Abstract/Notes: The purpose of this research was to: 1) study the academic administration status in the activities to enhance experiences based on Montessori concept of early childhood schools under the Office of Basic Education Commission, Chiang Mai Province by using PDCA 2 process ) Develop an academic administration manual for activities that enhance the experience based on Montessori concepts of early childhood schools under the office Using the PDCA process. The target population used in this study is school administrators. Primary teachers Parents of early childhood students in the number of 90 people. The tools used in the research are the questionnaire, summary form, group meeting (Work Shop), suitability assessment and feasibility of the manual. And an academic administration manual on activities that enhance the experience based on Montessori concepts Analyze data by analyzing and synthesizing content The research found that State of academic administration in activities to enhance experiences based on Montessori concepts of early childhood schools under the Office of the Basic Education Commission, Chiang Mai Province Academic administration is conducted according to the PDCA cycle, which covers academic work in curriculum development at the early childhood level of 2017in terms of learning experience. In the development of instructional media Development assessment With the highest level of operation But still lacking cooperation from all parties in a systematic way, making academic administration in some schools not achieving the goal as expected Therefore, the group meeting to find the results of the development of the academic administration manual according to Montessori concept is carried out according to the PDCA cycle and the rules are clearly defined. For use in the administration of academic administration at the early childhood level of schools under the Office of Basic Education Commission, Chiang Mai Province

Language: Thai

ISSN: 2673-0731

Abstract/Notes: The purpose of this article was to announce the existence of 35 unpublished booklets on Montessorian music education that were conceived by Maria Montessori and authored by her music consultant, Anna Maria Maccheroni, at the beginning of this century. These booklets considerably extend the brief portions devoted to music in Montessori's publications. The joint effort of these two women resulted in a comprehensive program that is distinctive by reason of unique aspects that include (1) collaboration, (2) structure, (3) prepared environments, (4) auto-education, (5) control of error, (6) isolation of the aural sense, and (7) scope. Representative examples of distinctive features and a cursory description of the booklets and their contents are presented.

Language: English

DOI: 10.2307/3345174

ISSN: 0022-4294

Abstract/Notes: The purpose of this study was to examine the executive function of 4th- to 6th-grade students in three distinctively different private school environments: a Montessori school, a classical school, and a Catholic school. Using the Behavior Rating Inventory of Executive Function, parent-teacher dyads rated the executive function of 112 students. Results indicated differences in executive function ratings according to school environment, as well as by the source of the rating, with parents tending to rate their children higher as compared to the teacher ratings.

Language: English

DOI: 10.1080/02568543.2012.711431

ISSN: 0256-8543, 2150-2641

Abstract/Notes: Descriptive and ecobehavioral analyses were used to explore the daily activity contexts in classroom settings reflecting two distinct models of early childhood education. Activity context, social configurations, teacher behavior, and child behavior were explored, with specific consideration given to peer verbal behavior as an indicator of social interaction. Twenty-four children between the ages of 3 and 6 years enrolled in a Montessori classroom and 26 children between the ages of 3 and 5 years enrolled in a traditional preschool classroom were observed over a 3-month period using the Ecobehavioral System for Complex Assessment of Preschool Environments (ESCAPE; Carta, Greenwood, & Atwater, 1986). Overall, activity context, social configurations, teacher behavior, and child behavior varied across settings in ways consistent with program philosophies. However, levels of peer verbal interaction did not vary significantly.

Language: English

DOI: 10.1080/02568540809594655

ISSN: 0256-8543, 2150-2641

Abstract/Notes: Since Martin Luther, religious education has largely been identified with catechism that used question and answer method, particularly in the Catholic church. For a person with intellectual disability, this offers a grave difficulty in religious formation. Could there be alternatives? The present study aimed at exploring the benefits of Catechesis of the Good Shepherd (CGS) for children living with intellectual disabilities. The participants were 23 children and nine care-givers in a Catholic context in Kenya. Observation guides and interviews were used to collect data that showed that children with intellectual disabilities had the ability to spontaneously relate with the spiritual world, and in some cases, with Jesus. The findings confirmed that the CGS offers children with special needs the space, tools, and time to get in touch with the Divine through witnessing to the narrative of the Word.

Language: English

DOI: 10.1007/s40839-018-0069-5

ISSN: 2199-4625

Language: English

DOI: 10.1007/s40839-014-0007-0

ISSN: 2199-4625

Abstract/Notes: Erik H. Erikson wrote three articles when he was in his late-twenties and an up-and-coming member of the psychoanalytic community in Vienna. At the time he wrote these articles, he was in a training psychoanalysis with Anna Freud, teaching at the Heitzing School in Vienna, and learning the Montessori method of teaching. These articles focus on the loss of primary narcissism and the development of the superego (or punitive conscience) in early childhood, especially through the child’s conflict with maternal authority. They support the idea that melancholia, with its internalized rage against the mother, is the inevitable outcome of the loss of primary narcissism. I note, however, that the third of these articles makes a case for the restorative role of humor, especially when Freud’s view that humor is a function of the superego is taken into account.

Language: English

DOI: 10.1007/s10943-008-9178-x

ISSN: 1573-6571

Abstract/Notes: This study developed a typology of recommended teacher practices related to whole-group instruction in preschool classrooms and examined the relationship between teachers' use of the practices and children's attentiveness. Thirty-nine classrooms in 31 schools (15 public and 16 private) were observed during regularly scheduled whole-group instruction sessions. Bivariate correlations indicated a positive relationship between children's attentiveness and number of practices that teachers used, but not between attentiveness and length of activity. Regression analyses suggested a set of eight specific practices that are related, with length of activity, to children's attentiveness.

Language: English

DOI: 10.1080/02568543.2012.657744

ISSN: 0256-8543, 2150-2641

Abstract/Notes: The study compares two groups of students who graduated from high school in the Milwaukee Public Schools (MPS) during 1997–2001. Students who had participated in MPS Montessori programs from preschool through 5th grade were matched to a comparison group on the basis of gender, SES, race/ethnicity, and high school attended. Data from the ACT and WKCE, as well as overall and subject-specific high school grade point averages, were used in exploratory and confirmatory factor analyses. Once a model was established, the factors were regressed on the students' demographic characteristics and type of elementary education in a structural equation modeling framework. The Montessori group had significantly higher scores on tests associated with the math/science factor. There were no significant group differences for the factors associated with English/social studies and grade point average.

Language: English

DOI: 10.1080/02568540709594622

ISSN: 0256-8543, 2150-2641

Abstract/Notes: This research paper will seek to address the ensuing principal research question: “What has been the role of early childhood education for the mentally ill child?” The Montessori principles which can be found in the proposed research lies in the fact that relative research undertaken on the role of mentally ill children's education still continue to be in its infancy stage. There are a number of academic publications which have focused on the identification of key areas in need of further study between students‟ social, emotional wellbeing, mental health and their school success as well as academic achievement. This research aims to investigate to what extent Maria Montessori„s argument could be significant for today‟s educational policies for the mentally ill. Montessori studied her mentally disabled patients, listening and carefully noting their response to her attempts to implement Séguin's educational methods, as well as their progress in becoming increasingly independent and verbal. The study will target this void by enunciating, refining and encompassing some of the recent hypothetical viewpoints of Montessori education and mental care.

Language: English

DOI: 10.5281/zenodo.3952657

ISSN: 2395-2210