Relevant bibliographies by topics / Montessori, Maria, Montessori method of education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Montessori, Maria, Montessori method of education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Montessori, Maria, Montessori method of education"

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Stasiewicz, Katarzyna Anna. "THE MONTESSORI METHOD AND ITS CONTEMPORARY CONTEXTS." Polish Studies of Kyiv, no. 35 (2019): 436–43. http://dx.doi.org/10.17721/psk.2019.35.436-443.

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The article is an attempt to sistetically present Maria Montessori’s activities and scientific achievements through the prism of her biography and to indicate the reception of the Montessori Methods in Poland. The first part indicates the key aspects of life that influence the worldview and research interests, such as the position of director at Casa de Bambini or the likely affiliation to the Theosophical Society. In particular emphasizes theme of migration, resulting on the one hand from geopolitical reasons, and on the other hand from the idea of disseminating its concept of education. It shows the emigration aspect – departure from Italy to Barcelona, associated with the then forming fascist movement, and then, to the Netherlands, determined by the anti-republican coup of General Francisco Franko. The text deals with issues related to the scientific and didactic activity of M. Montessori, including numerous foreign trips, including to the United States and India to popularize the method. It also indicates the main research inspirations influencing changes in education proposed by the researcher, i.e. the Montessori Method – influences of researchers: anthropologist Giuseppe Sergi, psychiatrist Andrea Verga, neuropsychiatrist and pedagogue Jean Marc Gaspard Itard and Édouard Séguin. It characterizes particular stages of the concept, from moral upbringing, through the system of freedom, to the concept of cosmic upbringing. The second part of the article concerns the reception of the Montessori Method in Poland, starting from the pre-war period to modern times. It presents two currents – direct reception and attempts to synthesize freblizism and montessorian- ism in order to create a new, national upbringing system and indicates possible reasons for the rebirth of the idea after 1989, were related to the evolution of the educational ideal in Poland. It presents selected studies on the topic and points to the current activities of institutions and organizations that popularize the idea of Montessori. It presents manifestations of the contemporary, unflagging addressing with the figure of M. Montessori and her concept. The above considerations have been set in the context of today’s Polish pedagogy, determined largely by concepts that contest the current school system, largely congenial with the conservative educational ideology.
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Lillard, Angeline S., and Virginia McHugh. "Authentic Montessori: The Dottoressa’s View at the End of Her Life Part I." Journal of Montessori Research 5, no. 1 (May 16, 2019): 1–18. http://dx.doi.org/10.17161/jomr.v5i1.7716.

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Maria Montessori developed a form of education in the first half of the last century that came to be called by her surname, and research indicates it often has positive outcomes. In the years since its development, tens of thousands of schools worldwide have called their programs Montessori, yet implementations vary widely, leading to confusion about what Montessori edu­cation is. Although there are varied opinions, here we use Dr. Montessori’s books and transcribed lectures to describe the conclusions of her work at her life’s end. We term this final conclusion authentic in the sense of “done in the traditional or original way,” (the primary definition of the adjective in Oxford English Dictionary, 2019). We do not claim that the original is superior to variants; this is an issue for empirical science. Our overarching goal is to provide researchers, policy makers, administrators, teachers, and parents with a benchmark from which to measure and evaluate variations from the education method Dr. Montessori bequeathed at the end of her life. In the ongoing search for alternative educational methods, the time-honored and burgeoning Mon­tessori system is of considerable interest. Dr. Montessori conceptualized the system as a triangle for which the environment, the teacher, and the child formed the legs. Part I of this two-part article examines Dr. Montessori’s view of what constitutes the environment, in terms of its material, tem­poral, and social features. An appendix to Part II summarizes the features. In the ongoing search for alternative educational methods, the time-honored and burgeoning Montessori system is of considerable interest. Dr. Montessori conceptualized the system as a triangle for which the environment, the teacher, and the child formed the legs. Part I of this two-part article examines Dr. Montessori’s view of what constitutes the environment, in terms of its material, temporal, and social features. An appendix to Part II summarizes the features.
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Dinh, Tuyen Thanh, and Lan Thi Hoang. "Building Vietnamese Language System for Children 5-7 Years of Age with Montessori Method." Journal of Studies in Education 9, no. 4 (October 28, 2019): 42. http://dx.doi.org/10.5296/jse.v9i4.15579.

