Language: English

ISSN: 1071-6246

Abstract/Notes: A high-quality, foundational education offers lifelong benefits for young children. The problem is that working memory in pre-school-aged children is declining and could be impaired by the extraneous cognitive load imposed during engagement with screen media apps and/or preschool programs. Although the pedagogical practices associated with Montessori preschool programs have been found supportive of cognitive load germane to learning and improved working memory, they have not been fully considered in relation to preschoolers' screen media use. The cognitive load created by screen media apps could affect their usefulness as learning tools. The purpose of this quantitative study was to discover any links between preschoolers’ working memory function; passive, active and/or total screen time; and Montessori preschool program exposure. The study was conducted through the lenses of the executive function construct and cognitive load theory. Data on children’s working memory and screen time were collected from a convenience sample of 60 parents: 30 Montessori, and 30 non-Montessori. Parents completed a one-time administration of BRIEF-P and Screen Time Questionnaires on behalf of their child. Findings from multiple regression analysis indicated no link between Montessori preschool exposure or parent-controlled total, passive, or active screen time; and young children’s working memory, although a significant inverse relationship was found between active screen time and Montessori exposure. The results could inform virtual and hands-on pedagogical protocols that support working memory and improve pre-school-aged children’s learning and preparation for life. Each incidence of successful learning for a precious young child is a positive social change.

Language: English

Published: Minneapolis, Minnesota, 2022

Language: English

DOI: 10.1080/09602010042000222

ISSN: 0960-2011

Abstract/Notes: AbstractObjective: To compare the memory scores in mild dementia elderly who attended Montessori-based Memory training with the control group who did not.Method: The Solomon four-group design was used to test the memory of the subjects. The subject of the study consisted of 40 elderly at Banbanglamung Social Welfare Development Center for Older Persons. Participants were divided to 2 experimental and 2 control groups by random sampling technique. Mini mental status Exam-Thai 2002 and Thai Geriatric Depression scale were used as a tool in selecting the subject and a tool to differentiate the mild dementia elderly group from the depressed group. The digit span and digit symbol subtests of The Wechsler Intelligence scale were used in memory testing. The data obtained was analyzed by means of descriptive statistics, t-test and one-way ANOVA.Results: The average scores of the digit span and digit symbol of the experimental groups and the controlled groups were significantly different (p<0.05). After 4 weeks of training, the average scores ofthe experimental groups increased more than that of the controlled group. After training, the average scores of memory of the four groups were significantly indifferent (p<0.05). Digit symbol scores of the experimental groups were higher than of the controlled groups by using LSD method.Conclusion: After memory training, the average scores of the digit span and digit symbol of the experimental groups were significantly higher than the controlled group. This differentce still persistedat the 12th week of training. Therefore, this memory training should be used with the elderly to prevent and delay dementia.

Language: Thai

ISSN: 2697-4126

Abstract/Notes: The purpose of this study was to examine how a dementia friendly memory book following Montessori-based principles is created. Research participants included 17 undergraduate students and 12 interviewees. Undergraduate students selected a timeline based on the common age for individuals with dementia, took steps to create a memory book based on Montessori-based principles, conducted interviews to ensure accuracy of memory book, and compiled feedback from the interviews to modify content. The result was a memory book that was meant to facilitate meaningful and engaging conversations for individuals with dementia.

