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Article

The Children Will Teach You [Conductive Education for cerebral palsy]

Publication: Montessori Courier, vol. 2, no. 2

Pages: 4–6

⛔ No DOI found

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Language: English

ISSN: 0959-4108

Корекція пізнавальної діяльності дошкільників з дитячим церебральним паралічем засобами Монтессорі-терапії [Correction of cognitive activity of preschoolers with cerebral palsy by means of Montessori therapy]

Available from: National Pedagogical Dragomanov University

Cerebral palsied children, Children with disabilities, Eastern Europe, Europe, Inclusive education, Montessori method of education, Montessori-based interventions (MBI), Ukraine

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Abstract/Notes: Дисертаційне дослідження присвячене актуальній психолого-педагогічній проблемі обґрунтування доцільності використання технології Монтессорі-терапії в практиці корекції пізнавальної діяльності дошкільників з церебральним паралічем в умовах терапевтичного середовища. Досліджено механізм формування теоретико- методологічного підґрунтя терапевтичної концепції методу наукової педагогіки М. Монтессорі як засобу розвитку пізнавальної діяльності дітей з церебральним паралічем. Визначено компоненти пізнавальної діяльності та критерії їх сформованості. Обґрунтовано технологію коригування пізнавальної діяльності дітей дошкільного віку з церебральним паралічем засобами Монтессорі-терапії в умовах терапевтичного середовища, яку сформовано з урахуванням теоретико- методологічних основ застосування Монтессорі-терапії та позицій нейропсихологічного підходу, що полягають у використанні схеми впровадження «методу заміщуючого онтогенезу». Статистично підтверджено ефективність запропонованої технології. [The dissertation research is devoted to the actual psychological and pedagogical problem of substantiation of expediency of use of technology of Montessori therapy in practice of correction of cognitive activity of preschool children with cerebral palsy in the conditions of the therapeutic environment. The mechanism of formation of the theoretical and methodological basis of the therapeutic concept of the method of scientific pedagogy of M. Montessori as a means of development of cognitive activity of children with cerebral palsy is investigated. Means of formation of the Montessori-therapeutic concept are defined: means of Montessori-pedagogy which are saved in a therapeutic format; Montessori pedagogical tools that have undergone transformation; Montessori therapies. The components of cognitive activity and criteria of their formation are determined: 1) cognitive mental processes in the composition: perception (tactile, or kinesthetic); visual (subject), visual-spatial; color, size, shape; visual-spatial orientation; memory (visual, visual-spatial, muscular) thinking (visually effective, visually figurative) attention; speech; 2) basic bases, prerequisites for the formation of cognitive mental processes: motivational, regulatory and operational components, taking into account a certain sequence of their formation and the need to ensure a comprehensive impact on various areas of mental functioning. According to each criterion, a number of indicators are identified, which allow to determine the levels of formation of the components of cognitive activity: high, sufficient, medium and initial. The main directions of corrective action are identified, which necessarily involve two complementary orientations of work with the child: the first is aimed at forming the basic foundations, prerequisites of cognitive mental processes, the second - the development and correction of cognitive mental processes and components. To ensure the effectiveness of corrective action, it is mandatory to include the impact on the emotional and personal aspects of the child's mental activity. The developed technology of correction of cognitive activity of preschool children with cerebral palsy by means of Montessori therapy in the conditions of the prepared therapeutic environment is based on the principles of correctional and pedagogical work with children suffering from cerebral palsy; principles determining the specifics of neuropsychological approaches to the organization of correctional and developmental work with children with psychophysical development disorders; means that constitute the theoretical and methodological basis of the Montessori therapeutic concept. The complex technology of correction of cognitive activity of preschool children with cerebral palsy by means of Montessori therapy is based on the theoretical and methodological basis formed taking into account Montessori therapeutic and neuropsychological components which consist in use of structural and functional model of integrative work of A. Luria; schemes of introduction into correctional practice of the "substitute ontogenesis method"; in the construction of the Montessori environment, taking into account the ideas about the process of formation of the brain organization of mental processes in ontogenesis; therapeutic effect of didactic Montessori material, implementation of a comprehensive approach to the formation of correctional programs, taking into account other methods of corrective action. Qualitative and quantitative analysis of the results of the study confirmed the effectiveness and appropriateness of the use in practice of special institutions of Montessori therapy technology in working with children with developmental disabilities.]

