Search Montessori Bibliography

Abstract/Notes: Background Difficulties in eating can profoundly influence the well‐being of those living with dementia. Previous research has shown that Spaced Retrieval and Montessori‐based interventions can enhance eating independence during meals and optimise nutritional health in people living with dementia in nursing homes. However, few studies examine the effects of these interventions on those living with dementia who follow western‐style eating etiquette. Aim This pilot study aims to evaluate the effectiveness of the SPREMON (Spaced Retrieval and Montessori‐based activities) mealtime intervention on mealtime independence, mealtime engagement and affect (mood), and nutritional status among people living with dementia in a nursing home. Method This quasi‐experimental study will involve people with dementia living in nursing homes. The intervention consists of Spaced Retrieval and Montessori‐based activities designed to enhance eating procedural memory and eating motor skills over 7 weeks. Data will be collected pre‐intervention and post‐intervention and at 3‐month follow‐up. Depending on the distribution of the data, an ANOVA or Friedman test will be used to examine the differences in the means for mealtime independence, engagement and affect, and nutritional status over time. Discussion There is limited evidence of the impact of Spaced Retrieval and Montessori‐based activities in people living with dementia using western dining etiquette. This study bridges this knowledge gap and provides new knowledge about the effectiveness of such interventions to enhance mealtime independence and engagement and affect for people with dementia living in nursing homes. Trial Registration ANZCTR identifier: ACTRN12623001031651p

Language: English

DOI: 10.1002/nop2.70156

ISSN: 2054-1058

Abstract/Notes: Background Non‐pharmacological interventions (NPIs) are the primary approaches to the management of behavioural and psychological symptoms of dementia (BPSD), but studies have indicated that there is a suboptimal implementation. Although there are several studies on the factors influencing NPI implementation for BPSD at residential aged‐care homes (RACHs), there has not been a comprehensive qualitative systematic review on the topic. Objectives This systematic review aimed to examine the qualitative studies that investigate the factors influencing the implementation of NPIs for managing BPSD in RACHs. Search Methods Systematic searches were conducted up until 31 December 2023 using five databases: MEDLINE, EMCARE, EMBASE, CINAHL complete and APA PsycINFO. Selection Criteria This systematic review included qualitative studies and qualitative data from mixed‐method studies on the implementation of NPIs for RACH residents with dementia experiencing BPSD. The research question and inclusion criteria for this review included the components of PICo: Population (aged‐care residents with dementia), Phenomenon of interest (factors influencing implementation of NPIs) and Context/setting (RACHs). Data Collection and Analysis After screening and extracting the data, the methodological limitations were assessed using the Joanna Briggs Institute System for the Unified Management, Assessment, and Review of Information (JBI SUMARI) quality assessment tool. JBI SUMARI meta‐aggregative synthesis was used to synthesise the data. The extracted findings were categorised into the 10 Theoretical Domain Framework domains: knowledge, skills, environmental context and resources, social influences, reinforcement, emotions, intentions, beliefs about consequences, social and professional roles and beliefs about capability. Confidence in the output of qualitative research synthesis (CONQual) was used to assess the credibility and dependability of the synthesised findings. Main Results Twenty‐four studies were included, from which factors influencing NPI implementation were extracted. Study participants included RACH managers, RACH care staff, families of aged‐care residents with dementia and volunteers. Amongst the studies specifying the gender of participants, there were 352 females (84.4%) and 46 males (15.6%). The method of data collection for the included studies consisted of eighteen interviews, five focus group discussions and one qualitative survey. All except one study had a quality assessment score of at least 60% based on the JBI SUMARI quality assessment tool. However, all studies were included regardless of the result of the quality assessment result. These studies spanned the period from 2010 to 2022 and were mostly conducted in the United Kingdom, Australia, the United States and Canada. Twenty‐four synthesised findings were identified (13 high, 7 moderate and 4 low ConQual scores). Examples of factors influencing the implementation of NPIs were collaboration amongst care staff and families of residents with dementia, belief in the efficacy of interventions, staffing, staff time constraints, funding, familiarity with the interventions, organisational support, communication amongst the care staff and with families of residents with dementia, education and training for the care staff and families of residents with dementia and familiarity with the residents with dementia. Authors’ Conclusions This systematic review highlights and synthesises factors influencing the implementation of NPIs for managing BPSD in RACHs. Key factors include collaboration amongst staff and families, organisational support, staffing, education and staff familiarity with both the interventions and residents. Strengthening these areas could enhance the care outcomes for aged‐care residents with dementia. For decision‐makers, these insights suggest the need for comprehensive strategies to improve NPI implementation. This could include ensuring appropriate staffing levels, enhancing collaboration, allocating adequate funds, providing training, strengthening organisational support and improving the quality of information exchange amongst care staff, between care staff and volunteers and families of residents with dementia. For researchers, the findings from this systematic review could provide valuable insights including the need to explore strategies to overcome barriers to NPI implementation, especially investigating innovative models for staffing and collaborative practice, examining the effectiveness of different education and training approaches, and exploring organisational policies and support mechanisms that can enhance the implementation of NPIs.