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Language is a very socially important and basic structure of thought. It allows the child to integrate into society and dealing with abstract concepts. The principle of language education is that Montessori language is attached to human life; language is a form of sound or image that represents human perception of objective or subjective life. Thus, Maria's principle of language development is attached to things, from abstract objects to linguistic sounds, and from linguistic sounds to symbolic characters. This article systematizes Maria Montessori's core views on children’s language acquisition as well as the principles affecting this process. Subsequently, it analyzes the development principles of the Montessori method as a basis for lesson and teaching tools development for Vietnamese language education.
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Aghnaita, Aghnaita, and Maemonah Maemonah. "Early Childhood Education according to Abdurrahman An-Nahlawi and Maria Montessori." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 6, no. 2 (December 31, 2020): 121–34. http://dx.doi.org/10.14421/al-athfal.2020.62-03.

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This research is motivated by the concept of Early Childhood Education offered by various educational figures to impact the emergence of increasingly dynamic educational theories. Issues on this concept did not escape the attention of Abdurrahman An-Nahlawi and Maria Montessori. The two figures have similarities and differences in their underlying points of view and approaches, and these cannot be separated from the philosophical study behind them. Based on the above, this study explores the two figures’ thoughts to give birth to a new paradigm of education for early childhood. The research method used was a literature study by collecting various references that can support research. From the research results, it can be found that, philosophically, the concept of Early Childhood Education, according to Abdurrahman An-Nahlawi, is attached to the perennial normative approach, while Maria Montessori’s notion is more towards a constructivism approach. The two approaches have different points of view in highlighting the educational side. The similarity in the points of view of these two figures is an understanding of the concept of education, which should be integrated and contextual, and position the child as the main subject in education.
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Scarpini, Mariangela. "possible connections between the montessori method and philosophy for children." childhood & philosophy 16, no. 36 (March 26, 2020): 01–22. http://dx.doi.org/10.12957/childphilo.2020.46784.

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This paper aims to focus on certain aspects of two education methods: one initiated in the first half of the twentieth century by Maria Montessori, and the other in the second half of that century by Matthew Lipman. The aim – neither comparative nor analytical – is to shed light on the connections and, more specifically, the elements of the Montessori Method that reflect on Lipman’s proposal. The question this paper aims to answer is: can P4C find fertile ground in schools applying the Montessori Method? The paper will focus, among other elements: on the importance to give space to thinking experience from childhood and on the recognition of the value of childhood. Both Lipman and Montessori have systematically observed children of different ages – the former in the first half, the latter in the second half of the twentieth century. Both characterized, gave value, and focused their scientific contributions on children’s ability to think and express their thoughts through languages (purposely in the plural form). As educational researchers and professionals know, children have the ability to think, but such ability has not always been (still isn’t) considered to exist. Even when it is evoked in words, educational choices and proposals seem – still today – to express mistrust towards children’s thought. The two mentioned authors have repeatedly highlighted the importance of an essential right: the right to think and to be given a space – even as children – to exercise thinking with others. In particular, both authors – though envisaging different educational paths – identified the same categories functional to exercising thinking. Their interconnection may guide the actions of teachers, educators, and learning process experts. In fact, P4C might play a role in educational contexts in which the class is already considered a community of inquiry, in which the teacher is assigned the same role as a facilitator
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Colgan, Andrew D. "The Epistemology Behind the Educational Philosophy of Montessori: Senses, Concepts, and Choice." Philosophical Inquiry in Education 23, no. 2 (July 13, 2020): 125–40. http://dx.doi.org/10.7202/1070459ar.