Language: Ukrainian

Published: Kyiv, Ukraine, 2018

Article

R. Stanziale, Ulteriori Ricerche Istologiche sulle Alterazioni Luetiche delle Arterie Cerebrali (recensione) [R. Stanziale, Further Histological Research on Luetic Alterations of Cerebral Arteries (review)]

Publication: Rivista Quindicinale di Psicologia, Psichiatria, Neuropatologia: ad uso dei medici e dei giurusti, vol. 1, no. 16

Pages: 252-253

Maria Montessori - Writings

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Language: Italian

Article

Монтессорі-терапевтичне середовище як засіб корекції пізнавальної діяльності дітей дошкільного віку з церебральним паралічем [Montessori therapeutic environment as a means of correcting the cognitive activity of preschool children with cerebral palsy]

Available from: National Pedagogical Dragomanov University

Publication: Scientific Journal of the National Pedagogical University - Series 19. Correctional Pedagogy and Special Psychology, vol. 26

Pages: 190-199

Cerebral palsied children, Cerebral palsy, Children with disabilities, Classroom environment, Eastern Europe, Europe, Inclusive education, Maria Montessori - Philosophy, Montessori method of education, Prepared environment, Ukraine

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Abstract/Notes: В даній статті виділено та описано принципи педагогічної системи М.Монтессорі, що безпосередньо пов‘язані з «підготовленим Монтессорі-середовищем»; зазначено суть їх трансформації в Монтессорі-терапевтичній концепції. Розкрито зміст поняття «підготовлене Монтессорі-середовище», описано принципи його побудови та правила роботи в ньому. Узагальнено пропозиції щодо удосконалення терапевтичного середовища для дітей з руховими порушеннями. Обгрунтовано ефективність використання в середовищі «рухових зон», різноманітних модулів, манежів, допоміжних та спеціальних засобів з метою формування та корекції різних видів рухів. Відповідно, сформульовано систему завдань корекційних вправ, що виконуються Монтессорі-терапевтами. Автором розглянуто специфічні особливості розвитку пізнавальної сфери дітей дошкільного віку з церебральним паралічем. Визначено пріоритетність завдань корекційної роботи по формуванню основних структурних компонентів повноцінної предметної діяльності, що є основною умовою формування сенсорних еталонів у дитини з ДЦП. Окремо розглянуто специфіку видів діяльності та запропоновано систему роботи з дидактичним Монтессорі-матеріалом, що його в терапевтичному середовищі для дітей дошкільного віку з дитячим церебральним паралічем, представлено в обмеженій кількості. Значну увагу приділено системі вправ в сенсорній зоні Монтессорі-терапевтичного середовища з метою формування сенсорних еталонів, оперування ними в самостійній діяльності на рівні виявлення, розрізнення, упорядкування, словесного називання, виробленню сенсомоторних дій, тобто роботі по формуванню дитиною власного інтелекту. [This article identifies and describes the principles of the pedagogical system of M. Montessori, which are directly related to the "prepared Montessori environment"; the essence of their transformation in the Montessori therapeutic concept is indicated. The meaning of the concept "prepared Montessori environment" is revealed, the principles of its construction and rules of work in it are described. Suggestions for improving the therapeutic environment for children with movement disorders are summarized. The efficiency of use in the environment of "movement zones", various modules, arenas, auxiliary and special means for the purpose of formation and correction of various types of movements is substantiated. Accordingly, a system of tasks of corrective exercises performed by Montessori therapists is formulated. The author considers the specific features of the development of the cognitive sphere of preschool children with cerebral palsy. The priority of the tasks of correctional work on the formation of the main structural components of a full-fledged subject activity, which is the main condition for the formation of sensory standards in a child with cerebral palsy. The specifics of activities are considered separately and the system of work with didactic Montessori material is offered, which is presented in a limited amount in the therapeutic environment for preschool children with cerebral palsy. Considerable attention is paid to the system of exercises in the sensory zone of Montessori-therapeutic environment in order to form sensory standards, operating them in independent activities at the level of detection, distinction, ordering, verbal naming, sensorimotor actions, ie work on forming a child's own intelligence.]

Language: Ukrainian

ISSN: 2310-8290

Article

Науково-теоретичне обґрунтування методики нейропсихологічної корекції порушень пізнавальної діяльності дошкільників з дитячим церебральним паралічем засобами монтессорі-терапії [Scientific and theoretical substantiation of the method of neuropsychological correction of cognitive disorders of preschool children with cerebral palsy by means of Montessori therapy]

Available from: National Pedagogical Dragomanov University

Publication: Scientific Journal of the National Pedagogical University - Series 19. Correctional Pedagogy and Special Psychology, vol. 28

Pages: 193-203

Cerebral palsied children, Cerebral palsy, Children with disabilities, Classroom environment, Eastern Europe, Europe, Inclusive education, Maria Montessori - Philosophy, Montessori method of education, Montessori-based interventions (MBI), Prepared environment, Ukraine

