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This bibliography is an extensive collection of Montessori sources that have been built on a solid foundation of bibliographies previously compiled by numerous individuals and organizations. We are simply improving upon this work by updating and adding more source content and providing links to digitized source material, when available.

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the global Montessori movement

Article

✓ Peer Reviewed

Merits and Demerits of Montessori Schools

Available from: International Scientific Online Conferences

Publication: Theory and Analytical Aspects of Recent Research, vol. 2, no. 25

Pages: 239-242

Montessori method of education – Criticism, interpretation, etc.

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Abstract/Notes: In this article some abnormal methods which other educators consider like this will be mentioned and merits and demerits of Montessori schools will be high-lightened with the help of exact examples and reliable sources.

Language: English

Article

✓ Peer Reviewed

Innovation and Learning Goals in PAUD: Implementation of the Early Childhood Curriculum with a Montessori Approach / Inovasi dan Tujuan Pembelajaran di PAUD: Implementasi Kurikulum Anak Usia Dini dengan Pendekatan Montessori

Available from: Jurnal Pendidikan Tambusai

Publication: Jurnal Pendidikan Tambusai, vol. 8, no. 2

Pages: 24475-24484

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Abstract/Notes: Early Childhood Education (PAUD) has an important role in helping children develop the basic abilities and skills needed for future success. In an effort to improve the quality of PAUD education, innovation in the curriculum and learning approaches is very important. The aim of this research is to understand the concept of the Montessori learning method, the biography and history of Maria Montessori, the advantages and disadvantages of the Montessori curriculum, the main objectives of the Montessori curriculum, and the implementation of the Montessori curriculum in educational institutions. The method used in this research is library research using the library study method. Maria Montessori, an Italian female doctor in 1870. According to the philosophy of Dr. Montessori children learn best in an environment that emphasizes children’s freedom-based learning. The aim of the Montessori curriculum is to help children develop their full potential both physically, socially, emotionally and intellectually. An educational institution needs to provide a structured yet free learning environment. The implementation of the Montessori learning model is based on three basic areas of involvement, namely, practical education or motor movement, sensory material, academic material. / Pendidikan Anak Usia Dini (PAUD) memiliki peran penting dalam membantu anak-anak mengembangkan kemampuan dasar dan keterampilan yang diperlukan untuk keberhasilan dimasa depan. Dalam upaya meningkatkan kualitas pendidikan PAUD, inovasi dalam kurikulum dan pendekatan pembelajaran menjadi sangat penting. Tujuan dari penelitian ini adalah untuk mengetahui konsep metode pembelajaran Montessori, biografi serta sejarah seorang Maria Montessori, kelebihan dan kekurangan dari kurikulum Montessori, tujuan utama pada kurikulum Montessori, dan implementasi kurikulum Montessori dalam satuan lembaga pendidikan. Metode yang digunakan dalam penelitian ini adalah penelitian library research dengan metode studi kepustakaan. Maria Montessori, seorang dokter wanita Italia pada tahun 1870. Menurut filsafat Dr. Montessori anak-anak belajar dengan baik dalam lingkungannya yang menekankan pembelajaran berbasis kebebasan anak-anak. Tujuan kurikulum Montessori yaitu untuk membantu anak dalam mengembangkan potensi mereka secara menyeluruh baik dari secara fisik, sosial, emosional, dan intelektual nya. Suatu lembaga pendidikan perlu memberikan lingkungan belajar yang struktur namun bebas. Implementasi model pembelajaran Montessori didasarkan pada tiga area dasar keterlibatan yaitu, pendidikan praktis atau gerak motorik, materi sensorik, materi akademik.

