Abstract/Notes: Article text: In recent months we have observed a lot of concern expressed about poor literacy skills and indeed the large number of children who are unable to read even at a very basic level. Further, it has been noted that many of the young men in our prison are unable to read and therefore do not benefit from the ideas, knowledge and information which the written word can impart. Why is it that with the great increase in teacher training and with educational opportunities open to all, why is the legendary 96% literacy rate we once boasted about, now only a myth? Literacy in its broadest sense embraces a wide range of skills. The Lindawood Bell programme promotes a sensory approach to teaching Reading. This pro- gramme states: “Reading is an integra- tion of processing skills; word attack skills, sight reading, contextual fluency, oral vocabulary, and comprehension.” As an Early Childhood Education teacher, I am particularly interested in the earliest experiences of our children at home and at school as they learn to speak, to express themselves and to become literate. I opened Happy Vale Montessori School in September 1973 as a Nursery School for children from 2+ to 6 years old. In over 40 years of operating Happy Vale, we never had a child leave us unable to read at a level expected for her age. I am told by the current administrators that the same is true today. The Montessori Method is based on a phonics first approach and a sensory, hands-on approach. It consists of a step-by-step series of learning materials which ensure success. Following a thorough knowledge of phonetic words, the child is introduced to each diagraph, one by one, all using specially prepared learning material, which she can manipulate herself. There is urgent need for research to investigate our children’s experiences at school and how they are being taught to read. For several years I had interesting experiences working with young primary school children in an after-school programme at my church. Year after year, I found that every child could recite the vocal sound of each letter, but had no idea how to use this information in word recognition. They had no word attack skills and had great difficulty reading the simplest phonetic words. I notice that the Sunday Advocate of 20th September, in an article on Literacy, carried a photograph of an old bus converted to a mobile library. This is a great idea, but how do we help those children who are unable to take advantage of this service because they simply cannot read? I rest my case.

Language: English

Language: English

Abstract/Notes: Maria Montessori lectured in Italian during the first International Montessori Course in 1939 at Madras, India. These 75 lectures were translated into English by her son Mario, as she spoke. And were taken down near verbatim in short hand, transcribed and set into galleys overnight. One such set of proofs forms the original manuscript for this book. For the most part, each chapter in this book encompasses a single lecture. The lectures are left in the same order as they were given, swinging between psychology and the use of the materials. India’s diversity of language, social custom and religious practice enriched her research. During this time, Dr. Montessori worked with children in Madras and put into practice her theories of adapting the environment, furniture and the Practical Life materials to local conditions. In these lectures, Maria Montessori speaks with the mature wisdom of a lifetime spent studying, not just early childhood, but human development as a whole and gives a complete, wonderful and colorful overview of her pedagogy and philosophy.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-52-1

Series: The Montessori Series , 24

Abstract/Notes: The concept of active learning is analyzed in terms of its place in the democratic school. Defined is the meaning of an effective democracy and active learning. The relationship of participation to democracy is analyzed in terms of effectiveness. Ownership and empowerment are the keys to participatory democracy. Several educators' philosophies are examined: Maria Montessori, Benjamin Bloom, and J. Goodlad. Student preparation for a democractic society is one purpose for the active learning project. Appended are 14 references. ERIC Number ED307702

Language: English

Published: Ohio: [s.n.], 1989

Language: English

Published: Portsmouth, New Hampshire: Heinemann, 1992

ISBN: 0-435-08709-6 978-0-435-08709-8

Abstract/Notes: By focusing on key figures in early years education and care, this book considers the influential thinkers and ground-breaking approaches that have revolutionized practice. With contributions from the leading authorities and researchers in the field, chapters provide an explanation of the approach, an analysis of the theoretical background, case studies from practice and questions and discussion points to facilitate critical thinking. Included are chapters on: Froebel, Psychoanalytical theories of educating and caring for young children, Maria Montessori, Steiner Waldorf education, High/Scope, Post-modern and post-structuralist perspectives, The role of the creative arts, Forest Schools, Vivian Gussin Paley, Te Whariki.

Language: English

Published: [S.I.]: SAGE Publications, 2010

ISBN: 978-1-84920-577-1

Language: English

Published: [S.I.]: South African Montessori Association, 2006

Abstract/Notes: In February of 2013, President Obama announced the President’s Early Learning Initiative to focus on improving access to high-quality early care and education. Over the past four decades numerous studies — such as the Perry Preschool Study, the Abecedarian Project, the Chicago Longitudinal Study, and the Cost, Quality, and Child Outcomes Study—have indicated that high-quality early childhood education increases the likelihood that children, particularly those from disadvantaged backgrounds, will become successful students and citizens. Montessori is a well-established and time-tested approach to early learning. A growing body of research on Montessori education demonstrates the superior impact of learning environments that are structured, exploratory, and highly enriched with developmentally appropriate materials and resources. When children have a robust and positive foundation that supports strong cognition, executive functions, social-emotional development, and non-cognitive skills, they enter school and society from a place of strength. High quality Montessori education provides this foundation, and our goal is to bring it to scale for all families through the public system. NCMPS is the lead organization working in conjunction with Montessori educators, associations, and activists to bring high-quality Montessori education as a viable and accessible alternative - if not the standard approach - to 0-6 education in this country.

Language: English

Published: Washington, D.C., 2016

Abstract/Notes: Creating fully implemented Montessori programs in the public sector presents challenges because states and districts frequently lack funding to serve students younger than age five. Some states offer state-funded pre-K programs for three- and/or four-year-olds, but the availability of these programs varies widely. Some public Montessori programs charge tuition for three and four-year-olds to create mixed age primary classrooms. When establishing policies for how tuition-paying pre-K students will matriculate into the publicly funded program at age five, public Montessori programs should ensure their programs remain accessible to low-income families.

Language: English

Published: Washington, D.C., 2016

Abstract/Notes: Using an innovative approach, one that is bringing together tradition and technology, Montessori Centre International is opening up access to professional development and study to a much wider audience.

Language: English

DOI: 10.12968/eyed.2017.19.4.18

ISSN: 1465-931X