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This article seeks to re-introduce Dr. Maria Montessori’s educational philosophy, which has been absent from modern philosophy of education literature. It describes and analyzes crucial aspects of her epistemology, as best known through her Method. Discussed are the need for early education, the development of the senses, and the exercise of choice by the students. Concept formation is also shown to be an important part of Montessori’s philosophy of instruction. This article concludes with a brief resolution of the “is–ought” objection as framed by Scheffler that might be waged against Montessori’s approach.
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Peltzman, Barbara Ruth. "Gerald Lee Gutek (ed.). The Montessori Method. The Origins of an Educational Innovation: Including an Abridged and Annotated Edition of Maria Montessori's The Montessori Method, Lanham, MD: Rowman & Littlefield, 2004. 295 pp. Paper $26.95." History of Education Quarterly 46, no. 3 (2006): 446–48. http://dx.doi.org/10.1111/j.1748-5959.2006.00013.x.

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Fabri, Mara, and Stefania Fortuna. "Maria Montessori and Neuroscience: The Trailblazing Insights of an Exceptional Mind." Neuroscientist 26, no. 5-6 (February 28, 2020): 394–401. http://dx.doi.org/10.1177/1073858420902677.

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This comment presents Maria Montessori (1870–1952) and highlights that her child-centered method of education is based on brilliant intuitions, which were confirmed by neuroscience research many decades later, such as the distinction of three critical periods in children’s psychobiological development; the importance of the environment in supporting cerebral development and in promoting learning, as well as of affective stimulation in psychological growth and maturation; the specific neural structure of humans that specifically enables the acquisition of a language; the vital role of fine object manipulation in neuropsychological development, and of the physical exercise in brain and nervous system development.
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Aghnaita, Aghnaita, and Maemonah Maemonah. "EARLY CHILDHOOD EDUCATION: COMPARATIVE STUDY OF ABDURRAHMAN AN-NAHLAWI AND MARIA MONTESSORI." Sunan Kalijaga International Journal on Islamic Educational Research 2, no. 2 (April 6, 2019): 87–115. http://dx.doi.org/10.14421/skijier.2018.2018.22.05.

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This research is based on the view that early childhood education is a fundamental aspect of the direction of the child's life. On the other hand, the development of educational theory has an impact on the direction of progressive thinking on the pattern of education. The presence of serious attention to the golden age of children also determine an appropriate approach in the learning activities undertaken. The importance of the issue invites various views of educational leaders both from the West and the East, not least Abdurrahman An-Nahlawi and Maria Montessori. Both figures have contributed to the development of education for children from different perspectives. Based on the above, this research is directed to examine the thoughts of both into an alternative paradigm of Early Childhood Education. This research is a type of literature research with a philosophical, historical, and psychological approach. While the data are analysed using content and comparative analysis and using the inductive-deductive method in making conclusions. Based on the results of the research can be obtained: The educational concept of Abdurrahman An-Nahlawi for Early Childhood is based on the Shari'a of Islam as the perfect manhaj Rabbani. Thus, the ideal education is based on the Qur'an and Sunnah. Education becomes a means to prepare the child's life as a plenary man and realize the idealism of Islam in daily life. The concept of education Maria Montessori departs on the view of the child as a unique individual and able to construct learning independently. Thus, the need for an environment that is prepared for the development of children. Education is seen as real life for children.
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Czarnecka, Aleksandra. "Popularization of Maria Montessori's method of education on the pages of the pedagogical journal “Education in Kindergarten” between 1989 and 2017." Pedagogika 27, no. 1 (2018): 457–71. http://dx.doi.org/10.16926/p.2018.27.33.

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Dissertations / Theses on the topic "Montessori, Maria, Montessori method of education"

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Sirois, Sonia. "La méthode Montessori en regard de la cohérence et de la continuité d'un projet éducatif /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1998. http://theses.uqac.ca.

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Bérubé, Constance. "Le développement des habilités entourant la lecture et l'écriture par des ateliers inspirés de la méthode Montessori, chez des enfants de maternelle /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1989. http://theses.uqac.ca.

