Search Montessori Bibliography

Abstract/Notes: Language development is an important aspect of early childhood development. This is one of the considerations for many early childhood education institutions, including KB/TK Baitul Makmur, Malang, to teach English to their students. However, the method used has yet to be tested according to the children’s natural phase in learning language. This is important to minimize children’s difficulties or stress in learning a foreign language. These goals can be achieved by applying the proven Montessori method, and according to the child’s cognitive abilities. This workshop aims to enable education practitioners in the kindergarten to develop English learning plans using the Montessori method, especially for children aged 3-6 years

Language: Indonesian

ISSN: 2798-2912, 2797-9210

Abstract/Notes: The purpose of the present study is to compare the effect of two educational methods, Montessori and robot-based, on students’ executive functions. The research is of quasi-experimental type with two experimental groups with post-test and follow-up. A total number of 34 female students of the second grade of primary school were selected as available from the schools where Montessori classes were held. These students did not have any physical or mental problems and did not have learning disabilities. Each experimental group received one of the training methods in 12 sessions of 75-90 minutes. Then the post-test and follow-up were done with Wisconsin tools to evaluate cognitive flexibility, Stroop to evaluate response inhibition, and Kornoldi to evaluate working memory. Multivariate mixed analysis of variance method was used to analyze the data. The research results showed a significant difference between these two educational methods in improving students’ executive functions ( p < 0.001 ). Also, the subscales of executive functions (as defined by Miyak, 2000) also showed significant differences, which was a confirmation of the effectiveness of the Montessori educational method on promoting cognitive flexibility and response inhibition; However, in the case of working memory, it turned out that the robot-based training method played a more important role. Due to the nature of the Montessori education method, which is based on fully targeted tools and activities, the above results are acceptable; Also, due to the sequence of programming in educational robots and the need to use information and pay attention to previous stages of coding, the effectiveness of robot-based education is also acceptable. / هدف پژوهش حاضر مقایسه اثر دو روش آموزشی مونته‌سوری و مبتنی بر ربات بر کارکردهای اجرایی دانش‌آموزان است. تحقیق از نوع شبه‌آزمایشی با دو گروه آزمایشی همراه با پس‌آزمون و پیگیری است. در کل تعداد 34 دانش‌آموز دختر پایه دوم دبستان به‌صورت در دسترس از مدارسی که در آن کلاس‌های مونته‌سوری دایر بود انتخاب شدند. این دانش‌آموزان هیچ‌گونه مشکلات جسمی و ذهنی نداشتند و دارای اختلال یادگیری نیز نبودند. هر گروه آزمایشی یکی از روش‌های آموزشی را در 12 جلسه 90 - 75 دقیقه­ای دریافت کردند. سپس پس‌آزمون و پیگیری با ابزارهای ویسکانسین برای ارزیابی انعطاف‌پذیری شناختی، استروپ برای ارزیابی بازداری پاسخ و کورنولدی برای ارزیابی حافظه کاری انجام شد. برای تحلیل داده­ها از روش تحلیل واریانس آمیخته چندمتغیره استفاده شد. نتایج پژوهش، تفاوت معنادار این دو روش آموزشی را در ارتقای کارکردهای اجرایی دانش‌آموزان نشان داد (001/0> p). همچنین خرده مقیاس‌های کارکردهای اجرایی (طبق تعریف میاک،2000) نیز تفاوت‌های معناداری را نشان دادند که در نتیجه تأییدی بر مؤثربودن روش آموزشی مونته‌سوری بر ارتقای انعطاف‌پذیری شناختی و بازداری پاسخ بود؛ هرچند در مورد حافظه کاری، معلوم شد که روش­ آموزشی مبتنی بر ربات نقش مهم‌تری داشته است. به دلیل ماهیت روش آموزش مونته­سوری که بر اساس ابزارها و فعالیت­های کاملاً هدفمند شکل گرفته است نتایج فوق قابل‌قبول است؛ همچنین به دلیل توالی برنامه­نویسی­ها در ربات­های آموزشی و نیاز به استفاده از اطلاعات و توجه به مراحل پیشین کدگذاری، مؤثربودن آموزش مبتنی بر ربات نیز قابل‌پذیرش است.

Language: Persian

ISSN: 2345-5780, 2345-5780

Abstract/Notes: Self-regulated learning, a cornerstone of modern education, is frequently hindered by traditional educational space designs. This issue is particularly pronounced in Italy, where outdated school buildings, many dating from the 1970s, fail to support contemporary educational needs. These “learning boxes” limit student engagement and do not accommodate the dynamic nature of the human mind. Instead, educational spaces should be reimagined as dynamic environments that integrate learning into daily life, fostering interaction and discovery. Maria Montessori emphasised the importance of environments that educate, advocating for adaptable, multifunctional spaces that promote spontaneous activity and peer collaboration. A “breathing school” today transcends simple physical structures, leveraging technological innovations to enhance learning experiences. By integrating digital tools into educational spaces, we can create dynamic and engaging environments that overcome spatial limitations. Our research proposes a multidisciplinary and participatory approach, involving architects, educators, and neuroscientists to create “open” learning environments that support authentic learning experiences. This study aims to transform schools into stimulating educational spaces that adapt to evolving needs, ensuring flexibility, sustainability, and architectural quality. By uniting architecture and pedagogy, we can design schools that better serve society, promoting active learning and well-being.

Language: English

Published: London, England: IntechOpen, 2024

ISBN: 978-0-85014-700-1

Abstract/Notes: The number of schools grew during the 1930s, but only modestly, and there were 118 nursery schools by 1938. Nursery schools were the more expensive alternative due to the building itself, their longer hours and provision of a midday meal. Children attending nursery schools recalled a more mixed picture. Those who attended nursery schools in the late 1940s and 1950s believed that in part it was the climate of the time which imposed limitations on what their schools could achieve. The history of nursery schools and classes reveals the close connection between cost and theory in determining practice and provision. For example, the move towards offering part-time places for children was a product of the desire to cut costs in the service while enabling as many children to attend as possible, but it was also informed by the belief that young children could not tolerate long separations from their mothers.

Language: English

Published: Manchester, England: Manchester University Press, 2024

ISBN: 978-1-5261-8569-3

Abstract/Notes: Montessori pedagogy has a comparatively long tradition of more than 100 years while CS education still is an innovative and future-oriented discipline. Montessori pedagogy is in particular known for its material and accompanying methods, criteria and learning theory. A combination with CS education could therefore advance it towards creating material that allows for self-empowerment of learners in a constructionist way that is also prevalent in current CS education and its research. We therefore conducted a systematic literature review and identified 34 papers. First results show that there is a focus on programming and while all educational levels are included, there is a slight tendency towards primary school education. When looking at the specific mentions of the Montessori pedagogy, it is mostly used as a source of inspiration for, for example, creating CS teaching material. Within the results, first conclusions are drawn and finally, future work is suggested.

Language: English

Published: New York, NY, USA: Association for Computing Machinery, Sep 16, 2024

Pages: 2 p.

DOI: 10.1145/3677619.3678102

ISBN: 9798400710056

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