Search Montessori Bibliography

Abstract/Notes: The relevance of the research is based on the retrospective analysis of the foundational aspects of the public preschool education development. The research problem concerns the determination of how views on teaching and education of preschool children evolved in public institutions across European countries since their establishment (late XIX – mid XX century) and the specification of the contributions made by those pioneers. The aim of the study was to provide a comprehensive historical and pedagogical analysis of the creative activities and conceptual frameworks concerning the preschool education systems established by three founders: the Frenchwoman Pauline Kergomard, the Ukrainian Sophia Rusova and the Italian Maria Montessori. To achieve the stated objective, a complex of methods was implemented: theoretical analysis and synthesis, historical-pedagogical methods (retrospective and chronological-structural), pedagogical historiography, specification, generalization, and systematization. The article studies the main stages of pedagogical activities of each pedagogue of the female triad in the development of public preschool education, as well as the leading principles characterizing their pedagogical concepts. It offers both identical and specific positions regarding the contributions represented by these figures. Key progressive ideas regarding the organization of educational processes for preschool children in the context of modern preschool education have been defined as relevant for implementation. It was clarified that these positions included principles concerning the organization of public preschool education considering national identity, natural inclinations, talents and interests of children, as well as their psychological capabilities while performing different activities. The core role of the female triad’s contribution addressed the formation of personality during early childhood and the guidance of this process by the pedagogue. The scientific and practical value of the conducted research lies in deepening educational materials within the educational component “History of Preschool Pedagogy” for students majoring in Preschool Education (specialty 012). Additionally, it contributes to the course “Foreign Language for Professional Purposes” for students majoring in pedagogical specialties. This research enhances the understanding of historical developments and theoretical foundations in preschool pedagogy, providing valuable insights and knowledge for researchers and students specializing in pedagogy

Language: English

DOI: 10.69587/ss/1.2024.61

ISSN: 2786-6319, 2786-6327

Abstract/Notes: Efforts to combat the negative impacts of our modern food system, including health issues and environmental degradation, are gaining momentum through initiatives like the farm to school movement. The farm to school movement, particularly in the United States, focuses on integrating gardening and food-related activities into school curricula to reconnect individuals with fresh produce, instill healthy eating habits, and promote local agriculture while reducing environmental harm. This holistic approach to education emphasizes the “whole child,” aiming to enhance academic achievement, as well as social, emotional, and physical wellbeing. However, despite its potential benefits, farm to school education still faces challenges such as limited resources and institutional support, highlighting the need for further research and integration into mainstream education to fully realize its potential in fostering sustainable relationships with food and the environment. This study provides insight into Farm-school KC, a unique example of a school utilizing a farm setting to support the holistic development of adolescents aged 12-18. Through the qualitative methods interviews, participant observation, and focus groups, the study identified themes such as real-world learning, responsibility through work, building community, moving and connecting to the outdoors, and learning to care for others, demonstrating how farm to school education supports the whole child. While the findings align with existing research on farm to school initiatives, the unique characteristics of Farm-school KC offer new perspectives on approaches to integrating farm to school education into school systems.

Language: English

Published: As, Norway, 2024

Abstract/Notes: Background and Aims The present study aimed to investigate the effect of a course of practicing motor games based on Montessori theory on the fine and gross motor skills of children with attention-deficit/hyperactivity disorder. Methods The present research was quasi-experimental. This study was done using a pretest-posttest design on 30 male students with attention-deficit/hyperactivity disorder. They were randomly divided into the control (15 students with a mean age of 8.1±0.4 years) and experimental (15 students with a mean age of 8.1±0.5 years). Children with attention-deficit/hyperactivity disorder were diagnosed and found appropriate by psychiatrists. They were also assessed using the Conners’ parent and teacher rating scale questionnaire, whose validity and reliability in Iran were found to be 81%, using the Cronbach method. Then, through the Lichen-Ozeretsky motor adequacy test, both groups were assessed, and the experimental group received motor games based on Montessori theory for 12 weeks (three days per week). Covariance analysis was used to analyze the obtained data. Results The results of covariance analysis indicate a significant difference between the experimental and control groups. The subtests of strength (P<0.008), balance (P<0.001, F=31.97), 2-way coordination (P<0.001, F=21.32), motor vision control (F=94.15, P<0.001), agility speed (F=82.5, P<0.023), and response speed (F=10.22, P<0.003) were different between groups.Conclusion The study’s results showed a significant improvement in strength, balance, 2-way coordination, motor vision control, response speed, speed, and agility after the training period. Therefore, using this training program in children with attention-deficit/hyperactivity disorder is recommended.

