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Article
Research Validates Montessori Approach to Teaching Language
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 3
Date: Summer 2004
Pages: 46–48
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Language: English
ISSN: 1054-0040
Article
How Can Art Appreciation Enhance the Self-Concept of Children in the Area of Language Development? (A Montessori Approach)
Publication: The National Montessori Reporter, vol. 7, no. 4
Date: Nov 1983
Pages: 5
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Language: English
Article
Whole Language, Montessori Classroom: The Approach Sweeping Traditional Classrooms Belongs in Montessori Schools, Too
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 4, no. 1
Date: Fall 1991
Pages: 7
Language acquisition, Language experience approach in education, Montessori method of education, Public Montessori
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Language: English
ISSN: 1071-6246
Article
A Montessori Approach to Learning Another Language
Publication: NAMTA Journal, vol. 32, no. 1
Date: 2007
Pages: 197–217
Bilingualism, Language acquisition, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Includes lesson plans for 3-6 and 6-9
Language: English
ISSN: 1522-9734
Master's Thesis
The Implementation of Montessori Approach on Children's Language Acquisition (A Case Study in FL Haus Indonesia)
Available from: Universitas Sultan Ageng Tirtayasa (Indonesia) - Institutional Repository
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Abstract/Notes: The objectives of this research were to explain about how Montessori implemented the teaching and learning process of English for children and to explain about how Montessori Approach can be implemented on children’s language acquisition for two-word stages in the classroom. The researcher used a qualitative research method of case study by implementing three stages of analysis from Miles & Huberman. The result of this research showed that (1) the teaching and learning process in Kinder Haus class was done into four stages. There were warm up activities (singing & dancing, games), the first main lesson activity (Art & Craft, language), second lesson activity (Practical Life) and the third lesson activity (Sensory activity). (2) Montessori Approach can be implemented on children’s language acquisition for two - word stages in the classroom especially in the “practical life” area. The children used the simple words or instructions automatically, either with themselves or their friends in the classroom. Therefore, the implementation of Montessori Approach in the classroom can be done into four stages and the children produced the words for the level of the two – words. Keywords : Children, Classroom, Language Acquisition, Montessori Approach, Practical Life
Language: English
Published: Serang, Indonesia, 2023
Master's Thesis
The Contribution of the Montessori Approach to Multisensory Approaches to Early Learning Disabilities
Available from: University of Witwatersrand - Institutional Repository
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Abstract/Notes: Learning disabilities have become of increasing concern for educators. More and more children are having difficulty learning to read and write. This dissertation investigates what constitutes a learning disability, its etiology and whether or not it is possible to identify these disabilities in early childhood. The investigation further aims to discover if these learning disabilities are comprised of sub-disabilities and if these can be identified as such. To this end the research aims to determine the most appropriate remedial intervention strategies used for learning disabilities. Multisensory intervention is therefore explored. On the basis of this the Montessori Method is examined to ascertain whether or not the method can contribute to multisensory intervention at the preschool level. It is argued that the Montessori Method is admirably suited to making such a contribution. Further empirical research for these claims is indicated.
Language: English
Published: Johannesburg, South Africa, 2006
Conference Paper
The Use of Textbooks in Different Approaches: Hejny Method, Montessori, and Traditional Approach in the Czech Republic
Available from: International Symposium Elementary Mathematics Teaching
17th International Symposium: Elementary Maths Teaching
Czech Republic, Czechia, Eastern Europe, Europe
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Abstract/Notes: The present study reports on the use of (or lack thereof) textbooks in three different elementary level mathematics teaching methods – the Hejny method, the Montessori method, and the traditional approach. The aim of this study was to find out if the teachers, using the different teaching methods, use textbooks while teaching mathematics and if the textbooks play a key role in their classrooms. Analysis of interviews with six teachers showed that using textbooks depends on the teaching method. With the Hejny method and the traditional approach, textbooks (workbooks) are followed. On the other hand, teachers see them as the source of inspiration in the Montessori method.
Language: English
Published: Prague, Czech Republic: Charles University, Faculty of Education, 2017
Pages: 91-100
ISBN: 978-80-7290-955-1
Article
Views on Montessori Approach by Teachers Serving at Schools Applying the Montessori Approach / Montessori yaklaşımını uygulayan okullarda çalışan öğretmenlerin Montessori yaklaşımına ilişkin görüşleri
Available from: Eurasian Journal of Educational Research
Publication: Eurasian Journal of Educational Research [Egitim Arastirmalari], no. 66
Date: 2016
Pages: 123-138
Asia, Middle East, Montessori method of education - Criticism, interpretation, etc., Teachers - Attitudes, Turkey, Western Asia
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Abstract/Notes: Problem Statement: Further studies on Montessori teachers are required on the grounds that the Montessori approach, which, having been applied throughout the world, holds an important place in the alternative education field. Yet it is novel for Turkey, and there are only a limited number of studies on Montessori teachers in Turkey. Purpose of Study: The aim was to investigate views on the Montessori approach by the teachers who serve at the schools applying the Montessori approach. Methods: Research data was collected by the basic qualitative research, one of the qualitative research methods. Descriptive analysis method was used in analysis of the qualitative data. Nine teachers serving at three different schools in Ankara province applying Montessori approach were interviewed. Findings and Results: Eight main themes were determined upon data analysis; namely, education on Montessori approach, basic qualities required for teachers applying Montessori approach, adequacy of education on Montessori approach, in-service training on the challenges experienced by Montessori teachers, plans of teachers for self-development, following existing studies in Turkey on Montessori approach, views on studies on Montessori approach, and views on the criticisms towards Montessori approach. Conclusions and Recommendations: All teachers confirmed that they internalized the approach upon training in line with Montessori philosophy. They emphasized that they received training covering all the educational fields, yet the implementation dimension was inadequate due to training without the involvement of children. Furthermore, they suggested that all the schools in Turkey were opened by commercial motives, and as such these schools failed to comply with the standards of the institutions providing education on the basis of Montessori approach. They asserted that all criticisms towards Montessori approach would be proved to be groundless upon implementation of the approach. It was seen that experienced supervisors, in-service training, and scientific studies on Montessori approach were required.
Language: English
ISSN: 1302-597X, 2528-8911
Book
The Montessori Approach and the Education of the Deaf Preschool-Child: Can This Approach, Based on Intrinsic Motivation and That Prepares the Environment for Intentionality in Learning, Aid Cognitive Development and Therefore General Development?
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Language: English, Norwegian
Published: [Oslo, Norway]: Statens spesiallärerhögskole, 1982
Article
The Impact of Structural Upheavals on Educational Organisation, Attainment and Choice: The Experience of Post-Communist Hungary
Available from: Wiley Online Library
Publication: European Journal of Education, vol. 41, no. 1
Date: 2006
Pages: 71-84
Eastern Europe, Europe, Hungary
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Abstract/Notes: During the transition period in Hungary the role of the market has become more significant, and several market elements have appeared in education, as well. The growing social demand for schooling resulted in the huge expansion of secondary and higher education. Schools try to match the demand with the supply in a colourful variety of programmes. However, public education in Hungary struggles with very great problems of inequalities.
Language: English
DOI: 10.1111/j.1465-3435.2006.00247.x
ISSN: 0141-8211