Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors

Epstein, Ann S.

doi:10.17161/jomr.v1i1.4939

Cited by 7 publications

(4 citation statements)

References 14 publications

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“…For example, ethnicity and culture shape parents' values concerning their child's traits and behaviors, and variations in parents' values predict different outcomes in children's academic achievement (Okagaki & Sternberg, 1993). Prior to drawing premature conclusions about apparent mismatches between home and school contexts, Montessori educators would benefit from understanding how families' cultural beliefs inform their parenting choices (Epstein, 2015). A potentially beneficial, albeit time-intensive, strategy is to conduct home visits with families to better understand parents' perspectives and build home-school connections (Patton, 2015).…”

Section: Discussionmentioning

confidence: 99%

To What Extent Do Parents of Montessori-Educated Children “Do Montessori” at Home? Preliminary Findings and Future Directions

Walls

2018

JoMR

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Few, if any, empirical studies have explicitly examined the home environments of Montessori-educated children, and specifically whether or not Montessori parents reinforce or undermine their children’s Montessori education at home. With a sample of 30 parents of Montessori-educated toddlers and preschoolers attending a private Montessori school in the Midwest, this cross-sectional study examined Montessori parents’ knowledge of Montessori methods and their parenting beliefs and behaviors at home. Results suggested that Montessori parents from the targeted school were knowledgeable about and valued Montessori methods, even though few had a Montessori education themselves. Parents in this sample varied in their parenting behaviors and choices at home, with some parents who intentionally reinforced Montessori principles and others whose behaviors were inconsistent with a Montessori approach. Findings from this preliminary study provide a first glimpse into the beliefs and behaviors of Montessori parents from which future studies can build upon. Montessori educators and administrators will benefit from future research involving Montessori parents, particularly for those who offer Montessori-based parent education sessions to the families they serve.

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Section: Discussionmentioning

confidence: 99%

To What Extent Do Parents of Montessori-Educated Children “Do Montessori” at Home? Preliminary Findings and Future Directions

Walls

2018

JoMR

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“…The responses obtained during a survey on the teachers' perception of how Montessori education influences the children's ability to learn and develop highlight the differences between family and teacher goals (Epstein, 2015). http://dx.doi.org/10.15405/epsbs.2018.03.8 Corresponding Author: Marius Stoicescu Selection and peer-review under…”

Section: Problem Statementmentioning

confidence: 99%

Opinions of Teachers About Using Alternative Methods in Physical Education and Sport

RUSANESCU¹

2018

The European Proceedings of Social and Behavioural Sciences

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“…Answers from a research on teacher perceptions about the way in which Montessori education influences the children's ability to learn and develop, highlight differences between the family objectives and the teacher goals (Epstein, 2015).…”

Section: Montessorimentioning

confidence: 99%

Comparative Study on Approaching Inclusive Physical Education from the Perspective of Alternative Pedagogies

RUSANESCU

Sora

Stoicescu

2018

RREM

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This century is characterized by rapid changes in society. In this light, education must help children by guiding the school to new forms of learning that give the students the opportunity to respond to unforeseen situations. Various ways to promote inclusive education are being explored nowadays, as an alternative for children with special educational needs (SEN). In this context, inclusive physical education is a methodological orientation aimed at organizing the learning process with mixed teams, which include pupils with and without deficiencies. A child-centered pedagogy is being promoted in this way, intended to reduce segregation and provide educational solutions regardless of the children’s level of abilities. Alternative pedagogies are one of the resources of conceptual and methodological development of inclusive physical education. These are present perspectives of approaching education by providing the teacher with variants of organizing the teaching-learning-assessment activity in accordance with the needs of students with SEN. This paper aims to highlight the specific way in which alternative pedagogies provide educational resources for the successful implementation of inclusive physical education programs. In this respect, a comparative analysis of educational alternatives is presented according to the organizational, curricular and didactic criteria that apply to the teaching process of physical education to classes in which children with SENs are integrated. At the same time, methodological suggestions are offered on optimizing the teaching of inclusive physical education.

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Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors

Cited by 7 publications

References 14 publications

To What Extent Do Parents of Montessori-Educated Children “Do Montessori” at Home? Preliminary Findings and Future Directions

To What Extent Do Parents of Montessori-Educated Children “Do Montessori” at Home? Preliminary Findings and Future Directions

Opinions of Teachers About Using Alternative Methods in Physical Education and Sport

Comparative Study on Approaching Inclusive Physical Education from the Perspective of Alternative Pedagogies

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