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Article
Dear Cathie . . . A Montessori Teacher's Perspective: Working with Developmental Delays
Publication: Tomorrow's Child, vol. 15, no. 3
Date: 2007
Pages: 15–16
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Language: English
ISSN: 1071-6246
Article
The Developmental Program: The Montessori Framework for Learning
Publication: Tomorrow's Child, vol. 1, no. 2
Date: Mar 1993
Pages: 15–17
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Language: English
ISSN: 1071-6246
Article
The Montessori and Pre-School Teacher's Guide to Developmental Well-Being
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 2, no. 3
Date: Fall 1975
Pages: 12-33
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Language: English
ISSN: 0010-700X
Article
Developmentally Appropriate: Do the NAEYC Standards Underestimate the Abilities of Young Children?
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 5, no. 3
Date: Spring 1993
Pages: 12
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Language: English
ISSN: 1071-6246
Article
Best Practices for Beginners: Developmental Appropriateness in Kindergarten
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 28, no. 4
Date: 1991
Pages: 783-803
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Abstract/Notes: National concerns about kindergarten focus on the developmental appropriateness of what is being taught and how it is being taught as well as on the increasing use of transition kindergarten classes and retention. One hundred and three randomly selected kindergarten classrooms across one state were observed to document the extent of developmentally appropriate practices, and the teachers and principals of those classes were surveyed to determine predictors of classroom quality. Two observational measures and two questionnaires were used. Only 20% of the classes met or exceeded the criterion of developmental appropriateness. Quality of the classes was predicted by teachers' and principals' scores on a measure of knowledge and belief in developmentally appropriate practices. Quality was not related to geographic location, school size, per pupil expenditure, or teacher or principal education or experience.
Language: English
DOI: 10.3102/00028312028004783
ISSN: 0002-8312, 1935-1011
Article
Charting the Way to Adulthood: Developmental Chart Series
Available from: Association Montessori Internationale
Publication: AMI Journal (2013-), vol. 2020
Date: 2020
Pages: 100-105
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Language: English
ISSN: 2215-1249, 2772-7319
Article
Multicultural Education: A Developmental Process
Publication: Montessori Life, vol. 10, no. 2
Date: 1998
Pages: 19–21
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Language: English
ISSN: 1054-0040
Master's Thesis (Action Research Report)
Aligning State Developmental Standards to Toddler and Early Childhood Montessori Practical Life and Sensorial Materials
Available from: St. Catherine University
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Abstract/Notes: The purpose of this research was to determine whether a progress report that aligns the Montessori materials to child development benchmarks would increase parent understanding of the Montessori materials, as well as give teachers a means of reporting growth that is systematic and consistent. Trial reports were created aligning the toddler and early childhood practical life and sensorial curriculum areas to the state standards. Parents were asked to compare the current reports with the new reports. The postimplementation survey results suggested that 97% of parents better understood the alignment between the Montessori materials and child development and 100% of teachers affirmed the new reports made a clear association between the two. The new reports clarified the alignment between the Montessori materials and children’s development for parents and created a standard measurement tool for Montessori educators with the vernacular to explain the Montessori materials progression to parents.
Language: English
Published: St. Paul, Minnesota, 2015
Master's Thesis (Action Research Report)
Bridging the Developmental Gap in the Montessori Toddler Classroom
Available from: St. Catherine University
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Abstract/Notes: The purpose of this research was to determine if the introduction of more developmentally appropriate materials and activities into the toddler classroom would create a more stimulating environment for the older toddlers, increase student engagement, and decrease disruptive behavior. Observations were carried out prior to the introduction of new work and after new work was implemented. This study was conducted in a toddler classroom at a private Montessori school. Children and teachers from the toddler classroom and three early childhood classrooms were included in this project. The results indicated that the older toddlers were more engaged and less disruptive after the introduction of new challenging work into the environment. However, this research was conducted early in the school year and the process of normalization likely impacted the results. Therefore, it is recommended that further research be conducted later in the school year.
Language: English
Published: St. Paul, Minnesota, 2014
Article
Multiage Programming Effects on Cognitive Developmental Level and Reading Achievement in Early Elementary School Children
Available from: Taylor and Francis Online
Publication: Reading Psychology, vol. 25, no. 1
Date: 2004
Pages: 1-17
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Abstract/Notes: Differences in cognitive developmental level and reading achievement of elementary school children in multiage programming and traditional classrooms were explored. There is controversy regarding the benefit of multiage classrooms for learning academic subjects. According to previous research (e.g., Almy, Chittenden, & Miller, 1967; Brekke, Williams, & Harlow, 1973; Cromey, 1999), cognitive developmental level, reading achievement, and classroom type all seem to be related entities. This study assesses the effects of multiage classrooms compared to traditional classrooms on cognitive developmental level and reading ability of kindergartners, first graders, and second graders. The effects of cognitive developmental level on reading ability were also explored. The results support the connections among cognitive developmental level, reading ability, and classroom type.
Language: English
DOI: 10.1080/02702710490271800
ISSN: 0270-2711