Abstract/Notes: A century on, as young children in Montessori classrooms around the world continue to engage with Sandpaper Letters, Metal Insets, Moveable Alphabets, and Reading Command cards, an accumulation of studies into how children learn to read from across a range ofdisciplines has generated an influential body of research evidence that has been dubbed the science of reading. The science of reading is currently being used to shape education policy and mandated curriculum documents, especially in the English-speaking world. For this reason, the comparative analysis of the Montessori approach and the science of reading presented in Powerful Literacy inthe Montessori Classroom: Aligning Reading Research and Practice will be welcomed by many Montessori educators.
Abstract/Notes: The purpose of this study is to synthesize Montessori’s writings on citizenship education to support the implementation of a Montessorian view. This synthesis demonstrates that Montessori was of the explicit conviction that a better world can be achieved through citizenship education, as it strives for a peaceful and harmonious society. We approach this topic through the Dutch context. Although schools in the Netherlands are required by law to promote active citizenship and social cohesion, this law does not stipulate which of the many different views on citizenship education schools must adhere to. Schools have the liberty to devise their own citizenship curricula if they can substantiate their views and choices. For Montessori schools, this requires insight into Montessori’s view on citizenship education. Although Montessori’s views are still largely appropriate in our time, an ongoing dialogue about citizenship education is required, as Montessori lived and worked in a specific geopolitical context. Based on our analysis, we have identified seven themes that characterize Montessori’s view on citizenship education: one common citizenship goal; preparation for independent thinking and action; image of the future citizen; adapted and critical citizens; humanity for harmony; knowledge as prerequisite, personality development as goal; and an ever-expanding worldview. The results of this study provide valuable insights for designing and teaching citizenship education through a Montessorian lens.
Abstract/Notes: Maria Montessori’s visit to California in 1915—her second visit to the United States—coincided with multiple events in the region: San Francisco’s Panama–Pacific International Exposition (PPIE), San Diego’s Panama–California Exposition (PCE), and the National Education Association of the United States (NEA) annual meeting in Oakland. Her visit also came at a time when the American Montessori movement was splintering, and the academic elite increasingly criticized her educational model. These circumstances made Montessori’s visit to California a potentially valuable opportunity to rekindle interest in Montessori education across the United States. Discussions of Montessori’s visit in 1915 have been framed around her training course and demonstration school at the PPIE. Based on information from primary sources (e.g., newspapers and archival materials), some of which have been overlooked, this article asserts that her visit to California had broader implications. While her eight months in California did have a positive impact on the growth of the Montessori movement, Montessori’s engagement with mainstream education had limited impact and it gave way to waning interest in Montessori education in the United States.
Abstract/Notes: According to the World Health Organization, there are currently more than 55 million people living with dementia worldwide, and this figure is expected to triple by 2050. Recent studies suggest that there may be a link between childhood trauma (which refers to exposure to overwhelmingly stressful experiences before the age of 18 years) and the onset of dementia in later life. Therefore, in communities caring for persons living with dementia, some residents may have been exposed to trauma in childhood. Currently, there is an increasing awareness of the negative impact of childhood trauma on later adult health and well-being, and a corresponding recognition of the need for services, including for dementia care, to be trauma-informed. In the last decade, the Montessori Method has become established as a legitimate approach to elder/dementia care. However, it has not yet been examined as a trauma-informed approach. The aim of this paper is to address that gap by (a) highlighting how Maria Montessori took steps to integrate interdisciplinary knowledge of trauma into her Method when she began to understand the potential of childhood trauma to adversely impact adult health and well-being, and (b) outlining how the Montessori Method, when applied to dementia care, incorporates many of the core principles of trauma-informed practice. This paper concludes that the Montessori Method for dementia care has the built-in capacity to be trauma-sensitive and trauma-responsive, but that its ongoing rollout should follow Montessori’s lead by specifically integrating knowledge about the neurobiology of trauma into its training programs.