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Abstract/Notes: В даній статті розкрито базові теоретичні положення нейропсихології дитячого віку, загальної психології щодо закономірностей психічного розвитку дитини та Монтессорі - терапевтичної концепції, що є складовими методики нейропсихологічної корекції пізнавальної діяльності дошкільників з дитячим церебральним паралічем засобами Монтессорі-терапії. Автор статті обґрунтовує відповідність сучасної цілісної концепції нейропсихологічної корекції філософським, психологічним та педагогічним принципам методу наукової педагогіки Марії Монтессорі. [In this article the basic theoretical principles of neuropsychology of childhood, general psychology regarding patterns of mental development of children and Montessori - therapeutic concepts that are integral techniques neuropsychological correction learning of preschool children with cerebral palsy using Montessori therapy. The author proves involvement modern concept of neuropsychological correction to the philosophical, psychological and pedagogical principles of scientific pedagogy methods of Maria Montessori.]

Language: Ukrainian

ISSN: 2310-8290

Article

Mengte suo li jiaoxue fa dui xueling qian naotan ertong ren zhi de yingxiang / 蒙特梭利教学法对学龄前脑瘫儿童认知的影响 [Effect of Montessori Teaching Method on Cognition of Preschool Children with Cerebral Palsy]

Publication: Zhongguo Fuyou Jiankang Yanjiu / 中国妇幼健康研究 [Chinese Journal of Maternal and Child Health Research], vol. 29, no. 6

Pages: 685-690

⛔ No DOI found

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Abstract/Notes: Objective To explore the application effect of Montessori teaching method on cognitive training of children with cerebral palsy (CP) .Methods A total of 116 children with CP aged 30 - 36 months old who were admitted to the department of children healthcare and rehabilitation in Xianyang Caihong Hospital during July 2013 to July 2016 were selected and divided into two groups randomly .The children in control group (n = 57) were given conventional cognitive teaching ,while the children in intervention group (n = 59) adopted the Montessori teaching method to carry out cognitive teaching .The teaching lasted for 12 months ,and each assessment was conducted ,recorded and analyzed statistically at the 6th ,9th ,and 12th month respectively .Results After training for 9 and 12 months ,the completion rate of the children in color matching test in the intervention group was better than that in the control group (χ2 value was 5 .098 and 5 .954 ,respectively ,both P < 0 .05) .After training for 6 months ,in 4 items such as color matching ,item matching ,color expression ,and shape expression ,the speed of children in the intervention group was higher than that in the control group (t value was 2 .041 ,3 .037 ,2 .155 and 2 .468 ,respectively ,all P < 0 .05) .After training for 9 months ,the matching speed and expression attention speed of 3 dimensions including color ,shape and item of children in the intervention group were all higher than those in the control group (t value was 2 .856 ,3 .454 ,5 .509 ,5 .837 ,8 .424 and 4 .923 , respectively ,all P < 0 .05) .After training for 12 months ,the matching speed and expression attention speed of the 3 dimensions including color ,shape and item of children in the intervention group were all higher than those in the control group (t value was 2 .888 ,3 .273 ,6 .672 ,6 .672 ,3 .567 and 4 .290 ,respectively ,all P < 0 .05) .For the errors number in the color matching test after training for 9 and 12 months ,and the errors number in the color expression test after training for 12 month ,the children in the intervention group were less than those in the control group (t value was 2 .713 ,2 .846 and 2 .467 ,respectively ,all P < 0 .05) . Conclusion The Montessori teaching method can promote the cognitive development of children with CP .

Language: Chinese

ISSN: 1673-5293

Article

Supporting Sensory-Sensitive Children in a Sensory-Intensive World

Available from: ProQuest

Publication: Montessori Life, vol. 29, no. 1

Pages: 34-39

Children with disabilities, Inclusive education, Sensory disorders in children, Sensory integration dysfunction in children, ⛔ No DOI found

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Abstract/Notes: For American children with educational challenges, the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (or DSM-5) (American Psychiatric Association, 2013), is critically important because inclusion of a disorder in the DSM-5 allows for treatment and support to be paid for by the child's public school district if it interferes with his or her educational achievement. Early parent observation of sensory differences is often a child's first reported sign of autism, occurring as early as 9-12 months of age (Murray-Slutsky & Paris, 2000; Baranek, 2002). * Sensory profiles can distinguish among children with autism, children with ADHD, and children without those diagnoses (Tomchek & Dunn, 2007; Yochman, Parush, & Ornoy, 2004). * Well-developed sensory integration has strong correlation with academic achievement and cognitive processing. Early detection and management of sensory challenges can tie to predicting later academic performance deficits (Parham, 1998; Koenig & Rudney, 2010). * In a review of studies examining links between SI and ADHD, sensory-motor abilities of children with ADHD were lower than those of a control group. Other literature examines connections with disorders ranging from fragile X syndrome, mood disorders, behavioral disorders, and nonverbal learning disabilities (NVLD) to physically based conditions, such as premature birth, prenatal drug exposure, cerebral palsy/spina bifida/ Down syndrome, language delay, and other learning disabilities, as well as environmentally caused deficits, including abuse, neglect, or trauma.

