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876 results

Article

✓ Peer Reviewed

Making Sense of Multiage: Socio-Emotional Benefits and Instructional Strategies Developmentally Appropriate Practice

Publication: Journal of Early Education and Family Review, vol. 10, no. 1

Pages: 6-14

Nongraded schools

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Abstract/Notes: Examines the social and emotional benefits for children in early childhood multiage classrooms and the strategies teachers implement to promote those developmental domains. Explores findings about the social and emotional advantages for students, and presents advantages and disadvantages from the multiage perspective. Reviews findings on instructional strategies and implications for teaching and research. (SD)

Language: English

ISSN: 1084-6603

Article

✓ Peer Reviewed

The Effect of Montessori Programme on the Motion and Visual Perception Skills of Trainable Mentally Retarded Individuals

Available from: RedFame

Publication: Journal of Education and Training Studies, vol. 7, no. 2

Pages: 120-128

Asia, Children with disabilities, Inclusive education, Middle East, Montessori method of education, Turkey, Western Asia

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Abstract/Notes: In this research, it is aimed to examine the effects of Montessori education on the mentally retarded individuals in the special education who have had Montessori education and who have not had it. 24 trainable mentally disabled male students who had and did not have Montessori education in a private school in Kayseri participated in the study. The students were between the ages of 20-22. 12 voluntary participants constituted the experimental group who had Montessori education. The control group included 12 voluntary mentally disabled individuals. While the control group had a routine training for 8 weeks, the experimental group had Montessori education program for 8 weeks. In addition, mothers of the students in the experimental group were included in the training program. The mentally disabled individuals had movement and visual perception skills tests.When the results of the movement perception skills in the experimental and control groups were reviewed, no significant differences were found in the movement skill variables according to the values (p>0.05). While the pretest posttest values in the mentally retarded individuals in the experimental group revealed significant difference (p<0,05), no difference occurred only in the left foot balance test (p>0,05). All pretest posttest values depending on the movement revealed significant difference in the control group (p<0,05).As a result, when the effect of the Montessori program on the movement skills of trainable mentally retarded people was examined, no significant difference was found between the values of the control group, and Montessori education gave similar values as the classical education. Thus, it was concluded that it was advisable Montessori education program to be used widely. When its effect on the visual perception skills was examined, it could be stated that the posttest averages of the each visual perception sub-scale average revealed an increase except the shape-ground connection. Consequently, when the movement skills of the trainable mentally retarded individuals were reviewed, no difference was found in the control group values, and Montessori education values were similar to classical education. Therefore, it is concluded that Montessori education program should be used widely.

Language: English

DOI: 10.11114/jets.v7i2.3875

ISSN: 2324-8068

Article

✓ Peer Reviewed

Developmentally Appropriate Education for 4-Year-Olds

Available from: Taylor and Francis Online

Publication: Theory into Practice, vol. 28, no. 1

Pages: 47-52

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Abstract/Notes: This article elaborates on three principles which are the foundation of the developmental approach to early childhood education. These principles are multiage grouping, nongraded curricular materials, and interactive teaching. (IAH)

Language: English

DOI: 10.1080/00405848909543378

ISSN: 0040-5841, 1543-0421

Article

Empirische Untersuchungen über Effekte Montessoriorientierten Unterrichts bei geistigbehinderten Schülern [Empirical studies on the effects of Montessori-oriented teaching on mentally handicapped students]

Publication: Zeitschrift für Heilpädagogik, vol. 36

Pages: 389-397

Developmental disabilities, Developmentally disabled children, Developmentally disabled youth, Inclusive education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Special education

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Language: German

ISSN: 0513-9066

Article

✓ Peer Reviewed

Ruhiy Rivojlanishi Sustlashgan Bolalar Nuqsonini Korreksiyalashda Montessori Tizimidan Foydalanish [Using the Montessori System in Correcting Defects of Mentally Developmental Children]

Available from: European Journal of Interdisciplinary Research and Development

Publication: European Journal of Interdisciplinary Research and Development, vol. 25

Pages: 60-64

Developmental disabilities, Developmentally disabled children, Developmentally disabled youth, Maria Montessori - Philosophy, Montessori method of education

