Language: English

ISSN: 1178-6213, 2744-662X

Abstract/Notes: Niniejszy artykuł przedstawia główne cechy praktyki mindfulness i stara się wskazać analogię do niektórych aspektów dotyczących dydaktyki edukacji wczesnoszkolnej. Badania sugerują, że praktyka mindfulness ma pozytywny wpływ na populację dorosłych. Natomiast badania dotyczące wykorzystania mindfulness w pracy z dziećmi są obecnie rzadkie, chociaż są coraz częściej podejmowane przez pedagogów i psychologów ukierunkowanych na poziom szkoły podstawowej i nie tylko. W niniejszym artykule przedstawiamy metody, dzięki którym praktyka mindfulness może być stosowana w nauczaniu dzieci w wieku przedszkolnym i przedprzedszkolnym. W niektórych przypadkach istnieją dowody na to, że aktywności obecne w metodzie Montessori mogą być zapożyczone i rozwinięte zgodnie z zasadami treningu mindfulness. Niniejszy artykuł przedstawia, w jaki sposób typowe zajęcia, takie jak ćwiczenia sensoryczno-motoryczne, ćwiczenia selektywnej uwagi i ćwiczenia z życia praktycznego mogą być prowadzone pod kątem treningu mindfulness. Szkolenie nauczycieli to kolejny aspekt, który należy rozważyć przy stosowaniu praktyki mindfulness w klasie przedszkolnej. / This text presents the main characteristics of mindfulness practice and seeks to draw a parallel among some aspects of didactics for early childhood education. Research suggests that mindfulness practice has had a positive impact on the adult population. While surveys on the use of mindfulness with children are scarce at present, this type of research is increasing among educators and psychologists targeting primary school level and beyond. In this article, we present the methods by which mindfulness practice can be applied in the teaching of nursery and pre-primary school children. In some instances, there is evidence that activities present in the Montessori Method can be borrowed and developed in accordance with the principles of the Mindfulness training. This article outlines how typical activities, such as sensory-motor practice, selective attention exercises and the exercises of practical life can be applied in the mindfulness training. Teacher training is another aspect to consider when applying mindfulness practice in the nursery school classroom.

Language: Polish

DOI: 10.35765/eetp.2023.1869.07

ISSN: 2353-7787

Language: English

ISSN: 1054-0040

Abstract/Notes: This action research studied the effects of mindfulness, meditation, and simple yoga exercises on children in the aftermath of emotional trauma and isolation due to COVID-19. The research further explored how these strategies interact with Montessori philosophy and whether a public Montessori school’s virtual upper elementary environment can accommodate such practices. The study took place over four weeks. Thirty-one upper elementary students in a public metropolitan Montessori school received daily guidance on mindfulness and mediation via Google Meet and instructional videos. The researcher used online pre- and post-surveys, checklists, and students’ journals to collect data. Over the course of the study students demonstrated increased comfort level when expressing emotions. Further study could examine the impact these interventions have if delivered in the non-virtual Montessori classroom.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: Excerpt from Child of the World (Michael Olaf's Essential Montessori for ages 3-12), with introduction by Tim Seldin

Language: English

ISSN: 1071-6246

Abstract/Notes: Presents the guiding philosophy of the North Avondale Montessori School in Cincinnati, Ohio. Discusses foundations of social responsibility, the use of Great Lessons to understand and appreciate the interdependence of all things, the identification and support of children's natural psychological tendencies brought to learning experiences, and the role of the prepared environment. (KDFB)

Language: English

ISSN: 1522-9734

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

Language: English

Published: Rohnert Park, California, 1980

Abstract/Notes: Changing the Educational Landscape is a collection of the best-known and best-loved essays by the renowned feminist philosopher of education, Jane Roland Martin. Trained as an analytic philosopher at a time before women or feminist ideas were welcome in the field, Martin brought a philosopher's detachment to her earliest efforts at revolutionizing the curriculum. Her later essays on women and gender further showcase the tremendous intellectual energy she brought to the field of feminist educational theory. Martin explores the challenges and contradictions posed by the very concept of women's education, and also recognizes how the presence of women necessitates the rearticulation of not only the curriculum but also the standard ideologies in education.

Language: English

Published: New York, New York: Routledge, 1994

Edition: 1st

ISBN: 978-1-315-02155-3

Abstract/Notes: Examines implications of creation stories from a Montessorian perspective. Claims that each era has an epic narrative guiding it, and that current ecology epic can educate and inspire children to fulfill their unique role within the larger meaning of life on earth. Suggests that children have a sense of wonder motivating them to realize their unity with the earth. (KDFB)

Language: English

ISSN: 1522-9734