Abstract/Notes: The Montessori educational approach takes into account the fact that children learn in varied ways and accommodates them all. Each student is given the opportunity to grow as long as they are prepared, supported by their teacher, and have a unique learning plan. The Montessori approach encourages children’s physical development and growth by making sure they are active throughout the day. Along with receiving a comfortable sleep at night, children who are physically engaged frequently have stronger muscles and bones. The prepared atmosphere is referred to as the Montessori classroom. Everything has a place and a purpose in the thoughtfully designed learning environment. Everything is made to be open and accessible, the furniture is lightweight and child-sized, and the learning materials are made to fit in small hands. The present research work is an attempt to understand the effectiveness of the Montessori Method in terms of its anthropological considerations and the infrastructural setup of the learning environment.

Language: English

ISSN: 2581-7795

Abstract/Notes: The Montessori method of teaching is founded on the idea that education should support rather than undermine a child’s natural abilities. Therefore, scientific research on children and an understanding of how development and learning work should serve as the foundation for education. A psychic force or ability is active through physical organs, causing the experience. The action of the structure acting as a proper origin and determining the force is seen from one perspective; the action of the feeling, which catches the practical and formally establishes experience, is seen from the opposite perspective. The use and development of the senses are stressed in the Montessori method. Doing this a child is observed and new ideas and methods are used to develop the senses in the child. This paper is an attempt to show the methods used by Dr. Montessori in her Children’s Houses to develop senses in children.

Language: English

ISSN: 2582-7421

Abstract/Notes: Mazkur maqola rivojlanib borayotgan texnokratik jamiyatda bolalar tarbiyasi doimo muhim ekanligi, Maria Montessori bolalarning o'z-o'zini o'rganish va rivojlantirish qobiliyatlariga ishonish va ularning o'rganish jarayonlarida o'z-o'zining yo'li bilan bormasligi xususida fikr yuritilgan. [This article discusses the importance of child education in a developing technocratic society, Maria Montessori's belief in children's self-learning and self-development abilities, and that they should not go their own way in their learning processes.]

Language: Uzbek

ISSN: 2181-4163

Abstract/Notes: The following research study collected and examined the current practices of Catechesis of the Good Shepherd catechists in Level I (ages 3-6) Atria throughout Wisconsin. Catechesis of the Good Shepherd (CGS), founded by Sofia Cavalletti and Gianna Gobbi, is the religious formation experience of children using the principles of the Montessori method. Around the question of religious formation, we explored literature regarding the Moral Development, Spirituality, and Religious Education of young children. Finding little on the religious formation of Catechesis of the Good Shepherd, while also considering the cultural practices and societal norms of local communities, we created a 22-question survey for CGS Level I catechists examining the qualities of the Atrium, catechist, prayer in the Atrium, and community support specific to Wisconsin. Using an online platform and distribution, we gathered surveys from 67 catechists from all five Roman Catholic dioceses in Wisconsin (Milwaukee, Madison, Green Bay, La Crosse, and Superior). Results focused on laying a foundation of baseline data of current practices. Results revealed that the current implementation of CGS is consistent with catechist training recommendations. Also, most dramatically, 100% of catechists regarded the catechesis as somewhat (31%) or strongly (69%) impacting the faith of the young child. Likewise, 89% of catechists also considered the experience strongly impacting their own faith. The mutual benefit reported for both adult catechists and children suggests that the effect of CGS in religious formation settings is compelling and worthy of investment and further study.

Language: English

Published: River Falls, Wisconsin, 2023

Abstract/Notes: Despite its frequent provision, evidence of nursing interventions in Activities of Daily Living (ADL) remains unclear. Hence, we addressed the research question: What are the effects of ADL nursing interventions on independence and comfort in adults across all care settings? We conducted a systematic review of randomized controlled trials and quasi-experimental studies described in systematic reviews. In three databases, we searched for systematic reviews that we used as a portal to select (quasi) experimental studies. After narratively summarizing the studies on characteristics, effects, and interventions, we assessed the risk of bias. Among the 31 included studies, 14 studies evaluated independence, 14 studies measured comfort, and three studies assessed both outcomes. Seven interventions significantly improved independence and seven interventions significantly improved comfort. The studies varied highly in intervention components, outcome measures, and quality. Evidence on ADL nursing interventions affecting independence and comfort remains fragmented and inconclusive, limiting guidance for nursing professionals.

