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Article
The Development of Autonomy in Children: An Examination of the Montessori Educational Model
Publication: NAMTA Journal, vol. 18, no. 1
Date: 1993
Pages: 64-83
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Abstract/Notes: Examined the nature and degree of autonomous behavior among groups of elementary students from Montessori schools and from traditional public schools. Results indicated that Montessori students demonstrated higher levels of independence, initiative, and self-regulation than students from traditional schools. (PAM)
Language: English
ISSN: 1522-9734
Doctoral Dissertation
The Development of Autonomy in Children: An Examination of the Montessori Educational Model
Available from: ProQuest Dissertations and Theses
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Abstract/Notes: This descriptive study examined the nature and degree of autonomous behavior among Montessori elementary students. A further aim of the study was to elucidate those elements of the Montessori educational model which may affect the development of autonomy. The study employed direct observation and comparative analysis to examine the actual classroom experience of Montessori elementary students and traditional elementary students. Thirty third-year students from two accredited Montessori schools and thirty third-grade students from two public schools were included in the sample. The research hypothesis stated that the nature and degree of autonomous behavior was expected to differ between the two groups. The first stage of the investigation involved ethnographic observations of classroom environments, focusing upon physical space and furnishings, materials, procedures, social interactions, and the role of the teacher. The second stage of the study compared classroom behaviors of the student groups as recorded by independent observers using the Classroom Autonomous Behavior Checklist. The results of the ethnographic observations demonstrated clear distinctions between the Montessori and traditional classroom environments in all five elements examined. Results of the observations of student behavior indicated that the Montessori students demonstrated significantly higher levels of independence, initiative, and self-regulation, the three constructs used to define autonomy. The nature of autonomous behavior also differed between the two groups with Montessori students initiating more social interaction and employing a more varied approach to task completion and problem solving. The results of this study confirm the effectiveness of the Montessori method in assisting the development of autonomy among children. As such, this research makes an important contribution toward evaluation of the Montessori model and the validity of its methods. For educators concerned about the lack of motivation and initiative among students in our schools, this study highlights the role of education in the development of autonomy and suggests important considerations in restructuring our educational system to address those concerns.
Language: English
Published: Minneapolis, Minnesota, 1992
Article
Making Room for Children's Autonomy: Maria Montessori's Case for Seeing Children's Incapacity for Autonomy as an External Failing
Available from: Wiley Online Library
Publication: Journal of Philosophy of Education, vol. 50, no. 3
Date: 2016
Pages: 332-350
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Abstract/Notes: This article draws on Martha Nussbaum's distinction between basic, internal, and external (or combined) capacities to better specify possible locations for children's ‘incapacity’ for autonomy. I then examine Maria Montessori's work on what she calls ‘normalization’, which involves a release of children's capacities for autonomy and self-governance made possible by being provided with the right kind of environment. Using Montessori, I argue that, in contrast to many ordinary and philosophical assumptions, children's incapacities for autonomy are best understood as consequences of an absence of external conditions necessary for children to exercise capacities they already have internally, rather than intrinsic limitations based on their stage of life. In a closing section, I show how Montessori proposes a model wherein both children and adults have autonomy, power, and responsibility, but over different spheres, and suggest implications of these differences for who has responsibility for establishing the conditions under which children can flourish.
