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517 results

Article

Peril: Children in Danger: Former Student's Murder Inspires Systemic Change [YWCA Montessori Day School, Brooklyn, New York]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 8, no. 3

Pages: 21

Americas, Child abuse, Child welfare, Children, Montessori schools, North America, United States of America, YWCA Montessori Day School (Brooklyn, New York)

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Language: English

ISSN: 1071-6246

Article

Kinder lernen auch von Kindern: zur Jahrgangsmischung an Montessori-Schulen [Children also learn from children: for a mixed-age group in Montessori schools]

Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 37, no. 1

Pages: 20-27

Montessori method of education, Nongraded schools

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Language: German

ISSN: 0944-2537

Article

✓ Peer Reviewed

Children's Preference for Real Activities: Even Stronger in the Montessori Children's House

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 4, no. 2

Pages: 1-9

Americas, Montessori method of education - Evaluation, North America, United States of America

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Abstract/Notes: In the United States, children are often given the opportunity to engage in pretend activities; many believe this kind of play benefits children’s development. Recent research has shown, though, that when children ages 4 to 6 are given a choice to do the pretend or the real version of 9 different activities, they would prefer the real one. The reasons children gave for preferring real activities often concerned their appreciation of the functionality; when children did prefer pretend activities, their reasons often cited being afraid of, not allowed to, or unable to do the real activity. Given that children in Montessori classrooms have more experience performing real, functional activities, in this study we asked if this preference for real activities is even stronger among children in Montessori schools. We also asked children to explain their preferences. The data are from 116 3- to 6-year-old children (M = 59.63 months, SD = 12.08 months; 68 female): 62 not in Montessori schools and 54 in Montessori schools. Children explained their preferences for pretendand real versions of 9 different activities. Children in Montessori schools preferred real activities even more than did children in other preschools, but all children explained their choices in similar ways. The implications of these results are discussed with regard to play in preschool classrooms.

Language: English

DOI: 10.17161/jomr.v4i2.7586

ISSN: 2378-3923

Article

To Save Displaced Children and Young Refugees: Montessori's Early Initiatives for Children at Risk

Available from: Association Montessori Internationale

Publication: AMI Journal (2013-), vol. 2020

Pages: 18-25

Displaced communities, Refugees, White Cross (Croce Bianca)

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Language: English

ISSN: 2215-1249, 2772-7319

Article

English with Non-English Children in a Montessori House of Children

Publication: Around the Child, vol. 14

Pages: 40-48

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Language: English

ISSN: 0571-1142

Article

✓ Peer Reviewed

Peer Interactions During Storybook Reading on Children's Knowledge Construction: An Experimental Study on K2 and K3 Children

Available from: Frontiers in Education

Publication: Frontiers in Education - Educational Psychology, vol. 9

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Abstract/Notes: This study explored the effects of peer interactions on kindergarten children’s construction of conservation and conflict resolution knowledge during storybook reading. Previous studies have identified that peer interactions can support the meaning-making processes of children in social relationships and problem-solving, but little is known about whether the interaction with mixed-age or more competent peers is more important in supporting knowledge construction. Sixty-four younger children in K2 and older children in K3 with similar socioeconomic backgrounds were recruited from a Montessori kindergarten in Kunming, China. An experimental design was applied to explore age group and conserver dominance effects on conservation and conflict resolution. Children were assigned randomly to eight groups in three 30-to-40-minute intervention sessions. Each session had a different theme for the children to learn about conservation and conflict resolution concepts and a hands-on activity to practice and discuss. ANOVAs were performed to test group effects, while multiple regression analyses were conducted to explore individual variations in age and pre-test scores in predicting post-test scores. Conservation knowledge was significantly better among children who differed in age groups in the post-test, but differences were not found in conflict resolution knowledge. Groups balanced with equal conservers and non-conservers improved the best, suggesting that peer social interactions can facilitate conservation and conflict resolution construction. These results provide new insights for early childhood educators to support peer interactions and children’s development. Implications, limitations, and future research are discussed.

Language: English

DOI: 10.3389/feduc.2024.1253782

ISSN: 2504-284X

Article

The Education of Normal Children Together with Children Suffering from Various and Multiple Handicaps

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1976, no. 1/2

Pages: 18–28

Children with disabilities, Inclusive education, Theodor Hellbrügge - Speeches, addresses, etc., Theodor Hellbrügge - Writings

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Abstract/Notes: Lecture given in Frankfurt, Germany, 1975

Language: English

ISSN: 0519-0959

Article

Parent Enrollment at Model Children's House [Powder Mill Children's House, Beltsville, Maryland]

Publication: Montessori Observer, vol. 11, no. 6

Pages: 1, 4

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Language: English

ISSN: 0889-5643

Article

What If Our Children Knew of Bali? A Teacher Reflects on a Culture in Which Children Are Respected

Publication: Tomorrow's Child, vol. 2, no. 1

Pages: 15–16

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Language: English

ISSN: 1071-6246

Article

Children's House in Cookeville, Tennessee [Montessori Children's House]

Publication: Montessori Observer, vol. 5, no. 7

Pages: 4

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Language: English

ISSN: 0889-5643

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