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Book Section

For the Trained Montessorian: Adjusting to the Montessori Kindergarten Classroom of All Five Year Olds

Available from: ERIC

Book Title: Implementing Montessori Education in the Public Sector

Pages: 268-271

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Language: English

Published: Cleveland, Ohio: North American Montessori Teachers' Association, 1990

Gross-Motor-Perceptual-Developmental Manual for Directresses of Montessori Three to Six-Year-Old Classrooms

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Language: English

Published: Cleveland, Ohio, 1976

Book Section

Multimodality in the Montessori Classroom

Available from: Taylor and Francis Online

Book Title: Multimodality Across Classrooms: Learning About and Through Different Modalities

Pages: 30-48

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Abstract/Notes: A Montessori early years classroom is distinguished by open shelves displaying carefully arranged sets of didactic objects. The design of these objects follows precise specifications that control variation in the materials used, as well as the colour, shape, size, texture and possibilities for manipulation. The objects accurately represent educational knowledge, while making this knowledge accessible to young children in ways that leave lasting impressions on which future knowledge can be reliably built. When children manipulate Montessori objects, in response to modelling provided by the teacher, their movements weave the objects into a unified multimodal ensemble, a unit of meaning or text, which opens up an instructional pathway that links, in the service of children’s development, the material and semiotic realms of human experience, leading children towards mastery of the knowledge encoded in the objects. The Montessori objects designed in the early twentieth century exemplify what teachers have been doing forever, that is, representing educational meanings in multiple ways to place them within reach of learners. This chapter argues that the durability of the Montessori objects presents an unusual opportunity in the field of pedagogy to explore the educational potential of multimodal representation.

Language: English

Published: New York: Routledge, 2019

Edition: 1st

ISBN: 978-0-203-70107-2 978-1-138-57440-3

Series: Studies in Multimodality

Conference Paper

Building the reading brain in a Montessori classroom

American Montessori Society Conference

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Language: English

Published: Chicago, IL, 2011

Report

The Assistant in a Montessori Classroom

Available from: National Center for Montessori in the Public Sector

, Laura Flores Shaw (Contributor)

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Language: English

Published: West Hartford, Connecticut, 2015

Book

Our Peaceful Classroom

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Language: English

Published: Altoona, Pennsylvania: Parent Child Press, 1991

Book

Nurturing the Spirit in Non-Sectarian Classrooms

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Language: English

Published: Altoona, Pennsylvania: Parent Child Press, 1996

Book

Montessori Geography Curriculum Manual: A Hands-On Sensory-Motor Based Guide for the Montessori and Open Classroom Geared to Preschool and Elementary Grades

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Language: English

Published: Hemet, California: Education System Publisher, 1988

Book

Understanding the Child: The Preparation and Management of the Classroom

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Language: English

Published: Orlando, Florida: Early Education Company, 1972

Master's Thesis

Benefits and Challenges of Inclusion in an Early Childhood Montessori Classroom

Available from: Westminster College

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Abstract/Notes: This study indicates the benefits and challenges of inclusion in an early childhood Montessori classroom. The research has been significant due to limited resources on inclusion linked to Montessori education. This study was done in a private inclusive Montessori school in an early childhood classroom. Through observations, interviews and assessments, the results of inclusion in a Montessori setting were discovered. Meaningful relationships between peers and teachers are critical in the development of the child. The prepared environment is a unique feature of an inclusive Montessori environment that enables children to learn naturally by manipulating materials in the classroom with a hands-on approach. This engages academic success. It was also found that inclusion in a Montessori setting does not work effectively for every child with a disability. To have inclusion work successfully within this classroom environment, three teachers were mandatory: Two certified Montessori teachers and one special educator. This presents a challenge because the majority of schools cannot afford this luxury. Transitions, inconsistency and too much freedom are a challenge with inclusive Montessori education. However, inclusive Montessori education will benefit children in learning acceptance and respect for humanity. Further studies should be done on this topic with larger sample sizes, longer duration of time, various disabilities and different locations.

Language: English

Published: Salt Lake Ciy, Utah, 2014

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