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153 results

Article

Reaching for the Sky [Open Sky Nursery, King William's Town, South Africa]

Publication: Montessori Courier, vol. 3, no. 3

Pages: 8–9

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Language: English

ISSN: 0959-4108

Article

Possibility: South Africa and the World

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 8, no. 3

Pages: 26-27

Africa, Montessori method of education, South Africa, Southern Africa, Sub-Saharan Africa

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Language: English

ISSN: 1071-6246

Article

Esperienze - Con Montessori in Africa

Publication: MoMo (Mondo Montessori), no. 18

Pages: 29-34

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Language: Italian

ISSN: 2421-440X, 2723-9004

Article

La scuola nei nuovi paesi africani

Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 13, no. 2

Pages: 15-18

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Language: Italian

ISSN: 0042-7241

Article

Montessori in South Africa: The Challenge, the Dream, and the Promise

Available from: Montessori Norge

Publication: Montessori Collaborative World Review: The Montessori Roots of Social Justice, vol. 1, no. 1

Pages: 196-198

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Language: English

Article

Materials from South Africa...Instantly: Internet Connection Can Fetch Items and Build International Links

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 13, no. 3

Pages: 14-15

Africa, Public Montessori, South Africa, Southern Africa, Sub-Saharan Africa

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Language: English

ISSN: 1071-6246

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

Doctoral Dissertation (Ed.D.)

Searching for Equity in Education: A Qualitative Study Examining the Experiences of African American Families in Accessing and Financing Montessori Education

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: In this qualitative, interpretive study, I examine the experiences of African American families in accessing and financing Montessori education in the United States, including African American families who did or did not eventually enroll their child(ren) in Montessori schools. The extant literature notes that African American families are disproportionately underrepresented in Montessori schools, despite an interest in this form of education. Grounded in the theoretical framework of critical race theory, I analyze participants’ perspectives on the role of race, and relatedly class, on what helped or hindered their awareness of, access to, and financing of Montessori education. Through 45–60-minute interviews with 13 African American families characterized as interested in enrolling their children in Montessori education, I found the following themes in regard to my research questions. First, participants’ experiences were noted as the power of social capital, challenge of logistics, and competing tensions in enrollment decision making. Second, hindrances to participants’ access and financing of Montessori education included: financial and financial aid barriers, gaps in equitable communication and marketing strategies, and limited diversity & equity initiatives. Third, participants found sources of support for accessing and financing Montessori education through a guiding belief in the philosophy of Montessori education and external change agents. Implications for theory and practice are included.

Language: English

Published: Philadelphia, Pennsylvania, 2022

Article

Lynedoch Ecovillage, South Africa (video)

Available from: Montessori Norge

Publication: Montessori Collaborative World Review: The Montessori Roots of Social Justice, vol. 1, no. 1

Pages: 196-198

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Language: English

Article

✓ Peer Reviewed

Exploring South African preschool teachers’ roles and responsibilities with executive functions

Available from: AOSIS Publishing

Publication: South African Journal of Childhood Education, vol. 12, no. 1

Pages: Article 1141 (9 pages)

Africa, Early childhood care and education, Executive function, Montessori method of education, Preschool education, South Africa, Southern Africa, Sub-Saharan Africa, Teachers

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Abstract/Notes: South African studies based on school readiness found that most children who commence formal schooling (from Grade 1) lack the basic skills needed to adapt within the learning environment – these include having challenges to follow instructions, work autonomously or focus on a task. The national guideline for teaching children between birth to 9 years does not specify how early childhood education programmes can facilitate or strengthen executive function (EF) skills through structured play. Structured play, can be understood as play activities that require guidance and instructions for completion. During the activities, the participants have to follow instructions in order to attain the outcome. Hence, there is a need to explore how EF skills can be developed through structured play. From our understanding, EF is an individual’s cognitive ability to regulate thoughts and actions needed to complete a task. Executive function skills assist learners to adjust and work effectively later (Grade 1) in a formal learning environment to perform academically. The study was conducted at preschool sites that follow different educational approaches. They are Montessori, National Curriculum Framework (NCF), Reggio Emilia and Independent Schools Association of Southern Africa (ISASA) preschools. The preschools are situated in affluent suburbs of Pretoria, Gauteng. In this article, learners refer to children aged 4 years in the Grade RRR class. A qualitative multiple case study design was utilised. We interacted with two teachers from four schools who followed different educational approaches. The data collection techniques included individual semi-structured interviews, lesson observation and document analysis, whilst photographs and field notes were taken when the teacher-participants interacted with learners during a planned learning experience. The generated data sets were inductively analysed and interpreted using the theoretical frameworks of sociocultural theory and metacognition. The interpreted data sets revealed that the preschool teacher-participants can facilitate EF using games, songs, movement exercises or racing competitions. The participants explained that indoor, outdoor and learning experiences facilitated EF skills such as self-regulation, working memory and cognitive flexibility during structured play. There is a need for preschool teachers to identify EF in the curriculum and know how to link and intentionally include the skills in daily learning experiences. This will ensure learners acquire EF and apply it in formal learning environments. The contribution to the body of scholarship is the development of guidelines for teachers to intentionally and explicitly develop EF skills using structured play. We confer that teachers play a role in enabling fun, engaging and hands-on activities that promote the acquisition of EF in the early years.

Language: English

DOI: 10.4102/sajce.v12i1.1141

ISSN: 2223-7682

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