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445 results

Article

✓ Peer Reviewed

POMA: A Tangible User Interface to Improve Social and Cognitive Skills of Sri Lankan Children with ASD

Available from: ScienceDirect

Publication: International Journal of Human-Computer Studies, vol. 144

Pages: Article 102486

Asia, Autism in children, Information and communications technology (ICT), South Asia, Sri Lanka, Technology and children

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Abstract/Notes: A Tangible User Interface (TUI) can bridge real-world physical objects with the digital world, which has much potential for children with ASD. However, at present, most TUIs have been developed for children in affluent countries. Such solutions may not be applicable for children with ASD in low resource countries like Sri Lanka. Therefore, we have designed a tablet-based, and cost-effective TUI called POMA (Picture to Object Mapping Activities) for supporting social and cognitive skills of Sri Lankan children with ASD. This paper presents the evaluation of POMA with 20 children with ASD (moderate: 6; mild: 14) and five special education teachers. Results show that both groups of children were able to play POMA accurately. However, children with moderate ASD required more time and help from the special education teachers to play POMA compared to children with mild ASD. This study identified several lessons for designing TUI, such as the importance of including audio prompts when the system is in idle state, using appropriate helper cues, using multiple types of reinforcements, easy-to-handle nature of the tangibles and the properties of them. Finally, we provide guidelines to overcome the issues for designing low-cost TUIs for children with ASD.

Language: English

DOI: 10.1016/j.ijhcs.2020.102486

ISSN: 1071-5819

Doctoral Dissertation (D.S.W.)

Evidence Based Social Skills Interventions for Young Children with Asperger’s Syndrome and the Montessori Educational Method: An Integrative Review

Available from: University of Pennsylvania Libraries

Asperger's syndrome in children, Autism in children, Children with disabilities, Montessori method of education - Evaluation, People with disabilities

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Abstract/Notes: Asperger’s Syndrome (AS) is a medically recognized disorder on the Autism Spectrum. One in 88 children age eight are diagnosed with AS (National Institute of Neurological Disorders and Stroke, 2014). A key feature of AS is a deficiency in social skills. In the past ten years five main types of social skills interventions have been researched for their impact on young children with AS. Data suggest these treatments help children with AS acquire social skills. More research is needed on the types of learning environments that incorporate or lend themselves to utilizing these types of social skills interventions. One potential model, the Montessori Method of education was initially designed to teach children with significant developmental, social, and educational disabilities, with an intentional focus on individualized learning and socialization. To date, the potential overlap between empirically supported interventions to teach social skills to children with AS and the Montessori Method of education has not been researched. A comprehensive literature review was conducted to compare five researched interventions for social skill acquisition in children with AS with the Montessori Method of education. Findings suggest that of these five interventions, three bear significant resemblance to the Montessori Method of education while the other two do not. Implications and recommendations for parents, teachers, educational administrators, and social workers and other mental health practitioners who assist children with AS are provided.

Language: English

Published: Philadelphia, Pennsylvania, 2014

Doctoral Dissertation

Executive Function, Social-Emotional Skills, and Academic Competence in Three Preschool Programmes: Pathways to School Readiness

Available from: British Library - EthOS

Academic achievement, Comparative education, Executive function, Preschool education, Social emotional learning

