NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED530638
Record Type: Non-Journal
Publication Date: 2012-Feb-24
Pages: 136
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-0-4155-8502-6
ISSN: N/A
Understanding the Montessori Approach: Early Years Education in Practice. Understanding the... Approach
Isaacs, Barbara
Routledge, Taylor & Francis Group
"Understanding the Montessori Approach" is a much needed source of information for those wishing to extend and consolidate their understanding of the Montessori Approach and how it is used in the teaching and learning of young children. It will enable the reader to analyse the essential elements of this Approach to early childhood and and its relationship to quality early years practice. Exploring all areas of the curriculum including the organisation of Montessori schools, the environment, learning and teaching and the outcomes for children this book: (1) focuses on the key principles of the Montessori approach; (2) explores ideas for working with parents and communities around the world; (3) includes a chapter on the benefits and challenges of the Montessori Approach to children's lives; (4) highlights the key ideas that practitioners should consider when reviewing and reflecting on their own practice; and (5) can be used as the basis for continuing professional development and action research. Written to support the work of all those in the field of early years education and childcare, this is a vital text for students, early years and childcare practitioners, teachers, early years professionals, children's centre professionals, lecturers, advisory teachers, head teachers and setting managers.
Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
Publication Type: Books; Reports - Descriptive
Education Level: Early Childhood Education
Audience: Students; Teachers; Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A