Search Montessori Bibliography

Abstract/Notes: This study explored aspects of learning environments that lead to ABSA for academically capable autistic school-aged children with an internalising presentation, and the type of learning environment that would enable them to thrive. As a qualitative explorative study of parental perspectives, this study utilised both an online questionnaire and a reflective self-narrative account. Overall, findings revealed that mainstream school distress is prevalent for this group of autistic learners and is often unrecognized and unsupported resulting in significant impacts on mental health and subsequent school attendance difficulties. It also highlights a provision gap. Four themes captured aspects of mainstream environments that contribute to school anxiety: Fear, Lack of Autonomy, Lack of Connection and Trust, Pressure and Overwhelm. Alignments between Montessori learning environments and ‘what works’ for autistic students were made. Taken together with existing literature, this study highlights an urgent need for action to protect the psychological wellbeing and academic potential of this group of learners. The Montessori environment presents a model for serious consideration in relation to educational equity for autistic children and young people.

Language: English

Published: Cambridge, England, 2024

Abstract/Notes: There have been many calls for concern for students with special needs. However, many schools under the Catholic Foundation are still experiencing obstacles in providing adequate learning accommodations for them. This research seeks to make a design proposal for a Guide to Celebrating Diversity in regular schools which are in the process of becoming inclusive schools. The design was prepared based on a needs analysis result. The design was based on literature searches and good practices in various inclusive schools and the basics of Jesuit and Montessori education. The designs prepared are given input by expert practitioners and submitted to teachers at schools to get input. This design is very likely to be used by school stakeholders. The main principle that needs to be considered is the Foundation’s policy regarding the preparation of human resources, acceptance of new students, curriculum accommodation, the prepared environment, and funding. Keywords: inclusive, Jesuit education, Montessori method

Language: English

DOI: 10.26740/inklusi.v8n1.p48-66

ISSN: 2580-9806

Abstract/Notes: This paper focuses on the curriculum reform of preschool education, and expounds the importance, purpose and challenges of preschool education curriculum reform under the background of educational needs in the new era. This paper analyzes the guiding significance of multiple intelligence theory, Montessori education method, gamification and project learning to preschool education courses. It is pointed out that there are some problems of single curriculum setting, limited teaching methods and means, and the challenges of teacher staff construction and resource allocation and concept change. This paper proposes the curriculum innovation of gamification and project-style integration, demonstrates its feasibility, expounds the design principles and implementation steps of the integrated curriculum, and makes a prospect for the future.

Language: en

DOI: 10.54097/jak41308

ISSN: 2770-6702

Abstract/Notes: This article aims to review Vygotsky’s sociocultural theory and Montessori’s theory in terms of the connection between child development and learning, the effects of environment on the learning process, the structure of the classroom and the content of the curriculum, the roles of student, teacher and play in the learning process by way of comparing one to the other. Before the analysis, the social backgrounds of Vygotsky and Montessori are briefly explained to allow for consideration of their positionalities in relation to their theories. This paper concludes that despite belonging to different eras, Vygotsky and Montessori took inspiration from one dream, which revolved around the improvement of society through education. However, while Vygotsky looks for education in a natural environment, Montessori creates an artificial environment for education. Thus, although they share the same dream, their visions are different.

Language: English

Abstract/Notes: The study conducted a bibliometric analysis of 266 publications published in the Scopus database from 1912 to 2024 to assess the research landscape surrounding the Montessori method in early childhood education. VOSviewer software was utilized to process the data and generate visual representations of the findings from articles, authors, publication rates over time, citation counts, and the prevalence of key research themes. Analysis of publication trends from 57 countries revealed instability in the number of publications in the past, and a significant uptick in article production between 2011 and 2024. Citation data highlighted a tendency towards multi-author publications in high-impact journals, with certain works receiving substantial citations across different periods, notably, Lillard AS emerged as a prominent figure in the field. The results also identify untapped aspects of related research topics, indicating potential avenues for future investigation. These findings are crucial for researchers, educators, and policymakers as they navigate future research directions and practical applications in Montessori education.

Language: Vietnamese

DOI: 10.34238/tnu-jst.11152

ISSN: 2615-9562

Abstract/Notes: Children with learning difficulties experience obstacles in the learning process, one of which is in the process of learning to read. Based on observations in the field, there is a child with learning difficulties aged 8 years who does not recognize the letters of the alphabet. Beginning reading for children with learning difficulties should use methods that suit their needs. One of the reading methods that can be used in the beginning reading process is the Montessori reading method. For this reason, this research aims to develop a program to improve letter recognition skills for children with learning difficulties using Montessori reading techniques. This program is developed based on the child’s ability analyzed from the results of developmental assessments on cognitive and language aspects. This program is implemented by researchers accompanied by parents of children with learning difficulties so that parents can continue the program later. This research uses mixed methods so that to collect and analyze data using qualitative methods and quantitative methods. The type of this research is Single Subject Research (SSR). The results of this study indicate that the letter recognition program with Montessori techniques can improve the ability to recognize letters for children with learning difficulties.Keywords: Letter recognition, children with learning difficulties, montessori reading techniques

