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Article
Montessori in South Africa
Publication: Montessori Life, vol. 9, no. 1
Date: 1997
Pages: 31–32
Africa, South Africa, Southern Africa, Sub-Saharan Africa
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Language: English
ISSN: 1054-0040
Article
Out of Africa [Waterfalls SOS Children's Village, Harare, Zimbabwe]
Publication: Montessori Courier, vol. 1, no. 6
Date: Feb 1990
Pages: 12–13
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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
Date: Spring 1996
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
Date: Mar 2020
Pages: 29-34
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Language: Italian
ISSN: 2421-440X, 2723-9004
Article
Fundamental Movement Skill Proficiency of Selected South African Montessorian Pre-Schoolers
Available from: SAGE Journals
Publication: Journal of Early Childhood Research
Date: Apr 10, 2024
Pages: Article 1476718X241241141
Africa, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Motor ability in children, Movement education, Preschool children, South Africa, Southern Africa, Sub-Saharan Africa
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Abstract/Notes: The Montessori philosophy and environment offers opportunities for free movement within the classroom. Physical development includes the acquisition of fundamental movement skills (FMS) which children acquire through different opportunities for movement. Previous research has shown that Montessorian pre-schoolers were more physically active during the school day compared to those attending traditional pre-schools. This led to questioning whether this noted increase in physical activity had any effect on the learning of FMS. The purpose of this study was to examine the proficiency of FMS of children aged 3–6 years in three private Montessori pre-schools. This purposive sample consisted of 105 Montessori 3–6 year olds in the Western Cape, South Africa. FMS were evaluated using the Test of Gross Motor Development Second Edition (TGMD-2). About 51.6% of the 3 year olds mastered run but scored in the poor category for five out of the six object control skills. The majority of 4 year olds (75.7%) reached mastery only in run. Most of the 5 year olds achieved mastery in run (69%) and slide (65.5%), and only 51.7% in kick. About 87.5% of the 6 year olds achieved mastery in run and slide, only half of them in leap, hop, kick and catch. No area of FMS were mastered by all the participants, but overall, the performance ranged from ‘average’ to ‘above average’. This shows potential for improvement in FMS proficiency. Therefore, children, even in a Montessori environment, require specific instruction to achieve proficiency of all FMS.
Language: English
DOI: 10.1177/1476718X241241141
ISSN: 1476-718X
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
Date: 2019
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
Date: Spring 2001
Pages: 14-15
Africa, Public Montessori, South Africa, Southern Africa, Sub-Saharan Africa
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Language: English
ISSN: 1071-6246
Article
La scuola nei nuovi paesi africani
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 13, no. 2
Date: 1964
Pages: 15-18
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Language: Italian
ISSN: 0042-7241
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
Date: 2019
Pages: 196-198
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Language: English