Language: English

ISSN: 1054-0040

Article

Il contributo delle neuroscienze per l’educazione / La contribución de las neurociencias a la educación / The contribution of Neuroscience to Education

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 7, no. 1

Pages: 35-41

Child development, Neuroscience

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Abstract/Notes: La mia personale attenzione agli apporti della biologia e, più in particolare, delle neuroscienze per la conoscenza dei processi di sviluppo, apprendimento e formazione (a livello motorio, sensoriale, linguistico, emotivo) e, parallelamente, per lo studio dei processi di cambiamento che si verificano nel corso delle varie età della vita individuale, mi hanno portata a formulare la proposta (confluita nel testo Educazione e senescenza) dello studio comparato della mente bambina e della mente anziana e, in particolare, dello studio dei processi di invecchiamento bio-psicologico e socioantropologico. Le domande iniziali sono state: quale la struttura del cervello, le sue funzioni?, in quale modo le modificazioni cerebrali intervengono a modificare la mente? Per rispondere a questi quesiti, si presentava ineludibile lo studio delle ricerche che in quegli anni si andavano moltiplicando sul cervello e le sue funzioni. Tutto ciò collegato ai contributi che alla mia prima formazione aveva dato il testo di Maria Montessori “La mente del bambino”, unitamente alla conoscenza delle tesi dell’evoluzionismo darwiniano. Si tratta di spiegare i comportamenti umani in termini di attività del sistema nervoso e ad approfondire le interconnessioni cervello-mente-ambiente nonché i collegamenti tra basi neuronali, meccanismi fisio-psicologici (agire, percepire, pensare, parlare, apprendere, comunicare) e ruolo dei contesti ambientali nell’attivare il potenziale di sviluppo e nell’innescare l’attività mentale. / Mi interés personal por las aportaciones de la biología y, más en particular de las neurociencias, al conocimiento de los procesos de desarrollo, aprendizaje y formación (a nivel motor, sensorial, lingüístico, emotivo) y, en paralelo, por el estudio de los procesos de cambio que se verifican en el curso de las sucesivas etapas de la vida de las personas, me han llevado a formular la propuesta (de la que nació el libro Educación y senectud) de hacer un estudio comparado de la mente infantil y la mente anciana y, más en particular, un estudio de los procesos de envejecimiento bio-psicológico y socio-antropológico. Las cuestiones planteadas han sido las siguientes: ¿cuál es la estructura del cerebro y cuáles sus funciones?, ¿de qué modo las modificaciones cerebrales provocan cambios en la mente? Para contestar a estas preguntas se hacía necesario el estudio de las investigaciones frecuentes aquellos años sobre el cerebro y sus funciones. Todo ello vinculado, por otra parte, a las contribuciones que, en relación a la primera infancia, nos había proporcionado María Montessori en su obra “La Mente del niño”, así como las tesis del evolucionismo darwiniano. Se trata de explicar el comportamiento humano en términos de actividad del sistema nervioso y profundizar en las interconexiones que se establecen entre cerebro-mente-ambiente, así como las relaciones entre las bases neuronales, los mecanismos fisio-psicológicos (actuar, percibir, pensar, hablar, aprender, comunicarse) y el rol de los contextos ambientales a la hora de activar el potencial de desarrollo y desencadenar la actividad mental. / My personal interest in the contributions of biology and, more particularly of neurosciences, to the knowledge of the processes of development, learning and training (to the motor, sensory, linguistic and emotional level) and, in parallel, my interest in the study of the processes of change that take place in the course of the successive stages of people’s lives, have led me to formulate the proposal (from which the book Education and Senescence was born) to make a comparative study between the infant mind and the old people mind and, more particularly, a study of the processes of bio-psychological and socio-anthropological aging. The questions raised have been the following: what is the structure of the brain and which are its functions?; how do brain changes cause changes in the mind? To answer these questions it became necessary to study the quite frequent researches in those years about brain and its functions. All this linked, on the other hand, to the contributions that, in relation to early childhood, Maria Montessori had given us in her work “The Mind of the Child”, as well as the theses of Darwinian evolutionism. It is about explaining human behavior in terms of activity of the nervous system and deepening the interconnections that are established among brain-mind-environment as well as the relationships among the neuronal bases, the physio-psychological mechanisms (act, perceive, think, speak , learn, communicate) and the role of environmental contexts in activating the development potential and triggering the mind activity.