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Abstract/Notes: Ruhiy rivojlanishi sustlashgan bolalarda odatiy shaxsiy xususiyatlarining sustligi, yoki ko'z oldida bo'lgan hamma narsani idrok etishda qiynalishlar kuzatiladi. Ularning barchasi psixikaning inertligi va o’ta harakatchanligi bilan ajralib turadi, yangi narsaga o'tish, stereotipik harakatlar qilish va eski yodlangan belgilarni takrorlash qiyin kechadi. Bunday bolalar bilan tashkil etiladigan korreksion va pedagogik ishning maqsadi iloji boricha ko'proq bilim berish emas, balki ularning e'tiborini jalb qilish, qiziqtirish, faoliyatga jalb qilish, tasavvurlarini uyg'otishdir, shunda u yanada mustaqil, o'ziga ishongan va haqiqiy hayot sharoitlariga moslashgan boʻladi. Ushbu maqsadni hal qilishda M. Montessori tizimida ishlash samara beradi [In children with mental retardation, there is a lack of normal personality traits, or difficulty in perceiving everything in front of the eyes. All of them are characterized by inertness and extreme mobility of the psyche, it is difficult to switch to something new, perform stereotypical actions and repeat old memorized characters. The goal of correctional and pedagogical work organized with such children is not to give as much knowledge as possible, but to attract their attention, interest, engage in activities, awaken their imagination, so that they become more independent, self-confident and real life. adapted to the conditions. Working in the M. Montessori system is effective in solving this goal]

Language: Uzbek

ISSN: 2720-5746

Article

Favourable Experiences with the Montessori Method Applied to Mentally Retardates

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1965, no. 1

Pages: 2–7

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Language: English

ISSN: 0519-0959

Doctoral Dissertation

Comparison of Montessori and Non-Montessori Teachers' Beliefs About Developmentally Appropriate Practice in Preschools

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: In this study, 173 preschool teachers (80 non-Montessori teachers and 93 Montessori teachers) were given a survey at two early childhood professional conferences that examined their beliefs about Developmentally Appropriate Practice (DAP). The purpose of this study was to (a) investigate preschool teachers' beliefs about Developmentally Appropriate Practice (DAP) and Developmentally Inappropriate Practice (DIP); (b) discover the similarities and differences in the factor structures of the Teacher's Beliefs Scale (TBS) between the study conducted by Charlesworth, Hart, Burts, Thomasson, Mosley, and Fleege in 1993 and the current study about DAP; (c) discover the similarities and differences of Developmentally Appropriate Practice (DAP) and Developmentally Inappropriate Practice (DIP) beliefs between Montessori teachers and preschool teachers; and (d) investigate the factors that are related to teachers' beliefs about DAP and DIP. The Teacher Beliefs Scale (TBS) was used to assess preschool teachers' beliefs about DAP and DIP. Factor analysis was used to support the validity of TBS in the current study. Multiple t-tests were used to identify the differences in developmental appropriate/inappropriate beliefs between Montessori and non-Montessori teachers. Multiple regression analyses were used to explain the relationship between variables of 173 Montessori and non-Montessori preschool teachers. Results of the study showed that a majority of preschool teachers agreed with 22 Developmentally Appropriate Practices (DAP) and 12 Developmentally Inappropriate Practices (DIP). Responses to seven items were different from the original study (Charlesworth et al., 1993). There was a significant difference on Inappropriate Activities and on Appropriate Child Choice between non-Montessori and Montessori teachers. There was a relationship between teachers' beliefs about DAP and teachers' educational backgrounds, teaching experiences, ethics, and DAP understanding level in the current study.

Language: English

Published: Greeley, Colorado, 2003

Book

THPI: Its Role in the Rehabilitation of the Mentally Handicapped in the Context of Developing Countries

Children with disabilities, Inclusive education, Montessori method of education

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Abstract/Notes: The paper reports on efforts of the Thakur Hari Prasad Institute (THPI), an Indian voluntary agency, to improve services to persons with mental retardation in the developing nation of India. THPI is involved in both institutional and non-institutional activities, development of national policy, and action research. One project has provided early detection and intervention to about 500 infants and young children with handicaps through use of neuro-muscular stimulation and Montessori methods. A second project is providing early identification and intervention services to over 800 children with handicaps in 10 rural villages. This project stresses locally relevant and affordable methods. The special education program of the institute utilizes individualized education plans, instructional materials made of common household objects, and integrated services. A community based rehabilitation center is planned which will have non-professionals teaching rural oriented skills to mentally retarded persons. Vocational training programs for this population in such areas as carpentry and tailoring have also been initiated. THPI is seeking industry involvement and working for new legislation in such areas as civil rights and guardianship. A parents' movement is being encouraged as is research relevant to developing nations. Increased public awareness and personnel development are also encouraged.

Language: English

Published: India: [s.n.], 1988

Article

Montessori: The Original D.A.P.? [Developmentally Appropriate Practice]

Publication: PNMA Newsletter

Pages: 4

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Abstract/Notes: Presentation at Washington Association for the Education of Young Children. Newsletter of the Pacific Northwest Montessori Association (Kirkland, Washington).

Language: English

Master's Thesis

A Comparison of the Philosophy of Maria Montessori to Current Research on the Educational Practices of Developmentally Delayed and At Risk Students

Available from: Lynn University - Electronic Theses and Dissertations

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Language: English

Published: Boca Raton, Florida, 2002

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