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White, Tracy. "Practical Application of Montessori Philosophy and Practice in a Public School Setting." Honors in the Major Thesis, University of Central Florida, 2000. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/679.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
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Erskine, Peter, and n/a. "Montessori : method or response : a practitioner's investigation into Montessori pre-school education." University of Canberra. Teacher Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060707.143251.

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This thesis argues that the practice and discourse of Montessori education should be explicitly concerned with the creation of a culture of response rather than with the implementation of a method. It is argued that in order for a culture of response to occur there must be within Montessori discourse and practice an explicit recognition of the need for teachers to engage critically and continuously with the assumptions that underpin Montessori thought and practice. This is difficult, however, because there is a tension between Montessori as a method and Montessori as response. An attempt is made to examine Montessori discourse in order to understand the nature of this tension. This involves looking at Montessori discourse from a perspective that borrows from Poststructuralist thinking. It is suggested that in Montessori discourse there exists a relationship between certain elements of the discourse and its practices that may bind tightly together the subjectivity, or identity, of the teacher; the claims to legitimacy and truth of the discourse itself; and particular, positivist, notions of the individual, of truth, nature, change, society, and knowledge. From a Postructuralist perspective this constellation of relationships begins to unravel when Montessori discourse is seen to arise from specific beliefs and assumptions that underpin apparently common sense understandings regarding children, learning, society and change. These understandings may result in the maintenance of the dichotomy between the observer and the observed, the teacher and the child, the knower and the known and the inevitable power relations that accompany such dichotomies. This Poststructuralist concern with the issue of power is thus a significant issue for educators who are attempting to provide a learning environment that is responsive to children's diverse attempts to make sense of the world and to find a voice. A critical engagement with Montessori discourse, and practice, thus requires an engagement with the ways in which it may construct a relationship between teacher and child that may be inimical to the development of a culture of response in Montessori schools.
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Dieter, Anne. "Maria Montessori und das Recht der Kinder auf Bildung." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2007/1508/.

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Vor einhundert Jahren eröffnete die Wissenschaftlerin und Sozialreformerin Dr. med. Maria Montessori in Rom ihre erste Kindertagesstätte, das „Casa dei Bambini”. Inzwischen gibt es allein in Deutschland ca. eintausend Kindergärten und auch Schulen, die nach ihrem Konzept arbeiten. Der Beitrag will auf die Zusammenhänge zwischen dem Menschenrecht auf Bildung, dem pädagogischen Konzept der Maria Montessori und ihrem natur- und verhaltenswissenschaftlich begründeten Ansatz der Lernforschung hinweisen.
One hundred years ago the scientist and reformist Dr. med Maria Montessori established her first kinder garden, called “Casa dei Bambini” in Rome. By now there are approximately one thousand kinder gardens and schools established in Germany which follow the concept of Maria Montessori. The article tries to point out the connection between the human right to education, the pedagogical concept of Maria Montessori and her nature- and behaviour-science-based approach of learning-research.
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Gynther, Per. "Möjligheter och begränsningar : Om lärares arbete med montessoripedagogiken i praktiken." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-132533.

