Abstract/Notes: Review of report by this title by Christopher Ball

Language: English

Abstract/Notes: Though Montessorians have existed in the United States for nearly a century, a distinctly American version of the system did not begin to take hold until the late 1950s. What was referred to at the time as the "second spring" was actually a remarkable moment not just for Montessori education, but also for American culture at large. For the Montessori movement, the years 1959 to 1963 witnessed rapid growth, turmoil, and the establishment of educational, political, and ideological patterns that still influence the movement today. In this article, the authors trace what happened in those years, why it happened, and the impact those events had on the subsequent development of Montessori education in the United States as they look at the historical context surrounding those events in order to provide a richer understanding of the origins of the American Montessori identity. A closer look at the early years of the movement reveals a complex story of two strong personalities, Mario Montessori and Nancy McCormick Rambusch, who shared a deep commitment to the Montessori ideal, and who squabbled endlessly over how to realize that ideal.

Language: English

ISSN: 1054-0040

Abstract/Notes: discussion of research project

Language: English

ISSN: 1054-0040

Abstract/Notes: This qualitative study used a narrative research design to collect field texts from 40 students in first grade through college to record participants’ memories of learning in Kindergarten. The research addressed the question, “Will study participants recall more memories of self-initiated lessons and activities than other lesson types?” and explored a phenomenon experienced by the researcher during her 15 years of teaching Kindergarten that students consistently request the choice-based work time above all other activities, including recess. Data were collected from interview transcripts and analyzed in three formats: Coded Data, a Focus Word study, and an Initial Memories collection. Findings were based on the assumption that participants relayed memories that were important to them, reflecting areas of instructional importance to early childhood learning. Results in all three data formats emphatically indicated that choice, play, creativity, friends, and fun are the keys to successful, joyful early childhood learning and school experiences.

Language: English

Published: Moraga, California, 2022

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: This articles describes the learning process of infants and toddlers and provides tips that parents and caregivers can use to promote the development of rich language skills, as well as an abiding passion for learning. From the earliest days, talking with babies encourages their knowledge of words. Singing and reading books increases their literacy learning. By their first birthdays, many babies have special picture books they want to hear over and over. Language is great power! The loving and intimate ways chosen to share language will ensure that infants and toddlers develop language skills, language eloquence, and an abiding appreciation of and delight in books.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 0031-7217

Language: English

Pages: 859-868

Abstract/Notes: Results of an earlier six-year followup study demonstrated that a group of children with four years of Montessori education, including preschool and primary . school, score best on all seven variables of the third grade level Metropolitan Achievement Test (MAT). The group with no preschool experience scored lowest on five of seven variables of the test. The children in the highest scoring group had been in at least two different Montessori schools with as many as three different teachers. The strong positive results indicate that the common elements of the Montessori philosophy withstood the exigencies of being set forth by several teachers. The purpose of this nine-year followup is to investigate whether these positive effects are maintained up to sixth grade level. Twenty-eight of the 77 students evaluated at the third grade in the earlier study are again compared on MAT scores. Although no statistically significant results are obtained, those groups of children who had early Montessori training generally score higher on sub-tests of the MAT administered at sixth grade level than do those children who had Head Start or no preschool. Results obtained on the third grade MAT of those same children show similar but more brilliant results. Results of the study tend to re-confirm the importance of preschool experience for disadvantaged children. Research questions are listed. (Author/AM)

Language: English

Published: Cincinnati, Ohio, 1976