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541 results

Article

Montessori and the Hyperactive Learning Disabled Child

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1978, no. 1

Pages: 31–34

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Language: English

ISSN: 0519-0959

Master's Thesis (M.F.A.)

Early Elementary Spaces for Active Learning and Constructivist Teaching

Available from: ProQuest - Dissertations and Theses

Classroom environments, Constructivism (Education), Design, Early childhood care and education, Early childhood education, Montessori schools, Prepared environment

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Abstract/Notes: The objective of this study was to evaluate how the design of the built environment can assist schoolteachers in their use of constructivist techniques as students transition from learning by play to didactic learning in early elementary learning spaces. With the increased expectations and standards for early elementary school, how can the built environment support both teachers and constructivist learning approaches such as experiential and active learning strategies to increase interactive and playful learning?Children's transition to structured schooling is associated with new experiences and challenges for students and parents. Students experience new environments, people, and modes of learning (Fabian & Dunlop, 2007). In addition to this impactful life transition as children enter primary school, increased state-mandated standards have resulted in more didactic teaching approaches in kindergarten causing an abrupt transition to sedentary learning from play focused learning in prekindergarten ("The New First Grade: Too Much Too Soon," 2006; Miller & Almon, 2009). However, Friedrich Froebel's intent for kindergarten was far different than what we see today, with kindergartens looking far different when compared to the original and prekindergarten in the United States more accurately resembling Froebel's vision (Fabian & Dunlop, 2007). Early childhood theorists, Piaget and Vygotsky, deemed learning by play essential for young children, proving critical for social and emotional skills (Wenner, 2009; Barros, Silver, & Stein, 2009; Coolahan, Fantuzzo, Mendez, & McDermott, 2000; Raver & Ziegler, 1997; Fantuzzo & McWayne, 2002; Coolahan, Fantuzzo, Mendez, & McDermott, 2000; Yogman, 2018). There is evidence to show children in early elementary school, learn best by doing; (Taylor & Boyer, 2019; Yogman, 2018) so, the physical classroom environment and supportive learning spaces should support this type of active and playful learning by providing spaces that allow teachers to engage their students in these types of learning experiences. Priorities have shifted due to increased expectations as many teachers find themselves in a dilemma balancing didactic teaching for learning standards versus developmentally appropriate practices. Design considerations of the physical classroom impact how a teacher engages students in subject matter (Byers, Imms, & Hartnell-Young, 2014; Thomas, 2010; Monahan, 2002). Design of the built environment can also assist teachers' utilization of active learning strategies through intentional space planning and design programming. This study hopes to understand how learning spaces can support active learning, equipping teachers with the spaces, layout, and technology needed to accommodate active learning practices to meet required objectives. By evaluating constructivist active learning strategies through a qualitative study, the researcher aims to use design as a tool to lessen the abrupt change from playful learning to sedentary learning commonly occurring as students transition into primary school. Findings from a teacher focus group provided the researcher with emergent themes aligning with constructivist pedagogy for Florida's early elementary learning standards. Focus group discussion provided the researcher with the design considerations and programming criteria to form a comprehensive design solution to ease the transition into didactic learning through a variety of learning environments and design considerations supportive of active learning strategies.

Language: English

Published: Tallahassee, Florida, 2022

Book

Active Learning: Positive Impact for Schools and Democratic Society

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Abstract/Notes: The concept of active learning is analyzed in terms of its place in the democratic school. Defined is the meaning of an effective democracy and active learning. The relationship of participation to democracy is analyzed in terms of effectiveness. Ownership and empowerment are the keys to participatory democracy. Several educators' philosophies are examined: Maria Montessori, Benjamin Bloom, and J. Goodlad. Student preparation for a democractic society is one purpose for the active learning project. Appended are 14 references. ERIC Number ED307702

Language: English

Published: Ohio: [s.n.], 1989

Article

Greene Towne School stresses interactive learning

Available from: ProQuest - Historical Newspapers

Publication: Philadelphia Tribune (Philadelphia, Pennsylvania)

Pages: A28

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Abstract/Notes: Greene Towne School, a Montessori preschool and Kindergarten in Center City, Philadelphia has provided young children with a Montessori education for 38 years. In the fall of 2002 we added a Toddler Program, and now accept children beginning...

Language: English

ISSN: 0746-956X

Book Section

Madame Montessori et l'école active [Maria Montessori and the active school]

Book Title: Maria Montessori e il pensiero pedagogico contemporaneo [Maria Montessori and contemporary pedagogical thought]

Pages: 109-117

Conferences, International Montessori Congress (11th, Rome, Italy, 26-28 September 1957)

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Abstract/Notes: This speech was delivered on September 26, 1957 at the 11th International Montessori Congress (Rome, Italy).

Language: French

Published: Roma, Italy: Vita dell'infanzia, 1959

Article

✓ Peer Reviewed

Pembelajaran Matematika di TK GMIM 236 Liandok: Pembelajaran Matematika [Learning Mathematics in Kindergarten GMIM 236 Liandok: Learning Mathematics]

Available from: Institut Agama Kristen Negeri Manado (Indonesia)

