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873 results

Article

Montessori Milestones [Montessori Children's House of Morristown (NJ); Debbie Blackburn]

Publication: Montessori Life, vol. 4, no. 3

Pages: 17–18

Art

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Abstract/Notes: "New Jersey school establishes innovative cultural arts center".

Language: English

ISSN: 1054-0040

Article

✓ Peer Reviewed

Montessori Yönteminin Beş-Altı Yaş Çocuklarının Alıcı Dil Gelişimine Etkisinin İncelenmesi / Examination of the Affect of Montessori Method on Receptive Language of Kindergarten Children

Available from: Selçuk University (Turkey)

Publication: Selçuk Üniversitesi Türkiyat Araştırmaları Dergisi / Selçuk University Journal of Studies in Turcology, vol. 1, no. 26

Pages: 347-355

Asia, Early childhood care and education, Early childhood education, Language acquisition, Language development, Middle East, Montessori method of education, Montessori method of education - Evaluation, Turkey, Western Asia

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Abstract/Notes: Bu araştırmada, Montessori yönteminin beş - altı yaş çocuklarının alıcı dil becerilerine etkisiincelenmiştir. Araştırma, deneme modelinde gerçekleştirilmiştir. Araştırmanın çalışma grubunu,2008 – 2009 yıllarında Selçuk Üniversitesi Mesleki Eğitim Fakültesi İhsan DoğramacıUygulama Anaokulu’nda eğitim gören toplam 40 çocuk oluşturmaktadır. Veri toplama aracıolarak Peabody Resim-Kelime Testi kullanılmıştır. Araştırma sonucuna göre, Montessori yöntemiile eğitim alan beş - altı yaş çocuklarının alıcı dil becerileri ile Milli Eğitim BakanlığıOkul Öncesi Eğitim Programına göre eğitim alan beş - altı yaş çocuklarının alıcı dil becerileriarasında anlamlı bir fark bulunmuştur. / At this research, the effects of Montessori Method to receptive language skills of five-six aged children were examined. This research was carried out with essay form. Working group of research consists of totally 40 kindergarten children who received education between 2008- 2009 academy years in Ihsan Dogramaci Application Kindergarten, Faculty of Vocational Education, Selcuk University. Peabody Picture-Vocabulary Test was used as data collection tool. According to the result of research, a significant difference was found between receptive language skills of kindergarten children who receive education with Montessori Method and also education according to The Ministry of Education, Preschool Education Program.

Language: Turkish

ISSN: 2458-9071

Report

Effects of the Multiage Classroom on Children

Available from: ERIC

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Abstract/Notes: This study examined the impact of the multiage classroom on second, third, and fourth graders in an Elkhart, Indiana elementary school. One classroom from each grade participated in the multiage classroom. The classroom of 70 students was combined for at least 1 afternoon per week during the 1995-96 school year. During February, the classroom was combined for four afternoons per week. Results indicated that students in the multiage group had better attendance than the general school population. To determine the effects of the multiage classroom on social skills, the teachers maintained a journal on six students who had not shown appropriate social behaviors in the regular classroom. A point system was implemented in which these students were rewarded with points for three desirable social skills. Four of the six target students demonstrated appropriate social skills during the time observed. Parents' responses to surveys suggested that the parents accepted the program and had a positive attitude toward it. At the beginning and end of the study period, children were surveyed orally on their attitudes to the multiage classroom. Results were mixed with regard to whether they liked to be in a multiage class. Sociometric techniques revealed that, across the time of the study, second and third graders' willingness to work with children of other ages increased, and the fourth graders' willingness declined. Appendixes contain the parent and student surveys. (KDFB)

Language: English

Published: Elkhart, Indiana, Apr 24, 1996

Conference Paper

Responses to Guidelines for Developmentally Appropriate Practice for Young Children and Montessori

Available from: ERIC

Annual Meeting of the National Association for the Education of Young Children (Nov 13-16, 1986)

Early childhood education, Montessori method of education

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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

Article

Community Living in Houses of Children

Publication: The Child and You, vol. 1

Pages: 29-33

Asia, Conferences, India, South Asia, Trainings

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Abstract/Notes: Paper presented at National Seminar, Indian Montessori Centre, Bangalore, January 1994.

Language: English

Article

Sharing: Helping Children Develop Appropriate Social Skills

Publication: Infants and Toddlers, vol. 6, no. 1

Pages: 5–9, 14–17

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Language: English

Book

The Child in the Church: Essays on the Religious Education of Children and the Training of Character

Maria Montessori - Writings

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Language: English

Published: St. Louis, Missouri: Herder Book, 1929

Edition: [1st edition American]

Article

Computers and Young Children

Publication: Montessori Life, vol. 14, no. 2

Pages: 5

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Abstract/Notes: Letter to the editor

Language: English

ISSN: 1054-0040

Article

✓ Peer Reviewed

Cognitive Performance in Montessori and Nursery School Children

Available from: Taylor and Francis Online

Publication: The Journal of Educational Research, vol. 62, no. 9

Pages: 411-416

Americas, Cognition, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Abstract/Notes: Cognitive performance was measured in fourteen pairs of children, matched in social class, CA, sex and IQ, selected from a Montessori and from a “traditional” nursery school. No differences were found between the parents in these schools on such measures of social and parental attitudes and behavior as: achievement orientation, traditional family ideology, dogmatism, anomie, parental control behavior, or task oriented vs. person oriented values. The nursery school children were significantly more creative on a measure of non-verbal creativity, were more socially oriented, and less task oriented than the Montessori children.Style of approach to tests was felt to be a critical outcome of the two educational environments. The Montessori children used significantly more physical characteristics to describe commonplace objects, whereas significantly more functional terms were used by the nursery school children in their descriptions. Montessori children’s drawings had people present significantly less often and geometric forms significantly more often than the nursery school children’s drawings.

Language: English

DOI: 10.1080/00220671.1969.10883885

ISSN: 0022-0671

Patent

Sistema para iniciar a los niños en el estudio de la aritmética y de la geometría plana y del espacio [System to initiate children in the study of arithmetic and plane and space geometry]

Maria Montessori - Writings

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Abstract/Notes: Patent.

Language: Spanish

Date of issue: 1919-01-01

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