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Abstract/Notes: Research findings indicate that executive function (EF), social-emotional skills, and pre-academic competence significantly promote children's school readiness and later success. School readiness broadly refers to a combination of skills necessary to function successfully in school and lack thereof may increase the risk of children's school problems. Therefore, it is essential for school systems to provide appropriate and timely support to the development of these fundamental skills. The present study focused on three particular preschool programmes: Montessori, Reggio Emilia, and the traditional play-based (British Columbia Early Learning Framework: BCEFL) programmes in Western Canada. Although they are popular, there is little empirical research that examines and compares the benefits of these programmes to the development of school readiness skills. As such, the present study aimed to 1) determine the effectiveness of these three preschool programmes in Western Canada on the development of children's school readiness; and 2) examine other sources of influences in the child, family and school in relation to the development of school readiness skills. Overall, 119 preschool children (48 Montessori, 42 Reggio Emilia, 29 BCELF) participated in the study. Observation was conducted once in the autumn of 2015 for each classroom using the CLASS observation tool. Teachers and parents of participating children filled in a series of questionnaires regarding the quality of their relationship with their child and their perceptions of daily EF and social-emotional skills of their child. The researcher also assessed individual children's fluid intelligence, EF, and pre-academic competence. The results showed that 1) although Montessori education appeared to be the most effective in facilitating numeracy skills, no curriculum stood out as notably more effective than any of the others at improving other areas of school readiness skills; 2) well-run classrooms where teachers were effective in time, behavioural, and attention management were most effective in promoting children's numeracy skills; 3) EF, social-emotional skills, and pre-academic competence exhibited an overlapping developmental process over time; 4) relational quality in both home and school environments significantly affected the development of school readiness skills, especially social-emotional skills; and 5) adults' perceptions of children's EF and social-emotional skills had a significant consequence for how teachers and parents formed their relationships with their children.

Language: English

Published: Oxford, England, 2018

Master's Thesis

The Implementation of Practical Life Works Targeting School-Specific Skills

Available from: MINDS@UW River Falls

Action research, Montessori method of education, Practical life exercises, Three-hour work cycle, Work periods

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Abstract/Notes: The purpose of this action research project was to study the implementation of practical life skills targeting school-specific skills. This study took place in a Children’s House classroom at a public Montessori school located in an urban city in the Midwest. The classroom housed a total of 19 students, consisting of pre-k and kindergarten children ranging from the age of four to six. Originally constructed as a traditional school, the building itself often inhibits independence for the school’s youngest learners. In this study, the researcher sought to increase student independence by implementing a serious of “school-specific” Practical Life tasks. The students were asked to practice the tasks as a part of their daily work cycle. Students then documented their work on Seesaw with their district-issued iPad. Over the course of six weeks, quantitative and qualitative data was collected to determine the impact of these activities on student independence levels at school. The results of this study indicate that students were capable of completing more school-specific tasks independently following the six-week study. The final pages of the paper present a thorough analysis of the further research and action steps of this study/paper. The paper concludes with some suggestions pertaining to potential opportunities for family/educator partnerships.

Language: English

Published: River Falls, Wisconsin, 2022

Article

Construction through Reconstruction: An Informal Study on Developing Communicative Skills for Young Adults

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1965-1973), vol. 5, no. 2

Pages: 26-32

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Language: English

ISSN: 0010-700X

Bachelor's Thesis

Montessoripedagogiikan keinoja kaveritaitojen kehittämisen tueksi [Montessori pedagogy methods to support the development of friendship skills]

Available from: Theseus (Finland)