Language: English

DOI: 10.32598/SJRM.13.2.2953

ISSN: 2251-8401

Abstract/Notes: This study aims to reveal the application of the relationship between architectural form and the expression of the Buoyant Montessori School (BMS) Kupang building. Developing a philosophy of architectural anatomy using the fundamentals of architectural design is the initial step in the study. The study’s foundation is architectural anatomy and the design principles discovered in the observation unit of the two- and three-dimensional redesigned Buoyant Montessori School (BMS) Kupang building. After investigation, an interpretation of the Buoyant Montessori School (BMS) Kupang buildings was developed. This interpretation incorporated an ideology of universal educational value as well as a monumental, formal, local expression. For stakeholders, particularly the regional government and architectural practitioners, the study’s findings can be used as a reference source and enhance the architectural concept of school buildings.

Language: English

ISSN: 2232-1500

Abstract/Notes: Repensar a educação como formato mais cativante para os educandos resulta em promover a autonomia deles. Este artigo tem como propósito analisar as contribuições de Maria Montessori e Paulo Freire, destacando suas perspectivas e como a autonomia do educando pode ser motivadora para a aprendizagem. Por meio de suas experiências e métodos, Montessori e Freire evidenciam a importância de promover a autonomia na educação. Utilizamos uma pesquisa básica, bibliográfica, de abordagem qualitativa e exploratória. O estudo caracterizou-se por ser uma revisão de literatura fundamentada nos estudos dos educadores Maria Montessori e Paulo Freire. O referencial teórico inicia-se com um estudo das fontes importantes sobre o tema, buscando identificar aproximações e possíveis diferenças entre essas abordagens. Montessori enfatiza a importância do ambiente preparado e do material didático adequado para estimular a autonomia dos educandos. Freire enfatiza a importância da autonomia para a participação ativa dos educandos no processo de aprendizagem. Como resultado, entende-se que, por meio da sua autonomia, o educando participa ativamente do processo formativo. Tanto Montessori quanto Freire defendem que o educando é o principal sujeito da sua aprendizagem, logo a educação não deve ser “transmissão de conhecimentos”, porém é necessário instigar os educandos a desenvolverem suas habilidades de maneira individual e holística.

Language: Portuguese

DOI: 10.55905/revconv.17n.8-470

ISSN: 1988-7833

Abstract/Notes: Problem solving not only solving problems in everyday life, but also being able to explore children both doing assignments at school and at home. The ability to solve problems or what is usually called problem solving is an important ability that children need to have from an early age, this is because the ability to solve problems is related to how children develop their cognitive abilities. The design of this research uses qualitative research methods in the form of case studies, which use one to one interview and in depth interview. Choosing the case study method is because it aims to understand students in depth regarding the development of abilities problem solving in schools that apply the Montessori approach. In this research the researcher will use 3 informants as subjects or samples in this research, the participats is RR,mES, and AN. Based on the research results, it can be concluded that ability problem solving Children’s improves much more after entering a Montessori school, so the Montessori method plays a very important role in improving abilities problem solving children, which can be seen from the child’s independence, increased self-confidence, and ability to solve problems alone or together with friends. Parents at home can also contribute to improving their child’s ability to use household materials, because Montessori materials at school can be found at home. Keywords: problem solving ability, montessori approach, students

Language: English

Abstract/Notes: Group activities are commonly offered to residents of nursing homes, and increasingly with a person-centred care approach. The aim of this study is to compare the impacts of a Montessori-based reading activity with a more traditional reading activity. A multiple baseline design was used, with 3 groups of 5 older adults with moderate to severe dementia. All sessions were videorecorded and analysed by independent judges, blinded to our hypotheses and conditions. Impacts of the type of activity (storytelling or Montessori-based reading) on verbal interactions, engagement level, affect and behavioural aspects were estimated with both visual analyses and statistical analyses using the between-case standardised mean differences method. Significant differences were found in favour of the Montessori-based activities with regard to the number of verbal interactions, constructive and passive engagement and positive affect expressed, with moderate to large effect size (from 0.46 to 1.66). The Montessori-based reading group activity really seems to be preferable to a more traditional storytelling activity, with multiple benefits for residents. Depending on the preserved abilities and interests of the participants, it can also be aimed at people with severe dementia.