Language: Italian

ISSN: 2255-0666

Doctoral Dissertation

When Pedagogy Matters: Insights from Montessori Education on the Development of Performance Monitoring

Available from: Université of Lausanne

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Abstract/Notes: The rapid pace of changes faced by todays young people calls for pedagogical practices that equip them not only with knowledge but also with the ability to think effectively, flexibly, and independently. This process rely on performance monitoring, a fundamental function of learning. When individuals notice something unexpected, such as an error, they tend to pause. In learning from this discrepant event, they adapt their behavior accordingly. Although performance monitoring is essential for academic learning and improves throughout childhood, its susceptibility to educational influences has not been studied. Pedagogical traditions differ on how they teach children to learn from feedback and errors. Traditional education provides children from one age group with opportunities to engage in work, and then to learn about and correct their performance later based on a teachers feedback and evaluation. By contrast, Montessori education focuses on supporting children in self-correcting in real time. It utilizes specialized materials that encourage childrens self-discovery of relevant concepts, and multi-age classes in which children discuss answers as they work. Here, we compared performance monitoring in children aged 4-15 years attending traditional or Montessori classes. Our multimodal approach (behavior, EEG, and MRI) revealed that 1) cortical regions related to performance monitoring un- dergo significant changes between the ages of 5 and 13 years; 2) children of that age do not process errors as adults do, and 3) pedagogical practices modulate both be- havior and neural responses. More specifically, the behavioral, morphometric and EEG neural data reveal significant differences in how students notice and react to errors, and in how they self-correct. fMRI analyses reveal difference in brain net- work connectivity between students from the two groups, and suggest differences in error correction strategies. Finally, higher academic performances were not at- tributable to higher executive functions, but rather differences in creativity abilities. Our work suggests that how students learn from errors reflects childhood schooling experience. Performance monitoring styles are also likely associated with youths cognitive flexibility more broadly, influencing how they react to novel or unex- pected outcomes. [Au vu du rythme effréné des changements auxquels sont confrontés les jeunes, il est essentiel que les pratiques pédagogiques ne se concentrent pas uniquement sur la transmission de connaissances, mais également sur leur capacité dapprendre de manière efficace, flexible et indépendante. L’élément central à cette entreprise est de favoriser une approche autodirigée et orientée sur les processus, dans laque- lle les élèves développent la capacité d’apprendre de leurs erreurs. Ce processus est appelé la gestion de la performance. Bien que la gestion de la performance soit essentielle aux apprentissages scolaires et se développe durant l’enfance, sa sus- ceptibilité aux influences pédagogiques n’a pas encore été étudiée. Ici, nous avons comparé la gestion de la performance chez des enfants âgés de 4 à 15 ans, issus de classes traditionnelles ou Montessori. Alors que les pratiques pédagogiques traditionnelles mettent l’accent sur le fait que les élèves apprennent à partir des commentaires des enseignants, les pratiques pédagogiques Montessori encouragent les élèves à travailler de manière autonome avec du matériel spéciale- ment conçu pour permettre de faire et dapprendre de leurs erreurs. Notre approche multimodale (comportement, EEG, IRM) nous a permis de dévoiler que 1) les ré- gions corticales liées à la gestion de la performance subissent des changements im- portants entre 5 et 13 ans; 2) les enfants de cet âge ne traitent pas l'erreur de la même manière que les adultes, et que 3) les pratiques pédagogiques modulent à la fois le comportement et les réponses cérébrales. Ce travail constitue une première étape connectant la recherche sur la gestion de la performance avec l’émergence des habitudes mentales chez les enfants dans leurs environnements scolaires, avec des implications directes pour la recherche en développement, les professionnels de l’enfance, et les politiques.]

Language: English

Published: Lausanne, Switzerland, 2020

Book Section

Kinesiologische Diagnostik nach Vojta. Zur Frühdiagnostik zentraler Koordinationsstörungen [Kinesiological diagnostics according to Vojta. For the early diagnosis of central coordination disorders]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 241-249

Cerebral palsied children, Children with disabilities, Conferences, Developmental disabilities, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Vojta therapy, Václav Vojta - Philosophy

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

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