For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Master's Thesis
Autism, Anxiety-Based-School-Absence and the Montessori Environment as an Actualised Model of Inclusive Practice
Available from: Anglia Ruskin Research Online (ARRO)
Melanie Grabowski (Author)
See More
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
Article
Inspiration from Jesuit and Montessori Education in the Design of an Inclusive Primary Scho
Available from: Universitas Negeri Surabaya (Indonesia)
Irine Kurniastuti (Author) , Eny Winarti (Author) , Bernardinus Agus Arswimba (Author) , Yohanes Heri Widodo (Author)
Publication: JPI (Jurnal Pendidikan Inklusi), vol. 8, no. 1
Date: 2024
Pages: 48-66
See More
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
Article
A Comparative Analysis: Vygotsky's Sociocultural Theory and Montessori's Theory
Available from: Newcastle University
Kubra Kirca Demirbaga (Author)
Publication: Annual Review of Education, Communication & Language Sciences, vol. 15
Date: 2018
Pages: 113-126
See More
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
Article
Program to Improve Letter Recognition Skills for Children with Learning Difficulties Using Montessori Reading Techniques
Available from: Universitas Negeri Padang (Indonesia)
Rahmatul Janah (Author) , Budi Susetyo (Author)
Publication: KOLOKIUM Jurnal Pendidikan Luar Sekolah, vol. 12, no. 2
Date: 2024
Pages: 280-290
See More
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
Conference Paper
Analyzing the distribution of STEM-STEAM-STREAM and Montessori pedagogy centers in Ukraine
Available from: CEUR Workshop Proceedings
Iryna A. Slipukhina (Author) , Arkadiy P. Polishchuk (Author) , Sergii M. Mieniailov (Author) , Oleh P. Opolonets (Author) , Taras V. Soloviov (Author) , Arnold E. Kiv (Editor) , Serhiy O. Semerikov (Editor) , Andrii M. Striuk (Editor)
11th Illia O. Teplytskyi Workshop on Computer Simulation in Education 2024
See More
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
Article
Literature Review: Application of Montessori Method in the Formation of Independent Character in Early Childhood
Available from: Association of Lecturers of the Faculty of Islamic Studies, Indramayu
Siti Fauziah (Author) , Herman Nirwana (Author) , Dina Sukma (Author)
Publication: Quality: Journal Of Education, Arabic And Islamic Studies, vol. 2, no. 4
Date: 2024
Pages: 262-271
See More
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
Article
The Gender-Based Influence of Project and Montessori Learning on Bullying in Children
Available from: Perkumpulan Pengelola Jurnal PAUD Indonesia (PPJPAUD)
Septriyani Septriyani (Author) , Sofia Hartati (Author) , R. Sri Martini Meilanie (Author)
Publication: Aulad: Journal on Early Childhood, vol. 7, no. 3
Date: Dec 2024
Pages: 765-776
See More
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 2x2 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
ISSN: 2655-433X
Book
The Tao of Montessori: Reflections on Compassionate Teaching
Catherine McTamaney (Author)
See More
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
Article
Autonomy, Transformational Leadership, and Burnout in Montessori and Traditional Public Elementary Teachers.
Jana R. Benson (Author) , Anthony R. Perry (Author) , Anthony R. Napoli (Author)
Publication: North American Journal of Psychology, vol. 26, no. 3
Date: 2024
Pages: 527-
See More
Language: English
ISSN: 1527-7143
Book Section
Reimagining Leadership for Symmetry: A Framework for Embedding Mutual Respect Into School Improvement Efforts
Available from: Emerald Insight
Whitney M. Hegseth (Author) , David E. DeMatthews (Editor) , Sharon D. Kruse (Editor)
Book Title: Reimagining School Leadership: Sustaining Improvement Through and Beyond Uncertainty
Pages: 49-70
See More
Abstract/Notes: The purpose of this chapter is to propose a framework that can assist school leaders in working toward respect that is mutual, and integrated with their other school improvement efforts. I define mutual respect as the work of intervening on those power asymmetries typically found in classrooms – both between teachers and students, and among diverse groups of students – by way of according children increased equality, autonomy, and equity. Drawing on empirical examples from an ethnographic and comparative study of four elementary schools situated across two educational systems (i.e., Montessori and International Baccalaureate (IB)) and two national contexts (i.e., the United States and Canada), I highlight the need for a framework for mutual respect. The work of embedding symmetry – particularly in schools, which reflect the racism, classism, sexism, ableism, and heterosexism that is ever-present in broader society – is anything but straightforward. This is because: (1) mutual respect is multidimensional, and these dimensions can reinforce and conflict with one another in unexpected ways; and (2) mutual respect can be operationalized via a school's instructional, organizational, and social practices, again in ways that may conflict or work synergistically. By highlighting the complexity of leading for mutual respect, this framework is a first step toward supporting such efforts in leadership preparation and practice.
Language: English
Published: Leeds, England: Emerald Publishing Limited, 2024
ISBN: 978-1-83797-411-5 978-1-83797-410-8