Language: English

DOI: 10.1177/14713012241270805

ISSN: 1471-3012

Abstract/Notes: This study examined the effects of time spent outdoors on self-regulation in the context of the early childhood Montessori classroom. We examined literature and research related to outdoor education throughout history and specific to the early childhood environment in the United States. Although we discovered research related to activity levels in the early childhood Montessori classroom and to self-regulation in the outdoor classroom, we did not find research related to both the early childhood Montessori classroom and self-regulation in the outdoor environment. Therefore, we constructed an instrument, surveys, and an interview to track the time spent outdoors to the self-regulation of students in an early childhood Montessori outdoor classroom consisting of 13 participating students. Accurately tracking a correlation between two variables requires a static environment. Unfortunately, due to the COVID-19 pandemic, staffing difficulties, and pregnancy related guide absence, the classroom environment was in flux. This lack of normality in the environment made drawing a direct correlation between time spent outdoors and the relative self-regulation of the students difficult to determine. After the researcher left the job at the school, had a child, and moved, data were also lost. Therefore, the results of this study are largely inconclusive. However, if the parent survey had a larger sample size reporting similar result, the researchers would conclude that the outdoor classroom had a neutral to positive impact on self-regulation during complex transitions with parents. This study illustrates the importance of outdoor education, its possible impacts on self-regulation, and the need for further investigation.

Language: English

Published: River Falls, Wisconsin, 2024

Abstract/Notes: The purpose of this action research was to explore how upper elementary students in a Montessori classroom experience being offered choice in their math practice materials, as described by the students themselves as they reflected on their choices and practice. Students were introduced to a new material that utilized a physical manipulative as an alternative to their current worksheet for their daily math skill review. Twenty-one participants were offered this choice twice a week for five weeks and invited to complete a reflective survey about their experience each week, as well as a final survey at the conclusion of the choice weeks. As shown by student survey responses, 71% of participants liked being offered a choice and 53% of participants would choose to continue using the new material. Students also reported high degrees of satisfaction with their material choices each week and were able to identify their reasoning for why they chose the material they did each time. Nineteen percent of participants chose to continue their original method of practice exclusively and selected the reason of wanting to stay with their routine in 84% of their survey responses. Thirty-three percent of participants chose to use the new material exclusively and selected preferring hands-on materials in 82% of their survey responses. Forty-eight percent of participants chose a combination of materials. This study confirms that upper elementary students enjoy having choices between different learning materials and can self-reflect on why a particular choice felt best to them personally.

Language: English

Published: River Falls, Wisconsin, 2024

Abstract/Notes: The purpose of this study was to investigate the effects of specific instruction of virtue on early childhood learners. An adapted virtue curriculum focusing on the cardinal virtues was used in conjunction with teachings on kindness to build an awareness in vocabulary and example of the cardinal virtues. Parent surveys were sent out via email twice per week and instruction was given three times per week. Older students were given the opportunity to record what they learned in packets of papers stapled together and termed virtue journals. Prior to the initial week of virtue education, participants were introduced to the Kindness Jar which recorded instances of kindness witnessed in the classroom and shared by the participants in a group setting. The most significant findings indicated saint stories as being most influential on the participants who were early childhood learners in a Catholic Montessori school in the Midwest region of the United States. The most relevant data was collected from the virtue journal drawings of the five- and six-year-olds and written responses from parent surveys. These both indicated a strong recall of saint stories which were at times associated with the virtue studied that particular week. Further research on the effect of exclusively using saint stories to teach virtue would be another area of interest, which could add to the current body of research.

Language: English

Published: River Falls, Wisconsin, 2024