Language: English
ISSN: 1467-9752
Article
Awareness for Children's Songs of Young Children, Their Teacher's and Parents and Component Analysis of Their Favorite Children's Songs / 유아,교사,학부모의 동요에 대한 인지수준과 구성요소 분석
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 14, no. 2
Date: 2009
Pages: 79-104
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: In order to know general awareness for children's song among preschoolers, their teachers and parents the questionary paper survey was performed against 212 of kindergarteners, 63 of their teachers and 197 of their parents. At the sametime their favorite children's songs were collected among the prepared lists of children's songs and selected about 10 children's songs for each group, in order. Also, those selected children's songs were analyzed their musical elements, too. The under 4 year old and female children more favorited the singing children's songs everyday than the 5 year old and male. Thachers replied that they selected the proper children's songs in the basic of the topics of usual daily life and children's interests. Also, parents believed that children's songs is very important to develop their children's musicality. Finally, the favorite children's songs were analyzed as followings the major beat was 4/4, the major tonality was C major, the major form and leongth were 8-34 measures, and the major rhythm was the replicated, symcopated and nimbled one. / 본 연구에서는 유아·교사·학부모의 동요에 관한 인지수준과 선호하는 동요의 유형은 어떠한지 또한 유아들이 선호하는 동요의 음악적 구성요소는 어떠한지에 대해 알아보았다. 연구의 대상은 국·공·사립유치원의 유아 212명, 교사 63명 및 학부모 197명이다. 본 연구의 결과는 다음과 같다. 첫째, 유아·교사·학부모의 동요에 관한 인지수준은 유아·교사·학부모 모두가 동요를 좋아하고 동요부르기가 음악성 발달에 매우 중요한 것으로 인식하고 있는 것으로 나타났다. 둘째, 유아·교사·학부모가 선호하는 동요의 유형은 유아는 동물 또는 가족과 관련된 창작동요를 교사는 동물과 식물에 관련된 창작동요제곡과 인터넷동요를 학부모는 식물과 사랑, 기본생활습관에 관련된 창작동요와 인터넷동요를 선호하였다. 결과적으로 유아·교사·학부모의 선호하는 동요는 크게 차이는 없지만 유아들이 선호하는 동요는 학부모의 선호도 보다는 교사가 선호하는 동요와 일치도가 높아 학부모보다는 교사의 영향을 더 받는 것으로 판단되었다. 셋째, 유아들이 선호하는 동요의 악곡의 특징은 노래 마지막 부분에 강세가 있거나 반복적인 리듬과 노랫말에 엄마, 아빠, 아기로 표현된 가족과 연관된 노래와 동물을 의인화한 노래 또는 동물의 의성어를 표현한 노래를 좋아하는 것으로 나타났다.
Language: Korean
ISSN: 1226-9417
Article
Another Story of the Montessori Children; Raffaelo's Hunger: How the New Way of Helping Children to Find Themselves Opened the Eyes and Soul of a Baby
Available from: HathiTrust
Publication: Delineator, vol. 84, no. 1
Date: Jan 1914
Pages: 8
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Language: English
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
Date: 2020
Pages: 18-25
Displaced communities, Refugees, White Cross
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Language: English
ISSN: 2215-1249, 2772-7319
Article
English with Non-English Children in a Montessori House of Children [2]
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Around the Child, vol. 4
Date: 1959
Pages: 28-33
Children's House (Casa dei Bambini)
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Language: English
ISSN: 0571-1142
Book Section
A Bibliography on Children for Parents, Focusing Upon Special Children
Book Title: Montessori and the Special Child
Pages: 150-152
Bibliographies, Children with disabilities, Inclusive education, Montessori method of education, Special education
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Language: English
Published: New York: Putnam, 1969
Report
The Evaluation and Implications of Research with Young Handicapped and Low-Income Children at the Institute for Research on Exceptional Children at the University of Illinois
Available from: ERIC
Americas, Children with disabilities, Inclusive education, North America, Poor children, United States of America
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Abstract/Notes: This study to determine effects of preschool training of mentally retarded children from low-income families asks three major questions: 1. Does preschool training displace the rate of development of such children? 2. Does rate of growth continue at an accelerated rate, or does it return to the original rate of development during primary school years? 3. Are the results similar for children living in different environments? Five intervention programs are outlined: 1. Traditional nursery school; 2. Community Integrated program; 3. The Montessori method; 4. Karnes structured cognitive plan; and 5. The Bereiter-Englemann(B-E). As a result of the program, some children in the demonstration center no longer function in the retarded range. Behavior has improved and several have entered a public school or preschool for normal children. It is suggested that mothers of infants might accomplish more at home with guidance, since professional tutoring is not feasibly practical, and children with higher IQ need special early programming to attain their potential. (RG)
Language: English
Published: Urbana-Champaign, Illinois, 1973
Archival Material Or Collection
Box 11, Folder 50 - Manuscript Fragments, n.d. - "The New Children - A Miracle in Education / "The New Children - or - New Method"
Available from: Seattle University
Date: n.d.
Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings
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Language: English
Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections