Montessori and Regular Preschools: A Comparison.
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| Title: | Montessori and Regular Preschools: A Comparison. |
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| Language: | English |
| Authors: | Simons, J. A., Simons, F. A., ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL. |
| Peer Reviewed: | N |
| Page Count: | 52 |
| Publication Date: | 1984 |
| Sponsoring Agency: | National Inst. of Education (ED), Washington, DC. |
| Document Type: | Opinion Papers ERIC Publications |
| Descriptors: | Comparative Analysis, Course Content, Educational Objectives, Foreign Countries, Learning Activities, Preschool Curriculum, Preschool Education, Teacher Education, Teaching Methods |
| Geographic Terms: | Australia |
| Abstract: | This comparison is based on the authors' selective review of literature, observations of Montessori preschools in America and Australia, and experience in early childhood teacher education in Australia. The discussion explores general educational objectives, curricula, children's activities, instructional approaches, and teacher role in preschools implementing Montessorian and eclectic (or "regular") approaches. The preparation of early childhood teachers for Montessori and regular preschools is also compared and discussed in relation to advances in knowledge of child development and modern educational theory and practice. Recent research comparing educational outcomes of Montessori and regular preschool education is cited. The discussion concludes with an evaluation of the relevance and usefulness of the Montessori approach within the fields of preschool education and teacher education today. (RH) |
| Entry Date: | 1984 |
| Accession Number: | ED247031 |
| Database: | ERIC |
| Abstract: | This comparison is based on the authors' selective review of literature, observations of Montessori preschools in America and Australia, and experience in early childhood teacher education in Australia. The discussion explores general educational objectives, curricula, children's activities, instructional approaches, and teacher role in preschools implementing Montessorian and eclectic (or "regular") approaches. The preparation of early childhood teachers for Montessori and regular preschools is also compared and discussed in relation to advances in knowledge of child development and modern educational theory and practice. Recent research comparing educational outcomes of Montessori and regular preschool education is cited. The discussion concludes with an evaluation of the relevance and usefulness of the Montessori approach within the fields of preschool education and teacher education today. (RH) |
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