Language: English

DOI: 10.1016/j.gerinurse.2023.04.015

ISSN: 0197-4572

Language: English

ISSN: 1522-9734

Abstract/Notes: This academic article reflects the thoughts from attending the workshop, promotion of learning management based on the Montessori concept uses writing from real experience in the practice as an observer from the early childhood classroom and first-class classrooms that provides teaching with the Montessori concept. The results reflected the ideas from direct experiences from the workshop participants, showing that the atmosphere in the classroom arrangement was bulging good ventilation, beautiful colors, work, interior colors feel cool and comfortable. The room has a fan enough light shelf arrangement separated into media; beautiful, durable, beautiful colors arranged from top to bottom. Characters are clearly visible and durable. Teachers interact with children in order to allow children to concentrate on themselves. The role of the teacher is to be a mentor to guide the children towards achieving their goals. The students and the students’ joint activities to achieve common goals. The result of the observation made the children absorb the threefold principle, namely, the child had precepts indicating that the collection of things was organized, neat, not separating the workpiece, compassionate to help friends, concentration and mindfulness having determination to complete the work. Intellectually, children are knowledgeable, ppossessing the ability to think step by step, distinguish work pieces assemble words and be able to solve problems easily by yourself.

Language: English

ISSN: 2587-0017

Abstract/Notes: The study aims to evaluate the early childhood education curriculum developed in 2013 using Demirel’s analytical curriculum evaluation model through preschool teachers’ views. The mixed research method was utilized in this study. The participants of the study consist of preschool teachers working in independent public pre-school affiliated with the Ministry of National Education Ankara/ Turkey. The quantitative data consisted of 203 preschool teachers’ responses selected from all districts of Ankara using a stratified sampling method, while the qualitative data consisted of 10 preschool teachers’ responses who volunteered to participate interview. The data of the study were collected through a questionnaire and semi-structured interview form. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed through content analysis. After analyzing the quantitative and qualitative data separately, they were reported in the results section in line with the research questions. The findings of this study revealed that preschool teachers have both positive and negative views about the early childhood education curriculum. As a result of the study, preschool teachers expressed positive views regarding the clarity, comprehensibility, and flexibility of the 2013 early childhood education curriculum they applied, while negative views arose about the existence of a single curriculum for different age groups, lack of resources, limited applicability for all environment, and inadequacy addressing 21st-century skills and new education trends in today's conditions. Additionally, views have been expressed advocating for a longer duration of early childhood education for 5-year-old children.

Language: English

Published: Ankara, Turkey, 2023

Abstract/Notes: The research consisted of a qualitative case study of three urban public Montessori schools with a population of 51% or more of students of color and a commitment of 2 years or more of CRP-ABAR within a Montessori setting. The theoretical framework used for the study was the critical race theory, which is the conceptual foundation for examining inequities in public education. This research dissertation had a focus on gaining an insight into the perceptions of administrators, teachers, and parents toward CRP-ABAR in Montessori schools by examining the practices in three public Montessori schools. The possible connections to student outcomes, such as behavioral referrals, suspension rates, and academic achievement for students of color were explored to determine if any connections exist between CRP-ABAR and outcomes for students of color within a public Montessori setting. Three major themes emerged of the perceptions of administrators, teachers, and parents about the impact of the CRP-ABAR in a Montessori setting. The CRP-ABAR could be delivered through a curriculum-oriented approach or a systemic-oriented approach and the CRP-ABAR connects to Montessori through peace-global education and the prepared teacher-environment. The CRP-ABAR practices impact students of color primarily through social emotional growth with limited academic outcomes. Even with an intentional focus and diversity training, many non-Black teachers’ perceptions of students of color included deficit theory thinking. Some parents believed racism is being dismantled through the curriculum and celebrations of diversity. Other parents identified some teachers-staff with underpinning instances of biases and insensitivity.

Language: English

Published: Boca Raton, Florida, 2020

Abstract/Notes: Maria Montessori based her educational approach on a profound understanding of the spiritual nature of the child, on the spiritual preparation of the teacher, and on the teacher-child relationship. However, she did not elaborate on the nature of teacher teams, nor on the spiritual aspect of teamwork. Though most Montessori early childhood classrooms have two or more teachers who teach together as a team, very little research has been conducted on how these teams work together, nor on how spirituality influences their work. The purpose of this research was to examine the role that spirituality played in the perceptions and understandings that Montessori teachers brought to their interactions in classroom teams. The methodology taken was a basic interpretive study. The purposeful sample consisted of five Montessori early childhood teachers teaching on three different teams of three teachers, in the same Montessori school in Western Canada. The data collection method included a short questionnaire, an observation of the teacher in the classroom with her team, her selection of an artifact representing spirituality and teamwork, two semi-structured interviews, and a member check. The analysis and interpretation of the findings were organized according to three categories arising from the data and from the theoretical framework: 1) the relationship that the teacher had with her spiritual self, 2) the teacher-child relationship, and 3) the teacher-teacher relationship. This study revealed that the spiritual self of the teacher was important in the development of the teacher-child relationship, and with the team. The Montessori concept of the inner teacher was examined in light of these findings. All the participants stated that spirituality played a role in their team interactions, and that there was congruence between how they related with the children and with each other. Peace was the overriding goal of the teachers for the classroom and with each other. Moreover, love for the child undergirded everything that they did. Recommendations are offered for Montessori teams, and teams in other areas of work, as well as future research in this area.

Language: English

Published: Alberta, Calgary, Canada, 2017