For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Reforming Public Education: The IMS Montessori Approach
Available from: Internet Archive
Publication: Montessori Observer, vol. 29, no. 4
Date: Nov 2008
Pages: 1, 4
See More
Language: English
ISSN: 0889-5643
Book
Free Way to Learning: Educational Alternatives in Action
See More
Abstract/Notes: Is school really deaad? It seems not. So does our present system offer all there is to know about enabling children to learn of themselves, their worlds, their possibilities? 'Free Way to Learning' is put together by a number of people who think not. IN different ways they have created learning stiuations which break down established ideas about teacher authority, about compulsory learning, about how the process of education can change society. Separately the have: established an urban free school, developed a small rural community, operated a family learning network, offered an inner-city supplementary programme, and participated in the rise of a street school. Together they testify to the challenges, problems and, above all, the excitement encountered by those who attempt to do it a new way - a free way.
Language: English
Published: Harmondsworth, England: Penguin Books Ltd., 1974
Article
Montessori Educational Thought and Its Implications for Family Education
Available from: Clausius Scientific Press
Publication: Applied & Educational Psychology, vol. 4, no. 8
Date: 2023
Pages: 1-9
Family relationships, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
See More
Abstract/Notes: The aim of this paper is to study and analyze Montessori's educational ideas and their implications for family education. Through the study of representative works such as The Complete Montessori Book of Early Education, The Montessori Handbook of Sensitive Periods for Children, The Montessori Family Program, The Montessori Method of Early Education, The Secret of Childhood and The Absorbent Mind, we have come to the following conclusions. Firstly, Montessori's educational philosophy emphasizes the creation of a home environment that matches the child. This includes providing an orderly, quiet, warm and inspiring environment, and parents should be supporters and observers of children's development, respecting their individual interests and needs. Secondly, Montessori emphasized grasping the child's sensitive periods. She observed that children are more sensitive to certain experiences and skills at certain ages and learn best during this period. Finally, Montessori's educational ideas provide theoretical and practical implications for preschool education. She emphasizes the development of children's self-discipline, self-confidence, independent thinking and problem-solving skills. Encouraging children to actively participate in daily life activities, developing good social skills and emotional development, and providing appropriate learning experiences lay a solid foundation for children's preschool education. In summary, Montessori's educational ideas give important insights in the area of family education. Creating a family environment adapted to children, grasping sensitive periods, and developing various abilities are insights that provide theoretical and practical implications for preschool education.
Language: English
DOI: 10.23977/appep.2023.040801
ISSN: 2523-5842
Book Section
"Wann beginnt Montessori-Früherziehung?" ["When does early Montessori education start?"]
Book Title: 100 Jahre Montessori-Kinderhaus Geschichte und Aktualität eines pädagogischen Konzepts [100 Years of the Montessori Children's Home: History and Topicality of an Educational Concept]
Pages: 130-153
See More
Language: German
Published: Berlin, Germany: LIT Verlag, 2009
ISBN: 978-3-8258-1650-6
Series: Impulse der Reformpädagogik , 24
Book Section
Montessori and the Reformation of the American Educational System for the 21st Century
Book Title: Education for the 21st Century [AMI International Study Conference Proceedings, presented by AMI/USA, July 30 to August 4, 1988, Washington, D.C.]
Pages: 80-84
See More
Language: English
Published: [Rochester, New York]: Association Montessori International of the United States, 1989
Doctoral Dissertation
Conditions Associated with the Rise and Decline of the Montessori Method of Kindergarten-Nursery Education in the United States from 1911-1921
Available from: ProQuest - Dissertations and Theses
See More
Language: English
Published: Carbondale, Illinois, 1966
Article
Early Childhood Education: Issues and Challenges – An Institutional Perspective
Available from: Research Review
Publication: Research Review: International Journal of Multidisciplinary, vol. 9, no. 1
Date: Jan 2024
Pages: 28-33
See More
Abstract/Notes: Early childhood education also known as preschool or pre-primary education is provided in settings such as Nursery schools, Kindergarten, Anganwadis, Montessori schools, etc. Some are located in the private sector while the Government sponsors some. Pre-primary education is critical for establishing a child's social, emotional, and overall well-being. Typically designed for 3 to 5-year-old children there are varying standards. It is on this foundation that the child's future learning and adaptability are built that it deserves serious attention. The importance of pre-primary education is recognized worldwide nevertheless universal coverage has not been achieved. According to the UNICEF Global Report on Early Childhood Education, which has come recently, world over there were at least 175 million children aged 3 to 6 years old who were not enrolled in school. The early years of a child's life build the basis for lifelong growth, and children who fall behind in these early years often never catch up with their peers, leaving them more likely to drop out of school and fail to reach their full potential. This points to the significance of probing into its causes and reflecting on solutions to overcome them. Going into the causes we find certain factors perpetuating this. Such are Economic backwardness, social backwardness, Institutional backwardness, and Administrative Deficiencies. The former two are pitfalls of a weak institutional system while the latter two reflect an institutional breakdown. Yet there are interlinkages between the two. Economic backwardness arises from the great divide between the rich and the poor and consequent power dynamics leading to increased marginalization of the poor. They lose the capability to encash opportunities for fair standards of living, education, adequate nutrition, appropriate housing, and healthy surroundings. Linked to it is the social backwardness where the morbidity becomes concentrated in the poor. Inadequacy of infrastructure and paucity of teaching-learning methods carefully tailor-made to needs, skilled manpower, motivators, and losing focus are major institutional factors. The state vested with the responsibility to intervene in high-priority areas lagging in progress or developmental needs through special programs and projects time to time suffer pitfalls pointing to administrative deficiencies as systemic factors. This paper attempts to bring out the issues and concerns of pre-primary education from an institutional perspective.
Language: English
DOI: 10.31305/rrijm.2024.v09.n01.004
ISSN: 2455-3085
Article
Early Crusade Planted Seeds for NHC Infant-and-Toddler Teacher Education Initiative [North Harris College, North Houston, Texas]
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 1
Date: Winter 2004
Pages: 36-37
See More
Language: English
ISSN: 1054-0040
Article
Student Adjustment to Higher Education: The Role of Alternative Educational Pathways in Coping with the Demands of Student Life
Available from: Springer Link
Publication: Higher Education, vol. 59, no. 3
Date: 2010
Pages: 353-366
See More
Abstract/Notes: The present longitudinal study measured student adjustment to higher education, comparing 50 participants from alternative schools (Steiner, Montessori, New Schools) with 80 students from the traditional school system. We hypothesized that students from alternative schools adapt better, because of greater perceived social support, academic self-efficacy, and task-oriented coping styles. Measures were taken during the last school year (baseline characteristics), and at the beginning of the first and last terms of the first year in higher education. The quality of adjustment was assessed through academic results, and physical and psychological well-being. The following instruments were used: the State-Trait Anxiety Inventory by Spielberger (1983), the 13-items Depression Inventory by Beck et al. (1961), the Coping Inventory for Stressful Situations by Endler and Parker (1990), and semi-directed interviews. Results show that students from alternative schools adjust better to higher education: they report less anxiety and depression symptoms, and show greater life satisfaction and academic achievement.
Language: English
DOI: 10.1007/s10734-009-9252-7
ISSN: 1573-174X
Book
The Methods and the Materials of Education
See More
Language: English
Published: [S.I.]: Foundation for classical reprints, 1990