Language: English

DOI: 10.24036/kolokium.v12i2.893

ISSN: 2655-3163

Abstract/Notes: The authors of this paper have analyzed the distribution of educational institutions in Ukraine that use the STEM-STEAM-STREAMapproachandmethodologicaltoolsofM.Montessoripedagogy. TheauthorsusedGoogle Maps to search, identify and quantitatively analyze the distribution of these institutions. The results of data processing are presented in the form of author’s maps and diagrams, which indicate the number of Montessori pedagogy centers and STEM-STEAM-STREAM training centers for each region. The authors also analyzed the content and organization of some Montessori centers in Ukraine based on the data of the official websites of educational institutions. The authors used the method of Gartner Hype Cycle to obtain a conclusion about the state of development of pedagogical technologies. Comparison of the principles of pedagogy M. Montessori and STEM approach to education reveals many common didactic features based on the ideas of constructivism in education. In particular, the authors note the features of active interaction of subjects of the educational process, the development of curiosity, change of the teacher functions.

Language: English

Published: Kryvyi Rih, Ukraine: CEUR, May 15, 2024

Pages: 25-36

Abstract/Notes: Early childhood education plays an important role as a basis for character formation and the development of children’s knowledge, abilities and skills. One of the characters that influences the development of early childhood is independence. Independence is a behavior characterized by self-confidence, the ability to take the initiative, the ability to overcome problems or obstacles faced and do something independently without the help of others. Independence in everyday life means being able to stand alone without relying on others. However, in reality in the field, many early childhood children are still found to be not independent in doing something, this can be seen from the attitudes and behavior displayed by children in the form of children who find it difficult to adapt to the environment, have a rigid personality, children tend to be unconfident and unable to complete their life tasks well. So it is important to foster independence in children from an early age, by using the Montessori method which allows children to develop at their own pace. This method gives children the freedom to choose the activities they want, so they can learn and play according to their interests. Therefore, researchers are interested in conducting a literature review on the application of the Montessori method in the formation of independent character in early childhood. Literature review conducted by researchers using publications from 2019-2024 which can be accessed in full text in pdf format and scholarly (peer reviewed journals) using google schoolar, so that 10 articles were found that had been screened according to the discussion of the article raised.

Language: English

DOI: 10.58355/qwt.v2i4.75

ISSN: 3025-6569

Abstract/Notes: Bullying in early childhood education has become a growing concern due to its impact on children’s social, emotional, and cognitive development. This study investigates the effectiveness of Project-Based Learning (PjBL) and Montessori methods in reducing bullying behaviors among children aged 5-6 years, with a focus on gender differences. Both PjBL and Montessori approaches were applied to address verbal and non-verbal bullying, which manifests differently in boys and girls. PjBL, which emphasizes collaboration and teamwork, was found to significantly reduce physical bullying, particularly among boys, while the Montessori approach, with its focus on empathy, self-regulation, and structured learning, was more effective in reducing verbal and relational bullying, particularly among girls. The study employed a quantitative experimental design, using pre-tests and post-tests to measure bullying behavior across experimental and control groups, and utilized a 2×2 factorial ANOVA to assess the interaction effects between teaching methods and gender. The results indicate that both educational strategies effectively reduced bullying behaviors, with significant gender-specific effects. These findings suggest that integrating PjBL and Montessori methods, tailored to the unique developmental needs of boys and girls, can create a more inclusive and supportive learning environment that mitigates bullying behaviors. The implications of this research highlight the importance of gender-sensitive educational interventions in fostering positive social and emotional development in early childhood education

Language: English

DOI: 10.31004/aulad.v7i3.779

ISSN: 2655-433X

Abstract/Notes: “If, like some, you regret that Montessori too rarely in her writings appreciated the humanity of teachers-their creativity, their curiosity, their doubts-this book stands as the perfect complement.”-Jola-Montessori.com Evocative and unique, The Tao of Montessori offers a quiet balance to the noisy demands of teaching and parenting through a special blend of encouraging verse. Award-winning Montessori teacher Catherine McTamaney revisits the eighty-one verses of Lao-tzu’s Tao Te Ching and relates them to the life and work of teachers, parents, and children. Originally meant to remind rather than direct and to show the way toward natural harmony in the world around and within us, Lao-tzu’s verses find a new meaning through McTamaney’s skillful mixture of spirituality and education. Take a moment to read a single stanza, then put it aside and muse upon its meaning. By revisiting one verse each day, you can relate its images to your life as a teacher, parent, or child. Whether you are familiar with the writings of Lao-tzu or are simply ready to explore a refreshingly contemplative perspective on children and teachers, The Tao of Montessori is a profound work of intellectual stimulation.

Language: English

Published: Bloomington, Indiana: iUniverse, 2007-02-09

ISBN: 978-1-58348-298-8 1-58348-298-9