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Article

Монтессорі-терапевтичне середовище як засіб корекції пізнавальної діяльності дітей дошкільного віку з церебральним паралічем [Montessori therapeutic environment as a means of correcting the cognitive activity of preschool children with cerebral palsy]

Available from: National Pedagogical Dragomanov University

Publication: Scientific Journal of the National Pedagogical University - Series 19. Correctional Pedagogy and Special Psychology, vol. 26

Pages: 190-199

Cerebral palsied children, Cerebral palsy, Children with disabilities, Classroom environment, Eastern Europe, Europe, Inclusive education, Maria Montessori - Philosophy, Montessori method of education, Prepared environment, Ukraine

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Abstract/Notes: В даній статті виділено та описано принципи педагогічної системи М.Монтессорі, що безпосередньо пов‘язані з «підготовленим Монтессорі-середовищем»; зазначено суть їх трансформації в Монтессорі-терапевтичній концепції. Розкрито зміст поняття «підготовлене Монтессорі-середовище», описано принципи його побудови та правила роботи в ньому. Узагальнено пропозиції щодо удосконалення терапевтичного середовища для дітей з руховими порушеннями. Обгрунтовано ефективність використання в середовищі «рухових зон», різноманітних модулів, манежів, допоміжних та спеціальних засобів з метою формування та корекції різних видів рухів. Відповідно, сформульовано систему завдань корекційних вправ, що виконуються Монтессорі-терапевтами. Автором розглянуто специфічні особливості розвитку пізнавальної сфери дітей дошкільного віку з церебральним паралічем. Визначено пріоритетність завдань корекційної роботи по формуванню основних структурних компонентів повноцінної предметної діяльності, що є основною умовою формування сенсорних еталонів у дитини з ДЦП. Окремо розглянуто специфіку видів діяльності та запропоновано систему роботи з дидактичним Монтессорі-матеріалом, що його в терапевтичному середовищі для дітей дошкільного віку з дитячим церебральним паралічем, представлено в обмеженій кількості. Значну увагу приділено системі вправ в сенсорній зоні Монтессорі-терапевтичного середовища з метою формування сенсорних еталонів, оперування ними в самостійній діяльності на рівні виявлення, розрізнення, упорядкування, словесного називання, виробленню сенсомоторних дій, тобто роботі по формуванню дитиною власного інтелекту. [This article identifies and describes the principles of the pedagogical system of M. Montessori, which are directly related to the "prepared Montessori environment"; the essence of their transformation in the Montessori therapeutic concept is indicated. The meaning of the concept "prepared Montessori environment" is revealed, the principles of its construction and rules of work in it are described. Suggestions for improving the therapeutic environment for children with movement disorders are summarized. The efficiency of use in the environment of "movement zones", various modules, arenas, auxiliary and special means for the purpose of formation and correction of various types of movements is substantiated. Accordingly, a system of tasks of corrective exercises performed by Montessori therapists is formulated. The author considers the specific features of the development of the cognitive sphere of preschool children with cerebral palsy. The priority of the tasks of correctional work on the formation of the main structural components of a full-fledged subject activity, which is the main condition for the formation of sensory standards in a child with cerebral palsy. The specifics of activities are considered separately and the system of work with didactic Montessori material is offered, which is presented in a limited amount in the therapeutic environment for preschool children with cerebral palsy. Considerable attention is paid to the system of exercises in the sensory zone of Montessori-therapeutic environment in order to form sensory standards, operating them in independent activities at the level of detection, distinction, ordering, verbal naming, sensorimotor actions, ie work on forming a child's own intelligence.]