Europe, Finland, Montessori schools, Nordic countries, Northern Europe

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Abstract/Notes: Tutkimuksen tarkoituksena oli saada selville, mitä keinoja montessoripedagogiikassa käytetään kaveritaitojen tukemiseen ja kehittämiseen. Tavoitteena oli tuottaa tietoa, sekä pohtia miten montessoripedagogiikan hyviä käytäntöjä voisi käyttää kirkon varhaiskasvatuksen toiminnassa. Menetelmänä tulosten saavuttamiseksi käytettiin henkilöstön haastattelua. Toisena menetelmänä käytettiin havainnointia Montessori-leikkikoulussa. Henkilöstön haastatteluun vastasi 43 % kutsutuista. Havainnointi suoritettiin Helsingin Montessori-leikkikoulussa Pakilassa. Lähdeaineistona teoreettisen viitekehyksen, sekä tulosten peilaamiseen käytettiin alan lähdekirjallisuutta keskittyen lasten sosiaalisen kompetenssin kehittymiseen varhaiskasvatuksessa, sekä montessoripedagogiikassa. Tutkimus aloitettiin helmikuussa 2022, havainnointi suoritettiin elokuussa 2022. Haastattelun vastaukset saimme syksyn 2022 aikana. Teoreettisen viitekehyksen pohjalta arvioitiin, että tärkein seikka kaveritaitojen kehittämisen näkökulmasta on tutulta kasvattajalta saatu tuki ja sensitiivisyys lapsen yksilöllisiä piirteitä kohtaan. Empatiataitojen havaittiin olevan keskeisessä roolissa kaveritaitojen kehittymiselle. Havainnoinnin tuloksena saimme nähdä montessoripedagogiikan toimintaa käytännössä, lasten spontaanina toimintaan hakeutumisena, sekä keskinäisenä vuorovaikutuksena kasvattajien ja muiden lasten kanssa. Haastattelun vastauksissa nousi esiin toistamiseen arjen toiminta kaverisuhteiden kehittämisen tukena, sekä vahva toimintakulttuuri, jossa kaikki kasvattajat toimivat yhdenmukaisesti. Vahvistavina keinoina arjessa koettiin aikuisten vuorovaikutusmalli ja esi-merkki, aikuisen havainnointi ja ristiriitatilanteissa asioiden sanoittaminen. Lisäksi vastauksissa korostui tunnetaidot, sekä eri-ikäisten lasten ryhmä, jossa mallioppimista muilta lapsilta tapahtuu. Peilatessa montessoripedagogisia keinoja kirkon varhaiskasvatuksen toimintaan, huomattiin yhdistäviä tekijöitä, jotka voisivat toimia yhteistyötä mahdollistavana väylänä Montessorin varhaiskasvatuksen ja kirkon välillä. Dialogisuus, toisten ja ympäristön kunnioittaminen ovat arvoja, jotka yhdistävät Montessoria ja kirkkoa. Kirkon avarat tilat, ajankäytön muokkaamisen mahdollisuus, henkilöstön sitoutuneisuus, sekä kirkon varhaiskasvatuksessa olevien lasten ikäjakauma 2–5 vuotiaisiin, mahdollistavat kaveritaitojen kehittämistä laajemmin. Tulosten pohjalta havaittiin, että montessoripedagogiset oppimisympäristöt, sekä kasvatusmetodit tukevat lapsen itseluottamuksen, sekä kaveritaitojen kehittymistä.

Language: Finnish

Published: Helsinki, Finland, 2023

Undergraduate Honors Thesis

Montessori Schools: How and Why Do They Impact Student Relationships and Communication Skills?

Available from: Portland State University

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Abstract/Notes: Montessori schooling, created by physician and educator Maria Montessori, is a well-known alternative to the traditional style of teaching. Many researchers have focused on how the Montessori method can produce successful and well-rounded students, not only academically, but within the social realm as well. What is less known is the extent to which Montessori impacts the social development of children and their forming of peer relationships and why it does so. After looking into and discussing the previous literature written on this topic, this thesis project utilizes reviews with two individuals with experience in the primary level Montessori setting to further understand how the Montessori method can possibly benefit the students socially and draw connections between teacher experience and scholarly research. It was discovered that the responses of the participants generally paralleled the claims of previous literature, with specific emphasis being placed on the sense of responsibility and ownership students held in the environment and the reduction of the teacher’s role in constructing how students utilize the environment and interact with one another.

Language: English

Published: Portland, Oregon, 2022

Article

Visually Guided Movement Enriches Intellectual Skills

Publication: The National Montessori Reporter

Pages: 3–5

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Language: English

Doctoral Dissertation

Seriation Skills in Three Year-Old Children: A Training Study Using Montessori Materials

Available from: ProQuest - Dissertations and Theses

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Language: English

Published: Houston, Texas, 1978

Article

Sharing: Helping Children Develop Appropriate Social Skills

Publication: Infants and Toddlers, vol. 6, no. 1

Pages: 5–9, 14–17

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Language: English

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