Abstract/Notes: Literature regarding Montessori-based activities with older adults with dementia is fairly common with early stages of dementia. Conversely, research on said activities with individuals experiencing late-stage dementia is limited because of logistical difficulties in sampling and data collection. Given the need to understand risks and benefits of treatments for individuals with late-stage dementia, specifically regarding their mental and behavioral health, this study sought to evaluate the effects of a Montessori-based activity program implemented in a long-term care facility. Utilizing an interrupted time series design, trained staff completed observation-based measures for 43 residents with late-stage dementia at three intervals over six months. Empirical measures assessed mental health (anxiety, psychological well-being, quality of life) and behavioral health (problem behaviors, social engagement, capacity for activities of daily living). Group differences were observed via repeated measures ANOVA and paired-samples t-tests. The aggregate, longitudinal results—from baseline to final data interval—for the psychological and behavioral health measures were as follows: problem behaviors diminished though not significantly; social engagement decreased significantly; capacities for activities of daily living decreased significantly; quality of life increased slightly but not significantly; anxiety decreased slightly but not significantly; and psychological well-being significantly decreased. Improvements observed for quality of life and problem behaviors may yield promise for Montessori-based activities and related health care practices. The rapid physiological and cognitive deterioration from late-stage dementia should be considered when interpreting these results.

Language: English

DOI: 10.1177/1471301217703242

ISSN: 1741-2684, 1471-3012

Abstract/Notes: One-on-one structured Montessori-based activities conducted with people with dementia can improve agitation and enhance engagement. These activities may however not always be implemented by nursing home staff. Family members may present an untapped resource for enabling these activities. This study aimed to evaluate the impact of the Montessori activities implemented by family members on visitation experiences with people who have dementia. This study strengthens the evidence base for the use of the Montessori programs in increasing well-being in nursing home residents. The findings also provide evidence that family members are an additional valuable resource in implementing structured activities such as the Montessori program with residents.

Language: English

DOI: 10.1017/S1041610219001819

ISSN: 1041-6102, 1741-203X

Language: English

DOI: 10.1017/S1041610220000149

ISSN: 1041-6102, 1741-203X

Abstract/Notes: Mary Santelman discusses all forms of biting, the labeling of a biter, the biter as victim or victimizer, and record keeping of biting behavior. On the list of toddler behaviors, she also examines tantrums, including insights into the child's emotional needs, calming down, kicking, hugging, throwing things, and hurting people. Mary describes calming behavior by nurturing feelings of safety and trust, guiding the child to meaningful work, accepting mistakes, playing outdoors, and assisting with social interactions that give a sense of belonging, positive learning, and clear boundaries. [This talk was presented at the NAMTA conference titled: "Montessori from Birth to Six: In Search of Community Values," Minneapolis, MN, November 7-10, 2013.]

Language: English

ISSN: 1522-9734

Abstract/Notes: Suggests that modern civilization isolates teens from real life and creates constraints that can result in psychosocial disorders. Explains that conflict in adolescence is caused by a mismatch between genetically programmed desires and culturally programmed opportunities. Outlines remedial actions that are necessary to make teenagers' lives enjoyable and worth living. (JS)

Language: English

ISSN: 1522-9734

Abstract/Notes: The purpose of this study was to determine the effects of a mindfulness curriculum and practices on student self-regulation and work completion. The study took place in a large suburban school in western Canada with 19 participants in a grade four, five and six Montessori classroom. The intervention took place over a period of six weeks, during which the researcher led mindfulness lessons using the MindUp curriculum. Additionally, students took part in mindfulness and yoga practices daily and weekly, respectively. Data was collected using student journals, an observational tally, student work cycle folders, and student pre and post surveys. The data shows an increase in mindful and self-regulated behavior as well as improved work completion rates. It is recommended that future studies focus on a broader subject base as well as a more longitudinal period of intervention and data collection.

Language: English

Published: St. Paul, Minnesota, 2020

Language: English

Abstract/Notes: This dissertation examines the role of quality age-appropriate television in children's knowledge of polite behavior routines. The television program used is from the series "Mr. Rogers' Neighborhood" and the child subjects are preschoolers in a Montessori school in a midwestern University town. The study asks: What do preschoolers know about appropriate host-guest behaviors and from where does this knowledge come? A developmental investigation of preschoolers' knowledge of polite behavior routines and their learning from the television program is undertaken using the theoretical framework of Soviet activity theory. By framing the interacting elements in the study as an activity system, a study design in five phases emerges. The phases include: observations of children in the classroom environment; a deep reading of the program; interviews with the program's producers; a study of children's learning from the program and knowledge of host-guest behaviors, and; surveys and interviews with parents intended to establish family attitudes and methods for teaching polite behaviors. Results from the five phases are integrated and analyzed within the framework of activity theory. It is concluded that preschoolers have quite a bit of knowledge about how to interact as hosts and guests and that they do imitate and learn from an appropriate television program. Their knowledge of appropriate behaviors and their memory and comprehension for the televised messages increase with age from three to five years. There also appears to be an affective component, involving fear related to strange situations, at work for the youngest children, which may contribute to inhibiting their performance of appropriate behaviors. The television program, the school, and the home, which in this study all reflect middle-class American values, parallel each other in the behaviors they encourage. And although the importance of this kind of television programming is acknowledged, it is concluded that children's abilities in this domain are stretched more by interacting with an adult, that is, learning takes place in the "zone of proximal development" in a role-playing situation, but not simply as a result of viewing.

Language: English

Published: Urbana-Champaign, Illinois, 1993

Abstract/Notes: Italians children-students live a strong technological gap among different education instances: on the one hand, they are attending schools technologically still to the '80 years, on the other hand, they can rely on hyper-technological domestic-family environments where videogames, smartphones, internet are always available. In the school, all learnings take place under the supervision of the teacher that stimulates, directs and corrects these important steps in the basic training. On the contrary, in the domestic environment the presence of technology is increasingly pervasive. These new technologies cognitively stimulate the children, but they entertain the little ones often alone and without the participation and supervision of an adult audience. Thus, the technology gap results in a pedagogical clash among different educational instances and this is the “space” addressed by our research initiative whose objective is the construction of innovative teaching and learning environments for children between 3 and 6 years of age. The specific quantitative outcomes can be defined with respect to three main families of indicators: measures to detect the use of learning environments; indicators of the level of satisfaction and involvement of the various involved actors; real impact on the socio-cognitive development of children produced by the introduction of methodologies and technologies.

Language: English

DOI: 10.1016/j.chb.2016.09.056

ISSN: 0747-5632

Language: Korean

ISSN: 1226-9417