Language: Ukrainian

ISSN: 2310-8290

Book Section

Miljöns betydelse för lusten att lära: några lärares tankar om den förberedda miljön inom montessoripedagogiken [The importance of the environment for the desire to learn: some teachers' thoughts on the prepared environment in Montessori pedagogy]

Available from: Malmo University

Book Title: Barns villkor i cirkelform: forskningscirkel om barndom, lärande, ämnesdidaktik [Children's conditions in a circular form: research circle on childhood, learning, subject didactics]

Pages: 12-50

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Abstract/Notes: En intervjustudie av Bodil Cronquist, handlar om montessoriverksamheten och det som kallas den ”förberedda miljön” i montessoripedagogiken. [An interview study by Bodil Cronquist, is about the Montessori activities and what is called the "prepared environment" in Montessori pedagogy.]

Language: Swedish

Published: Malmö, Sweden: Malmö högskola, 2014

ISBN: 978-91-7104-449-5

Series: Rapporter om utbildning , 2

Article

Ecosystems in the Backyard: Preparing a Diverse Outdoor Environment for Primary (Ages Three to Six) Children

Available from: ERIC

Publication: NAMTA Journal, vol. 38, no. 1

Pages: 61-65

Early childhood care and education, Early childhood education, Ecology, Mary B. Verschuur - Writings, Montessori method of education, Prepared environment

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Abstract/Notes: Mary Verschuur chronicles the outdoor work of Lincoln Montessori School in prairie, forest, and indoor greenhouse environments, pointing out the application of the prepared environment principles to the natural world. Implicit to the design are opportunities for caring, including various practical life exercises with outdoor tools blended into each habitat. The repeating cycles of nature and its seasons are part of the yearly cycle of children in multi-age groups, adding to sensory richness and hands-on tasks. Lincoln Montessori School demonstrates how schools can model simple and well-thought-out solutions with minimum expense and maximum engagement. [Reprinted from "The NAMTA Journal" 28,1 (2003, Winter): 195-204.]

Language: English

ISSN: 1522-9734

Article

What Is the Ideal Infant Group Care Environment: Montessori Nido Versus Infant Daycare Programs

Publication: NAMTA Journal, vol. 39, no. 2

Pages: 149-167

Caregivers - Family relationships, Child development, Classroom environment, Early childhood education, Montessori method of education, Prepared environment, Teacher training

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Abstract/Notes: Emily Shubitz appreciates the Nido and all of its facets and is well aware of the pioneers--Adele Costa Gnocchi and Silvana Montanaro--as she emphasizes the Nido being a developmental force rather than just a babysitting source. Her list for creating a Nido environment is thoughtful, extensive, and inclusive: home-like wood furniture, soft rugs, and custom shelves. She stresses that individualized movement in multi-age groups creates rich interactions, such as when snacks are served at a small table, parents help in the Nido, and children nap at different times. Toilet training is a step to early independence, and cloth diapers are preferred. Emily Shubitz emphasizes the importance of the Nido, where children begin life challenged but willingly work to their potential. [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

Conference Paper

Exploring the Social Logic of Preschool Environments Structured with Waldorf, Montessori, and Reggio Emilia: A Semantic and Syntactic Study on Preschool Environments

Available from: ResearchGate

Space Syntax Symposium (13th, 20-24 June 2022)

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Abstract/Notes: Kindergartens are socio-spatial organizations with their social and cultural as well as their spatial structures which prepare children to be responsible members of the society. In the ear ly years of the twentieth century, the issue of how to raise new generations was one of the primary research areas of many educational scientists, especially in Europe, and therefore different progressive pedagogical methods were generated. Among these views, the Waldorf pedagogical approach developed by Rudolf Steiner, Montessori pedagogical approach developed by Maria Montessori, and Reggio Emilia pedagogical approach developed by Loris Malaguzzi became prominent. Although these three pedagogical approaches have a common view that the child should be accepted as an individual with his/her rights, each of them involved different physical environment requirements in the context of their educational philosophies. The projects obtained in an architectural design studio course constitute the focus of this paper and it aims to decipher the semantic and syntactic characteristics based on twelve student projects. The semantic dimension of the study was revealed by coding the related themes through students' project reports while the syntactic dimension of the study demonstrated the prioritized social interaction area through isovist area and variance values. Considering the semantic results, it was revealed that the students not only comprehended the spatial requirements of a specific educational pedagogy but also grasped the transformative power of the methods, in terms of physical, social, and natural characteristics. Considering the syntactic results, the fact that the mean isovist area value was higher in Reggio Emilia schools showed that the piazza dominates the physical setting. The fact that the school cluster with the highest variance value emerged in Montessori draws attention to the changeability of isovist perimeter value within the interiors to orientate the individuals to the classroom units.