Language: English

Published: Mankato, Minnesota: Minnesota State University, Apr 12, 2022

Abstract/Notes: Opinnäytetyömme aiheena oli kuvailevan kirjallisuuskatsauksen avulla löytää montessoripedagogiikan ja toimintaterapian kuntoutuskeinoja muistisairaiden kanssa työskenneltäessä. Tutkimuskysymyksemme olivat 1) Mitä Montessoripedagogiikan menetelmiä käytetään muistisairaiden kuntoutuksessa? 2) Mitä keinoja toimintaterapiassa käytetään muistisairaiden kuntoutuksessa MOHO-mallin kautta tarkasteltuna? 3) Voiko montessoripedagogiikan kuntoutuskeinoja hyödyntää toimintaterapiassa? Opinnäytetyömme toteutettiin kuvailevana kirjallisuuskatsauksena. Aineistoa hankittiin Cinhal, Pubmed, Cochrane library, ProQuest Central, Taylor & Francis, Ovid ja ScienceDirect tietokannoista. Kirjallisuuskatsaus koostui 12 aineistosta, jotka valikoituivat eksplisiittisesti. Aineiston analyysimenetelmänä käytettiin teemoittelua. Aineistoista esiin tulleiden tulosten mukaan muistisairaan kuntoutus koostuu ympäristön muokkauksesta, tehtävien ja toimintojen muokkauksesta, virheettömästä oppimisesta, hoitohenkilökunnan ja omaishoitajien kouluttamisesta ja muistisairaan henkilöhistoriaan tutustumisesta. Tulosten perusteella montessoripedagogiikan käyttämät kuntoutuksen keinot ovat samankaltaisia toimintaterapiassa käytettyjen kanssa, vaikkakin toimintaterapia tarjoaa laajemman valikoiman kuntoutuskeinoja. Montessoripedagogiikalle ominainen keino, jota toimintaterapian aineistossa ei mainittu oli ympäristön muokkaukseen liittyvä ympäristön valmistelu haluttua toimintaa varten. Opinnäytetyömme tulosten perusteella toimintaterapiassa ja montessoripedagogiikkassa käytetyt kuntoutuksen keinot ovat samankaltaiset keskenään. Tuloksia tarkastellessa huomaa toimintaterapian tarjoavan yksilöllistä ja ryhmämuotoista kuntoutusta. Toisin kuin montessoripedagogiikkassa, kuntoutus keskittyy kokonaisen yhteisön kuten vanhainkodin asukkaiden kuntoutukseen muuttamalla hoitohenkilökunnan työskentelytapoja. Toimintaterapiassa voidaan hyödyntää tiettyjä montessoripedagogiikan kuntoutuksen keinoja, kuten ympäristön valmistelua. Kuntoutuskeinojen ollessa hyvin samankaltaisia on jatkossa tärkeää tutkia montessoripedagogiikan ja toimintaterapian kuntoutuskeinojen vaikuttavuutta, jotta voidaan luoda ymmärrystä vaikuttavimmista kuntoutuksen muodoista muistisairaiden kanssa työskenneltäessä. [The topic of our thesis was to use a descriptive literature review to find rehabilitation methods of Montessori pedagogy and occupational therapy when working with memory patients. Our research questions were 1) What methods of Montessori pedagogy are used in the rehabilitation of memory sufferers? 2) What methods are used in occupational therapy in the rehabilitation of people with memory problems when viewed through the MOHO model? 3) Can the rehabilitation methods of Montessori pedagogy be used in occupational therapy? Our thesis was implemented as a descriptive literature review. Data were obtained from Cinhal, Pubmed, Cochrane library, ProQuest Central, Taylor & Francis, Ovid and ScienceDirect databases. The literature review consisted of 12 materials that were explicitly selected. Thematic analysis was used as the data analysis method. According to the results that emerged from the data, the rehabilitation of a person with memory loss consists of modifying the environment, modifying tasks and activities, error-free learning, training nursing staff and caregivers, and getting to know the personal history of the person with memory loss. Based on the results, the means of rehabilitation used in Montessori pedagogy are similar to those used in occupational therapy, although occupational therapy offers a wider range of rehabilitation means. A method characteristic of Montessori pedagogy, which was not mentioned in the occupational therapy material, was the preparation of the environment related to the modification of the environment for the desired activity. Based on the results of our thesis, the rehabilitation methods used in occupational therapy and Montessori pedagogy are similar. Looking at the results, you can see that occupational therapy offers individual and group rehabilitation. In contrast to Montessori pedagogy, rehabilitation focuses on the rehabilitation of an entire community, such as the residents of a nursing home, by changing the working methods of the nursing staff. In occupational therapy, certain rehabilitation methods of Montessori pedagogy can be used, such as preparing the environment. As the rehabilitation methods are very similar, it is important in the future to study the effectiveness of the rehabilitation methods of Montessori pedagogy and occupational therapy, in order to create an understanding of the most effective forms of rehabilitation when working with memory patients.]