Publication: Montessori Jurnal Pendidikan Kristen Anak Usia Dini, vol. 3, no. 1

Pages: 35-42

Asia, Australasia, Indonesia, Southeast Asia

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Abstract/Notes: Penelitian ini bertujuan untuk mendeskripsikan Pembelajaran matematika di TK GMIM 236 Liandok, Kecamatan Tenga, Kabupaten Minahasa Selatan, Sulawesi Utara. Ada 3 hal utama yang diangkat dalam penelitian ini yaitu pembelajran matematika, pembelajaran matematika AUD, metode yang digunakan guru dalam pengajaran matematika. Penelitan ini menggunakan jenis pendekatan kualitatif. Prosedur pengumpulan data yang digunakan  yaitu wawancara dan dokumentasi . Sumber-sumber data dari penelitian ini yaitu Kepala Sekolah  serta guru bantu di TK GMIM 236 Liandok. Hasil penelitian menunjukka proses pembelajaran di sekolah tersebut terlebih khusus dalam pengenalan matematika sudah terealisasi karena pembelajarannya sudah memperhatikan konsep serta usia dari peserta didiknya. Adapun pengajarkan matematika selama dilaksankannya pembelajaran di sekolah tersebut dilakukan dengan cara anak sambil bermain dengan anak lainnya  dan membuat permainan sederhana dari barang-barang bekas dilingkungan sekitar. Kata Kunci : Pembelajaran, matematika, Anak usia dini. Abstract Penelitian ini bertujuan untuk mendeskripsikan pembelajaran matematika di TK GMIM 236 Liandok, Kecamatan Tenga, Kabupaten Minahasa Selatan, Sulawesi Utara. Ada 3 hal pokok yang diangkat dalam penelitian ini yaitu pembelajaran matematika, pembelajaran matematika AUD, metode yang digunakan guru dalam pembelajaran matematika. Penelitian ini menggunakan pendekatan kualitatif. Prosedur pengumpulan data yang digunakan adalah wawancara dan dokumentasi. Sumber data dari penelitian ini adalah kepala sekolah dan guru pendamping di TK GMIM 236 Liandok. Hasil penelitian menunjukkan bahwa proses pembelajaran di sekolah khususnya dalam pengenalan matematika telah terwujud karena pembelajaran telah memperhitungkan konsep dan usia siswa.

Language: Indonesian

DOI: 10.51667/mjpkaud.v3i1.952

ISSN: 2798-6195

Doctoral Dissertation

Improving Early Reading Skills of First-Grade Students with Learning Disabilities Using Montessori Learning Strategies

Available from: ProQuest - Dissertations and Theses

Children with disabilities, Inclusive education, People with disabilities

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Abstract/Notes: This study focused on helping students with learning disabilities to improve their listening comprehension and acquire early reading skills of decoding, reading and understanding what a word and two- or -three-word phrases say. Since reading at the advanced stage involves comprehension of sentences and paragraphs, in this study, building the foundation of reading at the word level is the logical place to start. With that skill in place, combining words into a phrase and understanding what it means will be the next step. Meanwhile, helping the students understand what was read to them through questioning builds their listening comprehension skills, which will be a great help in reading comprehension once the students have advanced enough to read sentences and paragraphs. The target group used for this study included six 1st graders with learning disabilities, who had difficulties with reading and comprehending. These 1st graders with learning disabilities were not taught one-on-one due to large class size. They had no knowledge of phonics. They could not relate the sounds they heard to the letters of the alphabet. The curriculum-based assessment (CBA) model was the alternative assessment model that was used to assess the students. The 12-week intensive study focused on two variables: a dependent variable and an independent variable. The dependent variable was reading at the word and phrase level, and the independent variable was word sound, blending vowels, consonant blending, and consonant and vowel blending. The scientific methodology was the single subject model, a 1-minute assessment. Each student was assessed for 1 minute each day for 3 days. The results of the assessment were used to determine the baseline before the intervention implementation. This methodology is also known as "AB Design." AB refers to a two-phase design, the baseline phase and the intervention phase. The intervention phase was introduced after the baseline phase was established and recorded in data format. Intervention data were recorded as well. The data collected were graphed in two phases. The results showed that the students were able to learn how to read and acquire comprehension within the 12 weeks. The reading strategies that were used in this study were based on Montessori's methods, which is a methodology in learning how to decode words which leads to automatic reading. These strategies are being used in Montessori schools throughout Dade County public schools, but not particularly with special education students. The results of this study were positive.

Language: English

Published: Cincinnati, Ohio, 2003

Article

Differences in Mathematical Understanding Between Brain-Based and Montessori Learning Viewed from Self-Regulated Learning

Available from: STKIP Kusuma Negara

Publication: Proceeding of International Conference on Education, vol. 2

Pages: 130-135

Mathematics education, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: This study aims to know: (1) the difference in students’ mathematical understanding (SMU) between Brain Based Learning (BBL) and Montessori learning; (2) the difference in students’ Self-Regulated Learning (SRL) between Brain Based Learning (BBL) and Montessori learning; and (3) the difference in SMU between BBL and Montessori learning in each category of SRL. This quasi-experimental research applies a quantitative approach with a posttest only control group design. The selection of research samples was carried out using purpose sampling. The results of this study are: (1) there is no difference in understanding of mathematics between students who are taught with the BBL model or with the Montessori method; (2) there are no differences in SRL between learning classes; (3) there is no significant difference in SRL between categories in BBL and Montessori classes.

Language: English

ISSN: 2964-7479

Book Section

Sensorial Learning as Developmental Learning ([San Francisco, Panama Pacific International Exposition] Lecture 13: 4 September 1915)

Book Title: The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings by Maria Montessori

Pages: 168-176

Americas, International Montessori Training Course (3rd [course 2], San Francisco, USA, August – November 1915), Maria Montessori - Biographic sources, Maria Montessori - Writings, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, North America, Panama-Pacific International Exposition (1915, San Francisco, California), Teacher training, United States of America

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Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018

ISBN: 978-1-85109-296-3

Series: The Montessori Series , 15

Article

Learning Differences or Learning Disorders? Meeting Authentic Needs of the Three-to-Six Child

Publication: NAMTA Journal, vol. 33, no. 2

Pages: 42–54

Children with disabilities, Inclusive education, Learning disabilities, North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

ISSN: 1522-9734

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