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21 results

Article

Those Mysterious Montessori Materials: The Sandpaper Letters and the Moveable Alphabet

Publication: Tomorrow's Child, vol. 1, no. 2

Pages: 25–26

Language acquisition, Language development, Montessori materials, Montessori method of education, Moveable alphabet, Reading, Sandpaper letters, Writing - Instruction and study

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Language: English

ISSN: 1071-6246

Article

Building a Stairway to Literacy with the Montessori Moveable Alphabet

Publication: Montessori International, vol. 68

Pages: 18–20, 22–24

Montessori materials, Montessori method of education, Moveable alphabet, Reading, Writing - Instruction and study

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Language: English

ISSN: 1470-8647

Article

Montessori Explained - The Moveable Alphabet

Publication: Montessori Insights

Montessori materials, Montessori method of education, Moveable alphabet, Writing - Instruction and study

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Language: English

Article

The Moveable Alphabet

Publication: Montessori International, vol. 9, no. 2

Pages: 14–15, 42

Montessori materials, Montessori method of education, Moveable alphabet, Writing - Instruction and study

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Abstract/Notes: Part 2 of 2

Language: English

ISSN: 1470-8647

Article

The Moveable Alphabet

Publication: Point of Interest, vol. 4, no. 5

Pages: 1–4

Montessori materials, Montessori method of education, Moveable alphabet

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Language: English

Article

Moveable Alphabet: Towards Spontaneous Reading and Writing

Publication: Montessori Talks to Parents, vol. 2, no. 1

Pages: 14-17

Maria Montessori - Writings, Montessori materials, Montessori method of education, Moveable alphabet, Reading, Writing - Instruction and study

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Abstract/Notes: Excerpt from The Formation of Man.

Language: English

ISSN: 0749-565X

Conference Paper

Moveable Älıpbi: The Montessori Method for Robot-Assisted Alphabet Learning

Available from: Springer Link

International Conference on Social Robotics 2022

Asia, Central Asia, Information and communications technology (ICT), Kazakhstan, Montessori method of education, Moveable alphabet, Robotics in education, Technology and children

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Abstract/Notes: The Montessori method is well-known for its child-centered and hands-on learning approach for early literacy development. This study is the first to apply the Montessori method in robot-assisted language learning (RALL). We developed an alphabet learning system that consists of a Moveable alphabet, a tablet, and a social robot. We conducted a between-subjects experiment with 89 Kazakh children aged 6–11 that learned the Kazakh Latin alphabet either with a Montessori-human (MH) or a Montessori-robot (MR) teacher. We examined the effects of the learning method on children’s learning gains and emotional outcomes across these two conditions. Our results suggest that in the Montessori learning environment the MH teacher was significantly more effective in providing early literacy support than the MR teacher. The emotional states were mixed between grades, but the children in the MR condition felt happier than those in the MH condition in Grades 1 (ages 6–7) and 4 (ages 10–11). This exploratory study suggests testing the method’s effectiveness in long-term child-robot interactions, with varied learning tasks over time.

Language: English

Published: Cham, Switzerland: Springer, 2022

Pages: 114-123

DOI: 10.1007/978-3-031-24670-8_11

ISBN: 978-3-031-24670-8

Article

Pendampingan Literasi Dasar Untuk Guru SDN Gading Kulon 2 Menggunakan Phonics Song Dan Large Movable Alphabet (LMA) Montessori Apparatus [Basic Literacy Assistance for Gading Kulon 2 Elementary School Teachers Using Phonics Song and Large Movable Alphabet (LMA) Montessori Apparatus]

Available from: Jurnal Pengabdian Masyarakat Mandira Cendikia

Publication: Jurnal Pengabdian Masyarakat Mandira Cendikia, vol. 3, no. 2

Pages: 39-45

Asia, Indonesia, Literacy, Montessori materials, Southeast Asia

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Abstract/Notes: SDN Gadingkulon 2 is located in Princi hamlet, Gadingkulon village, Dau sub-district, Malang Regency. The basic literacy teaching method at this school previously focused on recognizing letter symbols without a deep understanding of phonetic letter pronunciation. The method used in this service activity is Focus Group Discussion, basic literacy assistance which includes activities (phonic songs, identifying sounds, matching letters to pictures, identifying sounds with words), literacy learning assistance, and reflection and follow-up. The obstacle experienced in this activity is that the teacher must be able to match the letters being read with the appropriate vowel sounds. As a result of this mentoring activity, teachers can understand and apply basic literacy according to good and correct Indonesian language rules. The problem with this activity is that teachers still pronounce letter sounds according to the old method, this can be eliminated with continuous practice. / Metode pengajaran literasi dasar di SDN Gadingkulon sebelumnya fokus pada pengenalan symbol huruf tanpa pemahaman yang mendalam tentang pelafalan huruf fonetik. Metode yang digunakan dalam kegiatan pengabdian ini Focus Group Discussion, pendampingan litereasi dasar yang di dalamnya ada kegiatan (phonic song, mengidentifikasi bunyi, mencocokan dengan gambar huruf, mengidentifikasi bunyi dengan kata), pendampingan pembelajaran literasi, dan refleksi dna tindak lanjut. Kendala yang dialami pada kegiatan ini guru harus bisa menyesuaikan antara huruf yang dibaca dengan bunyi vocal yang sesuai. Hasil dari kegiatan pendampingan ini guru-guru dapat memahami dan menerapkan literasi dasar sesuai dengan kaidah Bahasa Indonesia yang baik dan benar. Adapun kendala dari kegiatan ini guru-guru masih melafalkan bunyi huruf sesuai dengan metode lama, hal ini dapat dihilangkan dengan Latihan secara terus menerus.

Language: Indonesian

ISSN: 2963-2188

Article

Teaching the Alphabet

Publication: LM Courier

Pages: 2, 6

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Language: English

Conference Paper

The Effects of Dyadic vs Triadic Interaction on Children's Cognitive and Affective Gains in Robot-Assisted Alphabet Learning

Available from: Springer Link

International Conference on Social Robotics 2022

Asia, Central Asia, Information and communications technology (ICT), Kazakhstan, Montessori method of education, Robotics in education, Technology and children

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Abstract/Notes: Robot-assisted language learning (RALL) is an emerging field of human-robot interaction to support language acquisition and literacy development with a social robot in multi-modal ways. As learning is an inherently social activity, the effectiveness of dyadic and triadic types of social interaction in RALL and child-robot interaction (CRI) needs to be investigated. In early literacy education, the Montessori method is a remarkable child-centered and collaborative learning approach. Bridging these two spaces, our work attempts to examine if the nature of social interaction, dyadic and triadic, affects children’s outcomes in an environment that adheres to the Montessori principles. To this end, we conducted a between-subject design experiment with 33 Kazakh children aged 6–8 to compare the effectiveness of learning Kazakh Latin in the dyadic and triadic conditions in a Moveable Alphabet learning scenario with a social robot. The analyses revealed mixed results for dyadic and triadic conditions in terms of cognitive gains, while emotional engagement was better in the triadic condition. We discuss these results in the perspective of key insights from the current study and implications for future research.

Language: English

Published: Cham, Switzerland: Springer, 2022

Pages: 204-213

DOI: 10.1007/978-3-031-24670-8_19

ISBN: 978-3-031-24670-8

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