Language: Indonesian

ISSN: 2614-3097

Article

✓ Peer Reviewed

Research on the Application of Montessori Education Method in Cognitive Training of Patients with Alzheimer’s Disease

Available from: Bio Byword

Publication: Journal of Clinical and Nursing Research, vol. 8, no. 5

Pages: 336-341

Alzheimer’s disease, Dementia, Gerontology, Montessori-based interventions (MBI)

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Abstract/Notes: Objective: To study the application of the Montessori education method in cognitive training in patients with Alzheimer’s disease (AD). Methods: 40 cases of senile dementia patients who were admitted to our hospital from January 2022 to January 2023 were selected and randomly divided into an intervention group and a control group according to the single and double number table method, with 20 cases in each group. The intervention group used the Montessori education method, the principle of which was to implement individualized health interventions based on the individual conditions of the patients, for a period of 6 months; the control group was given conventional treatment and nursing of the disease. The Mini-Mental State Examination (MMSE) was used to compare the effects of the two groups of patients before and after health intervention and conduct statistical analysis. Results: The score of the intervention group was higher than that of the control group, and there was a statistical difference between the two (P < 0.05). Conclusion: Implementing the Montessori education method for diagnosed Alzheimer’s patients can effectively improve their cognitive function and delay the progress of further dementia.

Language: English

DOI: 10.26689/jcnr.v8i5.7306

ISSN: 2208-3693, 2208-3685

Article

Respecting the Whole Child

Available from: MAG Online Library

Publication: Early Years Educator, vol. 24, no. 10

Pages: 3-4

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Abstract/Notes: In the second article in this series all about Maria Montessori, Sarah Cummins, senior lecturer in the School of Education at Leeds Trinity University, outlines some of Maria Montessori’s key theories comprising her pioneering approach.

Language: English

DOI: 10.12968/eyed.2024.24.10.7

ISSN: 1465-931X

Article

✓ Peer Reviewed

Curriculum Development For Children With ADHD Reviewed From Learning Innovation

Available from: Universitas Mahasaraswati Denpasar

Publication: International Journal of Applied Science and Sustainable Development (IJASSD), vol. 6, no. 1

Pages: 70-75

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Abstract/Notes: Attention Deficit Hyperactivity Disorder (ADHD) is a neurobehavioral disorder that commonly occurs in children who often have difficulty paying attention, controlling impulses, and having a high level of activity. Curricula designed specifically for children with ADHD aim to maximize their potential, while accommodating the challenges they face in information processing, attention regulation, and self-regulation. The aim of this research is to provide an overview of curriculum developments for children with ADHD in terms of innovations in learning using research methods, namely literature reviews and research results in the form of various curriculum developments for children with ADHD, especially in the form of innovations in inclusive learning in the application of kinesthetic learning styles, application of models. Project Based Learning and CTL learning with the help of Self Instruction and innovative learning aids in the form of playdough, Montessori teaching aids and play equipment with QR codes.

Language: English

DOI: 10.36733/ijassd.v6i1.9418

ISSN: 2775-6874

Article

✓ Peer Reviewed

Retorica del metodo scientifico o potere dell’incertezza? In aula come in laboratorio, costruire fiducia coltivando il dubbio

Available from: Chimica nella Scuola

Publication: Chimica nella Scuola, vol. 3, no. 3

Pages: 47-58

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Abstract/Notes: How can we prepare the younger generation to effectively navigate various sources, whether they are books, social media, or ChatGPT, to find accurate and verified data and information? What strategies should we employ to instill confidence in their ability to engage in independent and exploratory learning, while cultivating skepticism towards jargon, authoritative figures, and ideological viewpoints? How can we adopt an approach to understanding reality that not only embraces uncertainties, doubts, and inevitable dead ends but also acknowledges the profound social and cultural complexities inherent in science? How can we liberate ourselves from obsolete narratives, including those associated with the rhetoric of the scientific method? In these times, questions seem to outweigh answers. Moreover, whether in the classroom or the laboratory, progressing through thoughtful inquiries is perhaps the most reliable path to navigate a reality that is increasingly unfolding in digital spaces.