Language: English

Published: Bergen, Norway: Western Norway University of Applied Sciences, 2022

Pages: 25 p.

Article

Una Experiencia Didáctica a Través del Ambiente Montessori en la Enseñanza de la Matemática / A Didactic Experience Through the Montessori Environment in the Teaching of Mathematics

Available from: Red Iberoamericana de Pedagogía (REDIPE)

Publication: Revista Boletín Redipe, vol. 10, no. 11

Pages: 198-215

Mathematics education, Montessori materials, Montessori method of education

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Abstract/Notes: En didáctica de la matemática se ha realizado diversos estudios que buscan mejorar el proceso de enseñanza-aprendizaje; un sistema escolar alternativo como el método Montessori, tiene sólidos resultados socioemocionales y académicos en los niños, prácticamente no ha cambiado en más de un siglo, puede aplicarse en todos los años de la educación primaria y secundaria. La presente investigación tuvo como objetivo general implementar el Ambiente Montessori para el aprendizaje de cuerpos tridimensionales. Se enmarcó en una metodología cuantitativa. La muestra fue de 9 estudiantes y el instrumento fue una encuesta de satisfacción estudiantil. En los resultados más relevantes se observó que según una categoría de Sobresaliente el entorno cumple con las características del ambiente Montessori, de igual forma los materiales para el aprendizaje de cuerpos tridimensionales. En conclusión, el ambiente Montessori mejoró el rendimiento académico de los estudiantes, esto en contradicción con algunas investigaciones que ven al sistema como formador de un ser asocial, el mismo permite fortalecer relaciones interpersonales y con la naturaleza. / In didactics of mathematics, various studies have been carried in order to improve the teaching-learning process; an alternative school system such as the Montessori method, it has strong socio-emotional and academic results in children, it has not changed for more than a century practically, it can be applied in all years of primary and secondary education. The present investigation has as general objective to implement the Montessori Environment for the learning of three-dimensional bodies. It was supported in a quantitative methodology. The sample was constituted by nine students and the instruments were a participant observation sheet and a student satisfaction survey. In the most relevant results, it was observed according to a category of Outstanding, the environment complies with the characteristics of the Montessori environment, in the same way the materials for learning three-dimensional bodies. In conclusion, the Montessori environment improved the academic performance of the students, this research is in contradiction with some investigations that see the system as a trainer of an asocial human being, it allows to strengthen interpersonal relationships and with nature.

Language: English

DOI: 10.36260/rbr.v10i11.1527

ISSN: 2256-1536

Article

Effect of Environmental Factors On Growth and Morbidity of Urban Montessori Children Receiving Supplementation

Available from: Taylor and Francis Online

Publication: Ecology of Food and Nutrition, vol. 31, no. 3-4

Pages: 269-276

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Abstract/Notes: The roles of morbidity and environmental conditions in determining nutritional status were investigated in urban Montessori school children. In all, 265 children (30–60 months) were observed for weight, height, morbidity status and their household environmental conditions including hygiene, overcrowding, waste disposal methods and general housing background. The same sample was observed again after six months to assess their growth. Mean weight and height of all the children were 13.0 ± 1.4 kg and 95.9 ± 5.3 cm respectively. Relative gain in weight was observed to be 60–70 gms/kg during the six months period. Children were receiving total supplementation of about 170 kcal and about 5 g of protein per day. The children were divided into two classes according to their living conditions. Six factors formed the basis of scores which were used to classify all households into good and average environmental conditions. Those with better environmental conditions were associated with better nutritional status of children. The number of days lost due to sickness per ill child were smaller in houses with better scores. Relative gain in weight was negatively correlated with days lost due to illness suggesting synergistic effects of duration of illness and environment on nutritional status.

