Reformpädagogik , 24
Book Section
Improvements and Efforts of Educational Methods in the Taisho-Period
Book Title: The History of Japanese Nursery
Pages: 136-160
Asia, Early childhood care and education, Early childhood education, East Asia, Educational change, Japan, Montessori method of education
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Language: Japanese
Published: Tokyo, Japan: Froebel-Kan, 1969
Volume: 3
Book Section
Grundlinien meiner Erziehungsmethode [Basics of my educational method]
Book Title: Kinder Sind Anders: Maria Montessoris Bild Vom Kinde Auf Dem Prüfstand [Children Are Different: Maria Montessori's Picture of the Child on the Test Bench]
Pages: 13-17
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Language: German
Published: Würzburg, Germany: Ergon, 1996
ISBN: 3-928034-90-1
Book
Montessori: The 90 Year Old Innovation: A Complete Model for the Transformation of the Educational Experience
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Language: English
Published: Glenn Dale, Maryland: Oekos, [1997?]
Book
Schools of Thought: Pathways to Educational Reform: Conference Proceedings, Washington, D.C., February 28-March 3, 1991
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Language: English
Published: Cleveland, Ohio: NAMTA, 1991