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Doctoral Dissertation (Ph.D.)
Early Childhood Educators' Perceptions of Kindergarten Readiness in a Southern Ohio School District: Implications for Educational Leadership
Americas, Comparative education, Kindergarten (Froebel system of education), Montessori method of education, North America, Readiness for school, United States of America
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Language: English
Published: Dayton, Ohio, 1998
Video Recording
Lillian de Lissa and Maria Montessori: Their legacy and promise for the future of South Australia's children
Available from: YouTube
Australasia, Australia, Australia and New Zealand, Lillian de Lissa - Biographic sources, Maria Montessori - Biographic sources, Oceania
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Abstract/Notes: The de Lissa Oration, presented by Dr Susan Feez
Runtime: 51:51
Language: English
Published: Adelaide, Australia, Nov 20, 2013
Book Section
Record of the Kindergarten Movement in South Australia, 1905–1955
Book Title: Jubilee History of the Kindergarten Union of South Australia, 1905-1955
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Language: English
Published: North Adelaide, Australia: Kindergarten Union of South Australia, 1975
ISBN: 978-0-9598450-0-6
Article
The Idea of Viśva Bhāratī: Cosmopolitanism, Transculturality and Education in Early Twentieth Century South Asia
Available from: Taylor and Francis Online
Publication: South Asian History and Culture, vol. 12, no. 4
Date: 2021
Pages: 436-444
Asia, India, Rabindranath Tagore - Biographic sources, South Asia, Viśva Bhāratī
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Abstract/Notes: In 1921, Rabindranath Tagore (1861–1941) inaugurated Viśva Bhāratī as an institution of higher learning, an ‘uttarbibhāga’, as has been observed, based on the foundations of the brahmacaryāśrama, i.e., ‘pūrvabibhāga’. This special article is a critical reflection on some aspects of this history. First, it strives to historically situate the development of Viśva Bhāratī against the backdrop of the cosmopolitan transcultural entanglements of contemporaneous Indian intellectual life. Second, it endeavours to signpost some key strands of contemporaneous educational philosophy and their broader exigencies. In doing so, it neither claims to provide a definitive history of this institution based extensively on original research nor does it mean to narrate in any triumphalist tone its century-long journey. This then is a commemoration of the institution at its centenary by way of a critical reappraisal of the world of ideas from which it emerged and with focus on some of its early defining moments.
Language: English
DOI: 10.1080/19472498.2021.1981673
ISSN: 1947-2498
Article
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
Date: 2022
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
ISSN: 2223-7682
Article
South Carolina OKs MACTE Credentials
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 23, no. 1
Date: Fall 2010
Pages: 1, 29
Montessori Accreditation Council for Teacher Education (MACTE), Public Montessori
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Language: English
ISSN: 1071-6246
Article
News from the Regions [Mexico, Central America, South America, Brazil]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 23, no. 1
Date: Fall 2010
Pages: 12-13
Americas, Brazil, Central America, Latin America and the Caribbean, Mexico, Public Montessori, South America
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Abstract/Notes: El Boletin, Fall 2010
Language: English
ISSN: 1071-6246
Article
2 Districts Drop Montessori Magnet Schools [Yakima, Washington; Kershaw County, South Carolina]
Publication: Public School Montessorian, vol. 17, no. 1
Date: Fall 2004
Pages: 30
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Abstract/Notes: Also news about magnet and charter schools around the U.S.
Language: English
ISSN: 1071-6246
Article
News From the Regions [Central America, South America, Brazil, Transregional]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 22, no. 1
Date: Fall 2009
Pages: 12-13
Americas, Brazil, Central America, Latin America and the Caribbean, Montessori movement, South America
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Abstract/Notes: El Boletin, Fall 2009
Language: English
ISSN: 1071-6246
Article
News from the Regions [Caribbean, Central America, South America]
Publication: Public School Montessorian, vol. 21, no. 1
Date: Fall 2008
Pages: 10-11
Americas, Latin America and the Caribbean, Public Montessori
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Abstract/Notes: El Boletin, Fall 2008
Language: English
ISSN: 1071-6246