Language: English

DOI: 10.1080/03670244.1994.9991368

ISSN: 0367-0244

Article

Diseño de ambientes para el juego: práctica y reflexión en educación infantil / Design of environments for the game: Practice and reflection in early childhood education

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 5, no. 1

Pages: 85-96

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Abstract/Notes: Esta investigación parte del supuesto que girar la mirada hacia el diseño de ambientes como dispositivo para potenciar el juego en la primera infancia, implica un movimiento en la comprensión de las prácticas docentes que podría llevar a cuestionarse, entre otros: el rol del maestro, las características en el desarrollo de los niños y las niñas, su necesidad de actividad libre y autónoma y su juego dentro de ambientes diseñados para tal fin. Este estudiocuyo objetivo fuepromover y estudiar la reflexión sobre el diseño de ambientes para el juego, desde la práctica de un grupo de profesores; se fundamenta en una visión de la educación cuyo fin específico es potenciar el desarrollo infantil. Se inspira en algunos autores representativos en el campo de estudio, como Montessori, Decroly, más recientemente, Malajovich, Glanzer, Abad, Hoyuelos, Schön, entre otros. El marco metodológico escogido es la investigación-acción desarrollando los ciclos de planeación, acción, observación, reflexión, con el grupo de docentes involucrados en el trabajo. El resultado más destacado de esta investigación fuehacer visible el saber que surge a partir de la reflexión de la propia experiencia, en torno al diseño de ambientes para el juego. Además de lo anterior contribuyó a que los maestros se sintieran reconocidos y valorados en su quehacer docente y permitió contemplar institucionalmente tiempos y espacios para el encuentro y la reflexión del colectivo de maestras. / This research focuses on the design of environments as a device to enhance the game in early childhood which implies a movement to the understanding of teaching practices that could lead to question, among other matters: the teachers’ role, the features of children’s development, the need for free and independent activity of play environments designed for that purpose. This study aims to promote reflection and study on the design of environments for play, from the practice of a group of teachers. It is based on a vision of education whose specific purpose is to promote child’s development, having as activities of the early childhood, game, art, literature and exploration of the environment, as well as the possibilities of expression, communication, interaction and approach to the culture of early childhood. It draws on some important authors in the field of study, such as Montessori, Decroly, Garvey and more recently, Malajovich, Glanzer, Abad, Hoyuelos, Schön, among others. The methodological framework chosen is the action research, developing cycles of planning, action, observation, and reflection, with the group of teachers involved in the work. The most outstanding result of this research was to make visible the knowledge that comes from the reflection of their own experience about the design of environments for play. Besides, the teachers felt recognized and valued in their teaching work. After that the group of teachers was granted with time and space for meetings and reflection activities.

Language: Spanish

ISSN: 2255-0666

Article

การออกแบบสถาปัตยกรรมและพื้นที่สำหรับเด็กปฐมวัยตามแนวการสอนแบบมอนเตสซอรี [Architectural and Spatial Designs for Young Children from Montessori Approach]

Available from: Thai Journals Online

Publication: Journal of the Faculty of Architecture, King Mongkut's Institute of Technology Ladkrabang, vol. 25, no. 2

Pages: 11-23

Architecture, Asia, Classroom environment, Design, Early childhood education, Montessori method of education, Montessori schools, Prepared environment, Southeast Asia, Thailand

