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Book Section
The Power of Music in Communication and Development of the Child
Book Title: The Child and Communication: 22nd International Montessori Congress, Uppsala, July 22-27, 1997
Conferences, International Montessori Congress (22nd, Uppsala, Sweden, 22-27 July 1997), Music - Instruction and study
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Language: English
Published: [S.I.]: [s.n.], 1997
The Origin and Development of Democracy in Education in Time Perspective
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Abstract/Notes: In this study the origin and development of democracy in education through the ages is traced in terms of a historico-educational examination of the ideas and practices of about ten educationists. The new outcomesbased education and learning approach is also examined. The educationists are inter alia: (1) Plato (427-347 BC); (2) Marcus Fabius Quintilian (35-100 AD); (3) Aurelius Augustine (354-430 AD); (4) Desiderius Erasmus (1466-1536 AD); (5) John Amos Comenius (1592-1670); (6) John Locke (1632-1704); (7) Jean Jacques Rousseau (1712-1778); (8) Maria Montessori (1870-1952); (9) John Dewey (1859-1952); (10) Paulo Freire (1912- ). It was found that democracy in educational theory and practice was addressed, established and developed since ancient times (the ancient Greeks) right up to the present. Finally, the educational philosophy and practices of these educationists as well the outcomes-based educational approach in South Africa are examined in terms of their essential democratic features and recommendations are made regarding the present education system in South Africa.
Language: English
Published: Pretoria, South Africa, 2000
Report
Montessori in South Africa: An Overview of Needs and Development
Africa, Montessori method of education, South Africa, Southern Africa, Sub-Saharan Africa
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Language: English
Published: [S.I.], 1995
Book
The Role of Developmental Education in a Changing World
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Abstract/Notes: Paper presented at the 2nd Montessori Study Conference, Washington, D.C., July 1966.
Language: English
Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1970
Article
Impact of Montessori Teaching Methods on Developmental Domains in Early Childhood Education in Lagos State, Nigeria
Available from: Jereda Journal
Publication: Journal of Educational Research in Developing Areas (JEREDA), vol. 4, no. 1
Date: Apr 2023
Pages: 113-122
Africa, Child development, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: Introduction: Early Childhood Education and development is a start to life and a reliable foundation to continuing education. One of the reasons that early childhood is regarded up to the age of eight is to enable children acquire a smooth understanding of the entire education from the level of play group to pre-primary and from pre-primary to the level of primary. Purpose of the Study: The main purpose of this study is to examine the impact of Montessori teaching methods on the developmental domain of young children in early childhood schools in Lagos state. Methodology: Descriptive survey research design was adopted. Sample size of two (12) schools of 10 pupils each in the selected schools was employed using convenience sampling technique. Validated questionnaire was used for data collection. The collected data was analyzed using descriptive statistics which involves measures of central tendency descriptive statistics (frequency and percentage). Results: Findings indicate that there is higher impact of Montessori teaching methods on the literacy skills in early childhood education. Pupils from both Montessori and Non-Montessori schools perform equally better in Numeracy Skills. The impact of conventional method of teaching on reasoning skill is better than that of Montessori Method of teaching. Conclusion: In conclusion, many aspects of Montessori teaching methods positively consider children's developmental needs and should be an integral part of teachers’ working modalities in so-called “non-Montessori teaching methods (conventional public schools)” (such as the possibility for each child to be in multi-age classes; to have an absence of explicit, formal grades, rewards, or punishments; and a low teacher-student ratio). Recommendations: Based on the results of this study, it is therefore recommended that Montessori system of education may be used to improve language skills of children and to understand art of language at early childhood level.
Language: English
DOI: 10.47434/JEREDA.4.1.2023.113
ISSN: 2735-9107
Article
The Importance of the Montessori Program in the Social Development of Children of Preschool Age
Available from: econferenceseries.com
Publication: Proceedings of International Educators Conference, vol. 2, no. 4
Date: Apr 22, 2023
Pages: 156-159
Asia, Central Asia, Child development, Montessori method of education - Criticism, interpretation, etc., Preschool children, Social development, Uzbekistan
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Abstract/Notes: This article is about the Montessori program and its advantages and disadvantages, and general information about this program is covered in detail in this article. The essence of this program is self-education of the child. The history and importance of Montessori today is also covered in this article.