Language: English

DOI: 10.1002/cl2.70029

ISSN: 1891-1803

Abstract/Notes: In 1960, Jerome Berryman, a student at Princeton Theological Seminary, noticed that children played no role in theological studies. Reminded that Jesus urged his followers to allow children unhindered access to life’s spiritual dimension, Berryman developed a Montessori-based storytelling technique for giving children ages 3 to 12 the language to experience God’s presence through Bible stories. He created four linguistic genres—sacred stories, parables, liturgical action lessons, and contemplative silence—told at appropriate times in the Christian calendar. The Godly Play storyteller uses props specific to each story to recite the story verbatim, followed by asking a series of “I wonder” questions to elicit reflective thinking about what the children have observed. Godly Play also focuses on creating optimal environmental conditions for children to absorb the story’s meaning. Vocal delivery, body language, prop placement, and seating arrangement combine to maximize the story’s emotional impact. After reflecting on the “I wonder” questions, children engage in the response time, when they can access toys and arts and crafts to express their feelings related to the story. The strengths and limitations of Godly Play in the context of attachment theory are discussed.

Language: English

DOI: 10.1007/s11089-025-01211-9

ISSN: 1573-6679

Abstract/Notes: Reading is a fundamental skill for learning success, yet many students still struggle to read due to difficulties in understanding written instructions. Language skills play a crucial role in the development of knowledge and communication, as most learning occurs through reading. This study investigates the effectiveness of Montessori-based Wordwall educational games in improving beginning reading skills among first-grade students at the Aisyiyah Guidance Center, located at Jl. Kijing No. 15 Kampung Pandan, Kuala Lumpur, Malaysia. The study employs a quantitative approach using an experimental method. The population consists of first-grade elementary school students at the Pandan Guidance Center, while the sample comprises eight students. Data collection was conducted using questionnaires, tests, and interviews, and the data were analyzed through instrument validity testing and one-sample t-test hypothesis testing. The results indicate that before the intervention (pre-test), students’ beginning reading skills were at a sufficient level with a categorization score of 58%, and a calculated t-value of 177.193, exceeding the t-table value of 1.89458. After implementing the Montessori-based Wordwall educational games (post-test), students showed significant improvement, reaching an 84.37% score in the good category, with a calculated t-value of 105.417, also exceeding the t-table value. These findings demonstrate a statistically significant enhancement in students’ reading abilities. Therefore, it can be concluded that the use of Montessori-based Wordwall educational games is an effective strategy to enhance early reading skills among elementary school students, making learning more engaging and interactive.

Language: English

DOI: 10.31004/jele.v10i2.764

ISSN: 2597-6850

Abstract/Notes: This thesis scientifically analyzes the effectiveness of the Montessori method in developing language learning skills in primary school students. It examines language teaching methods within the framework of Montessori education principles, taking into account students’ individual characteristics. The research explores factors influencing children’s linguistic competencies and provides practical recommendations. In particular, the role of game-based technologies, a multisensory approach, and principles of independent learning in the educational process are analyzed. The findings indicate that the Montessori method contributes to making the language learning process more effective and engaging for primary school students.

Language: English

Language: English

Language: English

Published: Gaziantep, Turkey: Ozgur Press, 2024

ISBN: 978-975-447-962-1

Language: English

Published: Newcastle upon Tyne: Cambridge Scholars Publishing, 2025

ISBN: 978-1-0364-1767-3