Language: Finnish

Published: Helsinki, Finland, 2021

Abstract/Notes: The aim of this practice-based thesis was to create a guidebook for Montessori Droppen (kindergarten in Haparanda, Sweden), about how to use creative methods in their working environment. The guidebook provides tools for using creative methods through theory and exercises for three-to-five-year-old children. The development of the guidebook adapted the phases of a product development process, and the employees accompanied in its making. As a result of this practice-based thesis, the guidebook includes basic information about Montessori pedagogy, group dynamics, creative methods and pedagogical documentation. Additionally, the guidebook handles the basic principles of leading exercises in creative methods. The exercises in creative methods are themed under six main topics: play & imagination, movement and body awareness, strengthening of expression, development of self-esteem, group work and the child’s own strong points. The guidebook is illustrated with pictures and drawings that clarify how the exercises should be carried out. The guidebook is mainly designated for the employees of Montessori Droppen, but, since it is informative, it can also be used by trainees. Further development ideas for this guidebook were, for example, to do themed guidebooks that concentrate on one certain way to implement creative methods (music, arts, drama) or, for example, training projects, where the employees could test the guidebook’s exercises themselves. It would be also possible to extend the guidebook to include different age-groups. / Opinnäytetyöni tarkoituksena oli luoda opas luovien menetelmien käytöstä haaparantalaiselle Montessori Droppen –päiväkodille. Oppaan tarkoituksena on antaa valmiuksia teorian ja harjoitteiden kautta luovien menetelmien ohjaamiseen 3–5 -vuotiaille päiväkotiryhmässä. Oppaan syntyminen mukaili tuotekehitysprosessin vaiheita, ja sen luomiseen osallistuivat myös toimeksiantajan työntekijät. Toiminnallisen opinnäytetyön tuloksena syntynyt opas sisältää perustiedot montessoripedagogiikasta, ryhmädynamiikasta, luovista menetelmistä sekä pedagogisesta dokumentoinnista. Lisäksi siinä käsitellään luovien menetelmien ohjaamisen perusperiaatteita. Itse luovien menetelmien harjoitteet on jaoteltu kuuteen eri alakategoriaan, jotka ovat leikki & mielikuvitus, liike & kehon-tuntemus, ilmaisun vahvistaminen, itsetunnon kehittyminen, ryhmätyö sekä lapsen omat vahvat puolet. Lisäksi opas on kuvitettu harjoitteita havainnollistavilla kuvilla ja piirroksilla. Opas on tarkoitettu lähinnä Montessori Droppenin työntekijöille, mutta informatiivisuudeltaan sen käyttö on mahdollista myös esimerkiksi harjoittelijoille. Oppaasta syntyneitä jatkokehitysehdotuksia olivat esimerkiksi vain tiettyyn luovien toteuttamistapaan (musiikki, kuvataide, draama) syntyneet teemaoppaat tai esimerkiksi vaihtoehtoisesti koulutuskokonaisuudet, joissa työntekijät pääsisivät itse kokeilemaan oppaasta löytyviä harjoituksia. Lisäksi myös oppaiden laajentaminen eri ikäryhmiin olisi mahdollista.

Language: Finnish

Published: Joensuu, Finland, 2012

Abstract/Notes: tribute

Language: English

ISSN: 1522-9734

Abstract/Notes: Dalla conferenza tenuta il 6 maggio 1962 presso il Centro Internazionale di Studi Pedagogici di Sèvres in occasione della commemorazione di Maria Montessori nel decennale della sua scomparsa. [From the conference held on May 6, 1962 at the International Center for Pedagogical Studies of Sèvres (France) on the occasion of the commemoration of Maria Montessori on the tenth anniversary of her death.]

Language: Italian

Published: Roma, Italy: Comitato italiano dell'OMEP, 1967

Abstract/Notes: In two independent experiments, the performance of 4-year-old children drawn from Montessori classrooms was compared with that of children attending traditional preschools. It was speculated that the Montessori children might excel in social cognitive reasoning and in memory—both indirect consequences of the cognitive skills targeted by the curriculum. In Experiment 1, there were three social cognitive tasks—referential communication, speech differentiation, and identifying emotions. In Experiment 2, there were two memory problems—recognition of logically related objects, and free recall. There was no evidence of a difference in the level of performance of children from the two types of schools on social cognitive tasks, and both groups recoded messages more effectively to explicit requests from the listener than to implicit ones. For memory, the Montessori children excelled on the recognition problem, but there was no difference between groups on free recall. It was concluded that the Montessori curriculum does influence cognitive development beyond the narrow bounds of the cognitive skills ostensibly taught in the classroom, but the impact is greatest where there is a close relation between the specific concepts learned in class and the skill in question.

Language: English

DOI: 10.1016/0361-476X(80)90033-8

ISSN: 0361-476X