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Article
Paying Attention to Attention: Brain Development and the Critical Period of Focused Attention and Concentration
Publication: Infants and Toddlers, vol. 12, no. 3
Date: 2008
Pages: 5–10, 17–20
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Language: English
Article
Adolescents' Quality of Attention and Affect After Morning Nature Walks: Findings from a Study of Nature and Education at Five Montessori Schools
Publication: NAMTA Journal, vol. 35, no. 3
Date: 2010
Pages: 211–251
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Attention School Administrators
Publication: AMI/USA Professional Bulletin, vol. 2, no. 2
Date: Sep 1982
Pages: 5
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Language: English
Article
The Prospect for the Scientific Study of Kindergarten Education [with Critical Attention to the Methodology of Dr. Montessori]
Available from: HathiTrust
Publication: The Kindergarten and First Grade, vol. 2, no. 5
Date: May 1917
Pages: 189-194
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Language: English
Book Section
Attention [3 April 1913]
Book Title: The 1913 Rome Lectures: First International Training Course
Pages: 183-194
International Montessori Training Course (1st, Rome, Italy, 1913), Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings
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Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018
Book Section
Attention
Book Title: The Advanced Montessori Method: Scientific Pedagogy as Applied to the Education of Children: Spontaneous Activity in Children
Pages: 115-126
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Abstract/Notes: First published in Italian in 1915, the English translation, titled The Advanced Montessori Method, vol. 1: Spontaneous Activity in Education, was first published in 1917.
Language: English
Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2018
ISBN: 978-90-79506-27-9
Series: The Montessori Series , 9
Volume: 1 of 2
Presentation
Liberty, Discipline and Pedagogy: Mapping Pathways Towards Social and Cultural Independence Through the Regulation of Activity and Attention in a Montessori Classroom
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Abstract/Notes: The term discipline weaves together, through its etymology and use, both learning and regulation, suggesting that one cannot be achieved without the other. It is in this sense, that Dr Maria Montessori applied the term as she designed her distinctive pedagogy during the first half of the twentieth century. Her aim was for children to regulate their activity and their attention through interaction with meticulously designed objects combined with precise language, including the language of educational disciplines. What distinguishes Montessori pedagogy is that children’s liberty is identified as both the means and the end of this regulation. Liberty and discipline were considered by Dr Montessori (1998 [1939], p. 41) to be ‘two faces of the same coin, two faces of the same action’. Montessori’s emphasis on liberty locates her pedagogy in the Enlightenment tradition, but her simultaneous emphasis on discipline, in both senses, reveals an orientation out of step with the tradition of Rousseau, the tradition which remains in the foreground whenever pedagogy is linked with the legacy of the Enlightenment. This paper presents Montessori’s pedagogy of liberty and discipline as one realisation of another, less visible, Enlightenment tradition. This tradition comes into clearer view when human development is perceived as socially, and therefore, semiotically, mediated (Vygotsky 1986 [1934]) and pedagogy is perceived as discipline knowledge embedded in a regulating social order (Bernstein 2000).
Language: English
Presented: University of Sydney, Sydney, Australia: Disciplinarity, Knowledge and Language (Symposium), Dec 2008
Book
Montessori for a Home Based Curriculum: A Study, with Particular Attention to the Day Care Education Project, Ithaca, New York
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Language: English
Published: Ithaca, New York: Montessori Workshop, [1978]
Article
The Application of The Attention Deficit Hyperactivity Disorder Rating Scale (DSM-IV) in Early Childhood Center / 유아교육기관에서 ADHD진단 척도의 실제 적용
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 15
Date: 2010
Pages: 23-35
Asia, Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea
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Abstract/Notes: The purpose of this study was to investigate the reliability of the ADHD Rating Scale(DSM-IV) using teachers in Early Childhood Center. To do this, ADHD Scales using teacher was discussed with a specialist group consisting of 3 doctors in degree at Early Childhood Education and Child Development and 3 teachers of early childhood centers. And then the data was collected in 1 class(four-years) at early childhood center. So, the subjects of this study were 32 children(boy 18/girl 14) and their 2 teachers. Statistics used for data analysis were Frequency, t-test, inter-observer and test-retest reliability. The major findings of this study were as follows: First, the prevalence of children with ADHD based on teachers rating are 3(teacher1) and 4(teacher2). Second, according to the item analysis of ADHD, teachers are rating similar on children with ADHD Scale(DSM-IV). Third, inter-observer and test-retest reliability were significant. In conclusion, it is considered that the ADHD Rating Scale(DSM-IV) has validity using teachers in Early Childhood Center. / 본 연구에서는 ADHD진단 검사 중 오늘날 가장 널리 사용되고 있는 도구인 「정신장애진단 및 통계편람(DSM-IV)」을 유아교육기관에서 교사가 사용하였을 때, 타당도가 어떠한지 살펴보았다. 전문가와 교사집단과의 사전 연구를 통해 ADHD진단척도와 연구대상을 위한 기준이 제시되었고, 4세아 1개 반(유아 32명, 담임교사 2명)이 선정되었다. 교사들은 학기가 시작된 지 6개월과 9개월 이후 2회에 걸쳐 유아의 ADHD성향을 측정하였다. 그리고 평정자 간 신뢰도와 검사-재검사 신뢰도를 살펴보았다. 연구결과는 다음과 같다. 첫째, 한 교실에서 교사가 평가한 ADHD 성향유아는 3명(교사1)과 4명(교사2)으로 밝혀졌다. 둘째, ADHD에 대한「정신장애진단 및 통계편람(DSM-IV)」의 문항분석 결과, 교사들의 의견이 대부분 비슷하였다. 셋째, 교사들의 평정자 간신뢰도와 검사-재검사 신뢰도는 통계적으로 유의하였다.
Language: Korean
ISSN: 1226-9417
Article
Attention to Detail: Lunch Beverages
Publication: Point of Interest, vol. 7, no. 2
Date: Oct 1996
Pages: 4
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Language: English