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Abstract/Notes: การศึกษาชิ้นนี้เป็นการค้นคว้า รวบรวม วิเคราะห์ และสังเคราะห์องค์ความรู้ทางด้านการออกแบบสถาปัตยกรรมและสิ่งแวดล้อมสำหรับเด็กปฐมวัยตามแนวการสอนแบบมอนเตสเซอรี โดยมีวัตถุประสงค์หลัก คือ การประมวลองค์ความรู้และสร้างฐานข้อมูลด้านการออกแบบสถาปัตยกรรมและพื้นที่สำหรับเด็กปฐมวัย ตามแนวการสอนแบบมอนเตสซอรี สาระ และกรรมวิธีการศึกษาของงานชิ้นนี้ ตั้งอยู่บนพื้นฐานของการวิเคราะห์เอกสาร (Document Analysis) โดยมีกระบวนการการศึกษา 3 ขั้นตอน คือ 1) การระบุเป้าหมายทางการศึกษาที่ชัดเจน 2) การศึกษาถึงความเป็นไปได้ที่สภาพแวดล้อมทางกายภาพจะช่วยพัฒนาไปสู่เป้าหมายทางการศึกษา และ 3) การแปลงเป้าหมายในลักษณะของแนวคิดการจัดการไปสู่การออกแบบทางกายภาพ ผลการศึกษาแสดงให้เห็นถึงประเด็นสำคัญของการออกแบบพื้นที่ตามแนวทางมอนเตสซอรี นั่นคือ สภาพแวดล้อมมีความสำคัญต่อการเรียนรู้แบบมอนเตสซอรี โดยสภาพแวดล้อมถือเป็นองค์ประกอบสำคัญที่ช่วยให้การเรียนรู้บรรลุเป้าหมายแนวทางของมอนเตสซอรีต้องการรูปแบบสภาพแวดล้อมที่ถูกจัดเตรียมอย่างมีจุดมุ่งหมาย (Prepared Environment) ที่สัมพันธ์กับกิจกรรมของเด็กซึ่งจะเกิดขึ้นอย่างอิสระและเป็นธรรมชาติภายในสภาพแวดล้อมนั้น ทั้งนี้ เพื่อให้เด็กมีอิสระในการเลือกมีอิสระในตนเอง และเพื่อให้เด็กได้เรียนรู้ ค้นพบ เกิดความตระหนัก และพัฒนาได้ด้วยตนเอง This study searches for the knowledge about architectural and spatial designs for young children led by Montessori approach. It aims to compile the relevant information and then to create a data base that could assist the architectural and spatial designs following the Montessori philosophy. Based on a document analysis, the study process consists of 1) identification of the educational goals, 2) recognition of the potential which the physical environment has for achieving the goals, and 3) phrasing the goals in operative concepts that can be translated into physical design. The result of the study displays the main ideas of the architectural and spatial designs following the Montessori approach. According to Montessori, environment is significant in children’s learning processes and “prepared environment” is a key to provoke children’s freedom to choose, to be independent, and ultimately, to discover, to have awareness and to develop all by themselves.

Language: Thai

ISSN: 2673-0456

Book Section

The Child and His Environment

Book Title: Creative Development in the Child: The Montessori Approach

Pages: 23-28

Asia, India, Maria Montessori - Speeches, addresses, etc., South Asia, Prepared environment, South Asia

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Abstract/Notes: Maria Montessori lectured in Italian during the first International Montessori Course in 1939 at Madras, India. These 75 lectures were translated into English by her son Mario, as she spoke. And were taken down near verbatim in short hand, transcribed and set into galleys overnight. One such set of proofs forms the original manuscript for this book. For the most part, each chapter in this book encompasses a single lecture. The lectures are left in the same order as they were given, swinging between psychology and the use of the materials. India’s diversity of language, social custom and religious practice enriched her research. During this time, Dr. Montessori worked with children in Madras and put into practice her theories of adapting the environment, furniture and the Practical Life materials to local conditions. In these lectures, Maria Montessori speaks with the mature wisdom of a lifetime spent studying, not just early childhood, but human development as a whole and gives a complete, wonderful and colorful overview of her pedagogy and philosophy.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-52-1

Series: The Montessori Series , 24

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