Language: English
ISSN: 2835-396X
Article
The Importance of the Montessori Program in the Social Development of Children of Preschool Age
Available from: econferenceseries.com
Publication: Proceedings of International Educators Conference, vol. 2, no. 4
Date: Apr 26, 2023
Pages: 214-217
Asia, Central Asia, Child development, Montessori method of education - Criticism, interpretation, etc., Preschool children, Social development, Uzbekistan
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Abstract/Notes: This article is about the Montessori program and its advantages and disadvantages, and general information about this program is covered in detail in this article. The essence of this program is self-education of the child. The history and importance of Montessori today is also covered in this article.
Language: English
ISSN: 2835-396X
Article
Teaching Approaches Exploring Multiple Pathways to Holistic Development
Available from: He Kupu
Publication: He Kupu - The Word, vol. 7, no. 3
Date: Apr 2023
Pages: 15-22
Australasia, Australia and New Zealand, Comparative education, Dalton laboratory plan - Criticism, interpretation, etc., Emmi Pikler - Philosophy, Helen Parkhurst - Philosophy, Holistic education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., New Zealand, Oceania, Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc.
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Abstract/Notes: Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Te Whāriki) (Ministry of Education [MoE], 2017) states that holistic development sees the child as a whole, encompassing all dimensions of children's learning and development. What holistic development looks like in practice, however, is left open-ended in Te Whāriki (MoE, 2017). It can therefore be difficult for the practitioner to know what holistic development entails and how it can be practiced. There is no 'one size fits all' when it comes to holistic learning and development, and with this in mind, the authors will explore what holistic development involves and more specifically how it is practised in a range of teaching approaches.
Language: English
ISSN: 1179 - 6812
Article
Autonomous Development in Early Childhood
Available from: He Kupu
Publication: He Kupu - The Word, vol. 3, no. 5
Date: Nov 2014
Pages: 4-10
Child development, Early childhood care and education, Early childhood education, Education - History, Education - Philosophy, Jean-Jacques Rousseau - Philosophy, Learner autonomy, Maria Montessori - Philosophy, Rudolf Steiner - Philosophy
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Abstract/Notes: Autonomy is a critical aspect of early childhood development. This article will introduce the concept of autonomy in the early years, as presented by philosophers such as Rousseau, Montessori and Steiner. The article will also examine how young children cultivate a sense of autonomy and possible influences that impact upon their development. Finally, I will critically reflect on autonomy in relation to my own childhood and in relation to diverse contexts.
Language: English
ISSN: 1179 - 6812
Article
Efficacy of Montessori and Traditional Method of Education on Self-Concept Development of Children
Available from: Journal Issues
Publication: International Journal of Educational Policy Research and Review, vol. 3, no. 2
Date: 2016
Pages: 29-35
Asia, Comparative education, Emotional intelligence, India, Montessori method of education - Criticism, interpretation, etc., Self-esteem in children, South Asia
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Abstract/Notes: Montessori is a method of education started by Maria Montessori in 1903 for the educationally backward children; after finding its efficacy on them it was thought that it even well suits for the normal children. It became very popular throughout the world in the 20th century and has been implemented both in private and public institutions. Based on certain principles it is evident in many of the researches conducted so far that the Montessori education is conducive for the overall development in social, emotional and cognitive components of children. With this background the present study was conducted to explore the effect of Montessori education on social development in terms of self-concept of the children as compared to the children of traditional method of education. Using descriptive and parametric tests for the obtained data it was found that the Montessori children have very high self-concept than the traditional children. Percentage result shows that the traditional children’s self-concept ranges from low to high category and the Montessori children’s self-concept ranges from high and very high, which indicated marked difference between them in self-concept. According to independent samples t-test results there was a statistical significant difference between the Montessori children group and the traditional children group, the Montessori children are found to have higher self-concept.
Language: English
ISSN: 2360-7076