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Article
What If Our Children Knew of Bali? A Teacher Reflects on a Culture in Which Children Are Respected
Publication: Tomorrow's Child, vol. 2, no. 1
Date: Feb 1994
Pages: 15–16
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Language: English
ISSN: 1071-6246
Article
[Conference of Childcare in Kansai Region: A Childcare Community in Kansai Area and an Idea of Montessori Education]
Publication: Fujin to Kodomo [Woman and Child], vol. 15, no. 4
Date: 1915
Pages: 151-158
Asia, Conferences, East Asia, Japan, Montessori method of education - Criticism, interpretation, etc.
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Language: Japanese
Article
The Child, a Pole of Humanity: The Future Adult Cannot Be Constructed Harmoniously If the Child Has Not Been Able to Develop Harmoniously
Publication: Montessori Articles (Montessori Australia Foundation)
Date: n.d.
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Language: English
Article
Beyond Developmentalism? Early Childhood Teachers' Understandings of Multiage Grouping in Early Childhood Education and Care
Available from: SAGE Journals
Publication: Australasian Journal of Early Childhood, vol. 34, no. 4
Date: 2009
Pages: 55-63
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Abstract/Notes: Postdevelopmental perspectives in early childhood education and care increasingly reference alternative ways of understanding learning, growth and development in early learning. Drawing on these ideas, this paper examines research findings which focused on early childhood teachers' understandings of multiage grouping. The findings suggested that teachers used predominantly developmental approaches to describing their experiences of multiage grouping, and proposed that the use of postdevelopmental perspectives in multiage grouping research has the potential to realise new ways of understanding learning and development as both concepts and practices within the multiage classroom.
Language: English
DOI: 10.1177/183693910903400408
ISSN: 1836-9391, 1839-5961
Book Section
Early Childhood Montessori Mathematical Education: The Montessori Early Childhood Inclusive Classroom: Creating a Cherished Experience
Available from: Rowman and Littlefield
Book Title: The Inclusive Classroom: Creating a Cherished Experience through Montessori
Pages: 45-81
Children with disabilities, Inclusive education, People with disabilities
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Language: English
Published: Lanham, Maryland: Rowman and Littlefield Publishers, 2021
ISBN: 978-1-4758-5635-4
Article
The Children's Garden and the Children's House
Available from: Internet Archive
Publication: New Era in Home and School, vol. 33, no. 3
Date: Mar 1952
Pages: 50-54
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Language: English
ISSN: 0028-5048
Article
Montessori Children Grow Up: Why I Was a Montessori Child and Why My Children Are Now
Publication: The National Montessori Reporter, vol. 28, no. 2
Date: 2004
Pages: 8–10
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Language: English
Article
Child Guidance, Dynamic Psychology and the Psychopathologisation of Child-Rearing Culture (c. 1920-1940): A Transnational Perspective
Available from: Taylor and Francis Online
Publication: History of Education, vol. 49, no. 5
Date: 2020
Pages: 617-635
Americas, Europe, Holland, Netherlands, North America, United States of America, Western Europe
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Abstract/Notes: The historiography of child guidance has focused primarily on the United States, where it first developed before travelling across the English-speaking world. The rapid expansion of child guidance in the interwar years was enabled by private philanthropy, which provided fellowships to foreign professionals to study in the United States. This article focuses upon the transnational transfer of child guidance, the dynamic psychology on which it was based, and the accompanying psychopathologisation of child-rearing culture to a non-English speaking country, the Netherlands. First, it discusses the development of child guidance and the reception of dynamic psychology in the United States and Britain. Next, it analyses the transfer to the Netherlands. It turns out that the Dutch did not copy the American model, but adapted it to fit their conditions and created a more diverse child guidance landscape, in which educational psychology played a less important role than child psychiatry.
Language: English
DOI: 10.1080/0046760X.2020.1748727
ISSN: 0046-760X, 1464-5130
Report
The Evaluation and Implications of Research with Young Handicapped and Low-Income Children at the Institute for Research on Exceptional Children at the University of Illinois
Available from: ERIC
Americas, Children with disabilities, Inclusive education, North America, Poor children, United States of America
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Abstract/Notes: This study to determine effects of preschool training of mentally retarded children from low-income families asks three major questions: 1. Does preschool training displace the rate of development of such children? 2. Does rate of growth continue at an accelerated rate, or does it return to the original rate of development during primary school years? 3. Are the results similar for children living in different environments? Five intervention programs are outlined: 1. Traditional nursery school; 2. Community Integrated program; 3. The Montessori method; 4. Karnes structured cognitive plan; and 5. The Bereiter-Englemann(B-E). As a result of the program, some children in the demonstration center no longer function in the retarded range. Behavior has improved and several have entered a public school or preschool for normal children. It is suggested that mothers of infants might accomplish more at home with guidance, since professional tutoring is not feasibly practical, and children with higher IQ need special early programming to attain their potential. (RG)
Language: English
Published: Urbana-Champaign, Illinois, 1973
Article
What's Eating Our Children: Eating Disorders in Young Children
Publication: Tomorrow's Child, vol. 1, no. 5
Date: Oct 1993
Pages: 8–9
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Abstract/Notes: An interview with Darlene M. Atkins
Language: English
ISSN: 1071-6246