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This study examines processes connected to teacher’s transformation of the Montessori theory and it's described application to a daily practice.  The aim is to create knowledge about what constitutes possibilities and limitations for teachers in their daily work with Montessori education. This does not only refer to what constitutes opportunities and limitations in teachers'  everyday work with teaching, but also to what constitutes opportunities and limitations for teachers to learn at work. The theoretical framework is based on action theory and theories on adult learning and connects to a tradition called workplace-learning in which learning is considered to take place in, but also between, individuals. This approach indicates that the contextual conditions which the teachers were imbedded in are important to identify. The study was conducted in four different Montessori-environments and involved nine Montessori teachers. The methods used were participant observation, interviews, informal conversations and review of teacher produced material and documents. Possibilities and limitations in teachers work were related to if they had access to Montessori materials or not. In work with Montessori materials teachers identified the children's abilities to a greater extent than they did when other materials were in use. This identification directed their interventions. When the teachers did not have access to Montessori material their method often appeared to be the same as “individual work” with the provided material. Furthermore, interventions of the teacher were then significantly often procedural rather than content-related, although the teachers clearly expressed that they wanted to go into a dialogue with children about the treated subject area. The survey therefore contradicts with the opinion that Montessori-teachers withdraw in favor of Montessori materials that sometimes has been brought up by interpreters of the pedagogy. Rather, teachers stepped back when other materials were in use. The study also shows how a prerequisite for a collective development-oriented learning among the teachers was dependent on whether teachers made their own private understanding of the pedagogy available to each other. At times, however, teachers took the use of the materials for granted. Some of the teachers also deliberately refrained from making their personal understanding available to others due to the fact that they then could be seen as a less competent Montessori-teacher. This maintaining of a “false” collective understanding is seen as an expression of an institutionalization of teaching practice which was maintained by sanctions from the environment if the individual didn´t recognize the institutionalization in question. Since teacher’s “space for action” in this way was limited, the institution created conditions that prevented a possible development of the working methods in use. In those cases when conditions for a collective development-oriented learning were more favorable, it was clear that the teachers did not perceive Montessori education as a given method but rather saw it as a "model" for teaching in which the teachers had to interpret and define their own method from. The teachers thus came to take advantage of a potential “space for action” which was not noticed when the pedagogy was seen as a method.
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Zankowksy, Linda Stewart. "School-wide reading assessment in a Montessori program." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 271 p, 2007. http://proquest.umi.com/pqdweb?did=1257803891&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Poirier, William. "The Montessori methodology as applied to students with disabilities." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005poirierw.pdf.

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Wolfe, Sheila G. "A guide for implementation of the Montessori theory of education in the lower elementary curriculum." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SWolfe2007.pdf.

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Cisneros, Márelou Medrano. "Multiple Measures of the Effectiveness of Public School Montessori Education in the Third Grade." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278832/.

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The problem of this study was to measure the effectiveness of a public school Montessori program. The purpose of this study was to measure and compare student academic achievement and self-concept, attendance and promotion rates, and level of parental involvement in the schools of students enrolled in public school Montessori and traditional programs. The 95 subjects in this study were third-grade subjects selected from the student populations in Montessori and traditional school sites. The Iowa Test of Basic Skills (ITBS) was used as the pre-test scores, and the Norm-referenced Assessment Program for Texas (NAPT) was used as the post-test scores to compare academic achievement in reading and mathematics. Multiple regression was used to compare the levels of academic achievement and self-concept. Multiple regression was also used to test for possible relationship between the Montessori and traditional programs and gender and ethnicity.
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Books on the topic "Montessori, Maria, Montessori method of education"

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Maria Montessori: Pedagogista complessa. Pisa: Edizioni ETS, 2001.

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Sizaire, Anne. Maria Montessori: L'éducation libératrice. 2nd ed. Paris: Epi, 1994.

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Fresco, Grazia Honegger. Maria Montessori: Una storia attuale. Napoli: L'ancora del Mediterraneo, 2007.

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Battista, Giuseppina. L' educazione religiosa in Maria Montessori. Milano: Editrice Massimo, 1989.

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Shephard, Marie Tennent. Maria Montessori: Teacher of teachers. Minneapolis: Lerner Publications Co., 1996.

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Scocchera, Augusto. Maria Montessori: Quasi un ritratto inedito. Scandicci, Firenze: La Nuova italia, 1990.

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Heiland, Helmut. Maria Montessori: Mit Selbstzeugnissen und Bilddokumenten. 5th ed. Reinbek bei Hamburg: Rowohlt Taschenbuch, 1996.

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Montessori, Maria. The Montessori method: The origins of an educational innovation, including an abridged and annotated edition of Maria Montessori's The Montessori method. Lanham, Md: Rowman & Littlefield Publishers, 2004.

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Lee, Gutek Gerald, ed. The Montessori method: The origins of an educational innovation : including an abridged and annotated edition of Maria Montessori's The Montessori method. Lanham, MD: Rowman & Littlefield Publishers, 2004.