Language: Italian

ISSN: 0392-8942

Article

✓ Peer Reviewed

The Impact of the Montessori Education on Pupils Diagnosed with ADHD: the Analysis of the Perceived Level of Academic Performance, Behaviour, Reactivity, Self-Eficacity, and Social Integration by Reference to Traditional Education Programs

Available from: Sciendo

Publication: Journal of Education, Society & Multiculturalism, vol. 5, no. 1

Pages: 72-86

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Abstract/Notes: The research investigates the impact that Montessori alternative education programs have on alleviating the effects of the ADHD symptomatology in the classroom and globally.As a cross-sectional study aimed at the comparative analysis of the academic performance, behavior, reactivity, self-efficacy and social integration, the research intends to provide a deep understanding of how this pedagogical method can contribute to the academic and social development of these pupils, while emphasizing their specific needs. The detailed analysis of the results brings to light the practical implications and the theoretical implications of using the Montessori method in the context of education for children with ADHD nationwide. Data were collected from a group of parents (N=104) who have children enrolled in eithe Montessori or traditional education programs and the analysis was aimed at assessing the significant differences between the two groups, as they were perceived by the respondents. The overall results indicated that in the Montessori reference classroom, parents reported children’s better academic performance, a satisfactory classroom behavior, positive social interactions and greater overall improvement compared to respondents associated with the traditional type of educational program. However, no significant differences were identified in terms of emotional self-regulation and reported self-efficacy between the two types of programs. The interpretation of these results suggests that the Montessori programs can provide a beneficial educational environment for the children’s global development, improving important matters of their school and social life.

Language: English

DOI: 10.2478/jesm-2024-0005

ISSN: 2734-4754

Article

Mariya Montessori Metodikasining Bolalar Hayotidagi Ahamiyati [The Importance of Maria Montessori Methodology in Children’s Life]

Available from: International Scientific Online Conferences

Publication: Interdiscipline Innovation and Scientific Research Conference, vol. 2, no. 19

Pages: 153-155

Montessori method of education – Criticism, interpretation, etc.

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Abstract/Notes: Har bir bolaga erkin harakatlanish huquqi berilishi, ular o‘zining ijodkorlik va muammoni hal qilish qobiliyatidan foydalana olishlari kerak. O‘qituvchilar rahbarlik qilishadi, biroq hech qanday nazorat va majburlovsiz bolani qo‘llab-quvvatlaydilar.Mariya Montesorri metodlari pedagoglar uchun ajoyib qo’llanma bo’lsa,bolalar uchun rivojlantiruvchi muhit bo’ldi. [Every child should be given freedom of movement, and they should be able to use their creativity and problem-solving skills. Teachers guide, but support the child without any control or coercion. Maria Montessori’s methods are a great guide for educators and a nurturing environment for children.]

Language: Uzbek

Master’s Thesis

Virtue Education and Early Childhood Learners

Available from: MINDS@UW River Falls

Montessori method of education – Criticism, interpretation, etc.

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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

Master’s Thesis

Joint Music Making in a Montessori Classroom: Is There a Correlation Between Joint Music Making and Prosocial Experiences?

Available from: MINDS@UW River Falls

Montessori method of education – Criticism, interpretation, etc.

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Abstract/Notes: Extensive research has been shown to support the idea that joint music making experiences significantly increase a sense of social connectedness among its participants. Research has further shown that shared musical experiences which include alignment to a central beat promote prosocial behaviors. The purpose of this study was to investigate whether joint music making experiences added during the morning session of a small private Montessori threeto six-year-old classroom would increase the prosocial and emotional behaviors of a four-yearold student who had been struggling in these areas. During the study, fifteen to twenty minutes of joint music making sessions were added every morning for two weeks, followed by one week of no joint music making sessions. This cycle repeated itself three times, creating a nine-week study. During the study, the child was observed and tally marks were collected noting a variety of social and emotional behaviors. The child’s behaviors and attitudes were also monitored and recorded on a rating sheet by his parent at the time of pick up and during the fifteen-minute ride home from school. A pre and post parental survey noted the effect of the sessions on the child’s behavior and attitude in the home. The cumulative results of the study showed that there was an increase in positive social and emotional behaviors throughout the nine-week period of the study. This study lends support to the idea that adding just fifteen minutes of joint music making experiences to early childhood classrooms may increase a sense of social connectedness among the students and increase prosocial behaviors.

Language: English

Published: River Falls, Wisconsin, 2024