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Maria Montessori, her life and work. New York: Plume, 1998.

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Book chapters on the topic "Montessori, Maria, Montessori method of education"

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Povell, Phyllis. "Maria Montessori." In Theories of Early Childhood Education, 18–30. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315641560-2.

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Raber, Jesse. "The Classroom Démueblé: Willa Cather and Maria Montessori." In Progressivism's Aesthetic Education, 89–118. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90044-5_3.

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"Maria Montessori." In Pioneers in Early Childhood Education, 86–100. Routledge, 2013. http://dx.doi.org/10.4324/9780203084304-12.

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"Maria Montessori." In The Routledge International Handbook of Philosophies and Theories of Early Childhood Education and Care, 50–60. Routledge, 2015. http://dx.doi.org/10.4324/9781315678979-11.

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"Maria Montessori (1870–1952)." In History of Early Childhood Education, 169–94. Routledge, 2013. http://dx.doi.org/10.4324/9780203814215-16.

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MARTIN, JANE ROLAND. "MARIA MONTESSORI 1870–1952." In Fifty Major Thinkers on Education, 224–29. Routledge, 2002. http://dx.doi.org/10.4324/9780203467121-45.

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Montessori, Maria, J. McV Hunt, and Jaan Valsiner. "Intellectual Education." In The Montessori Method, 224–45. Routledge, 2017. http://dx.doi.org/10.4324/9781315133225-15.

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Montessori, Maria, J. McV Hunt, and Jaan Valsiner. "Muscular Education — Gymnastics." In The Montessori Method, 137–48. Routledge, 2017. http://dx.doi.org/10.4324/9781315133225-9.

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Montessori, Maria, J. McV Hunt, and Jaan Valsiner. "Education of the Senses." In The Montessori Method, 167–84. Routledge, 2017. http://dx.doi.org/10.4324/9781315133225-12.

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Montessori, Maria, J. McV Hunt, and Jaan Valsiner. "General Notes on the Education of the Senses." In The Montessori Method, 215–23. Routledge, 2017. http://dx.doi.org/10.4324/9781315133225-14.

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Conference papers on the topic "Montessori, Maria, Montessori method of education"

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Fernández-Moya, Maria, Pedro Jesús Cuadros, Carlos Salvador, and Jesús María Pinar Pérez. "THE MONTESSORI METHOD IN UNIVERSITY TEACHING." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1079.

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Misheva, Stanislava. "CULTIVATION OF ENVIRONMENTAL EDUCATION BY THE MONTESSORI METHOD." In 20th International Multidisciplinary Scientific GeoConference Proceedings SGEM 2020. STEF92 Technology, 2020. http://dx.doi.org/10.5593/sgem2020/5.2/s22.085.

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Maniscalco, Lucia, and Martina Albanese. "OBSERVATION AS A METHOD: FREE MANIFESTATION IN THE MONTESSORI APPROACH." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2502.

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Sakaeva, Liliya, Gulyusa Ismagilova, and Ekaterina Martynova. "PECULIARITIES OF CHILD`S UPBRINGING ON THE MONTESSORI METHOD IN KAZAN (RUSSIA)." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2296.

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"MONTESSORI METHOD ADAPTATION FOR TEACHING OF SUBJECTS OF GRADUATE AND POST-GRADUATE PROGRAMMES." In 2nd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002778404070410.

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Brozek, Josef, Dan Hamernik, Petr Vesely, and Vaclav Svoboda. "Application of the Montessori method in tercial education of a computer 3D graphics." In 2016 ELEKTRO. IEEE, 2016. http://dx.doi.org/10.1109/elektro.2016.7512162.

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Nwabuwe, Henrietta, Sunny-Nath Nwabuwe, and Olufunke Chenube. "COMPARATIVE STUDY ON THE USE OF TRADITIONAL APPROACH AND MONTESSORI METHOD IN TEACHING NUMERACY IN EARLY YEARS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1334.

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