Abstract/Notes: Action research is the term used for investigations done in the field, often by practitioners, and typically with a pragmatic rather than theoretical purpose (Willis & Edwards, 2014). This type of research is a key part of many Montessori teacher education programs, but the value of this important work is often lost to the field because the papers reside in separate institutional repositories with limited indexing. The Journal of Montessori Research is introducing a new annual review article series which features selected graduate student action research studies. The authors of this recurring series of articles represent Montessori teacher preparation programs and other university-based research roles. They will select studies that they believe are particularly high quality and relevant to the journal’s readers. We are calling this series of articles “Rediscovering the Child” to honor Maria Montessori’s seminal work and to acknowledge that all Montessori teachers engage in an ongoing process of rediscovering the children in their classrooms. When this process is formalized, action research is the result. This article is the first in the series and highlights six studies from University of Wisconsin-River Falls and St. Catherine University. In the coming issues, we will likely refine some aspects of our selection and review processes and expand the programs represented.
Abstract/Notes: Circle time is commonplace in traditional preschools, yet there are few references to the practice in Montessori’s writings or in major Montessori organizations’ and teacher education standards. This article investigates whether circle time is frequent in Montessori 3–6-year-old classrooms using data from a widely distributed Qualtrics survey. The results, from 276 respondents spanning all 50 states, provide insight into the circle time practices of United States-based preschool Montessori teachers, also known in Montessori classrooms as guides. We present novel information regarding circle time duration and frequency, types of circle time activities, Montessori guides’ circle time training and planning, whether children’s circle time attendance is free choice or compulsory, and the nature of circle time in programs associated with Association Montessori Internationale versus American Montessori Society. Results revealed that 92% of survey participants have circle time every day or most days; most participants hold circle time for 20 minutes or less; the most common circle time events were show-and-tell, calendar work, vocabulary lessons, Grace and Courtesy lessons, read aloud discussions, dancing and movement, snack time, general conversation, read aloud (stories), and birthday celebrations. We found that many of the most frequent circle time activities do not align with children’s preferences, teacher preferences, or Early Childhood best practices. Our work invites Montessorians to engage in the work of reconstructing the traditional practice of circle time to better align with Montessori hallmarks of choice, development of the will, and joyfulness.
Abstract/Notes: In this paper titled Psychology within Montessori pedagogy – theory and practice the authors elaborate a current topic of access to upbringing and education, a theme that encompasses both psychology and pedagogy. Based on her experience as an assistant professor on the subject Educational anthropology and her experience as a pedagogue at a private preschool, which follows a Montessori approach, author Topic provides a theoretical approach to upbringing and education in the educational sector in the city of Mostar. Despite it being a review of a single city, the patterns and behaviors observed can be found in any other place or a city.By nurturing an individual approach to each child and taking into account their needs, children are encouraged to study by themselves, therefore allowing and supporting them to develop self confidence and self actualization. The example given is taken from a kindergarten provides an overview of practices which encourage the child towards healthy growth and development into a confident young people who will be able to form and make good choices in life.Through practical psychology, author Colak, provides us with an answer to the question why is all that important. Through her experiences in work with young people who suffer from consequences of, among other things, an inadequate approach to upbringing and education in their younger age.And to answer why this is important, psychology might have some cues. Author Čolak from her work experience with young people at Psychiatry Clinic in Mostar considers consequences that (according to literature, theory and practice) have some causes in upbringing approach at an earlier age and which behaviors were/are reinforced through evaluation systems and early messages from adults. Working with young people, author Čolak presents case study of female student with extremely low self-esteem and extremely high perfectionism in cognitive-behavioral therapy process. We discuss how and why those are so immensely pathologically connected. Some risk factors (following bio-psycho-social model of illness/wellness) are connected with psychological and social context. Thus, by educating parents and educators so we may have chance to improve mental health of children and later adults.As a conclusion, co-operation and multidisciplinary approach is suggested. Education, psychotherapy and prevention have much in common. Montessori approach is not the only one which deals with it, but in its foundations holds the bases to help us to react in time, both as a profession and as humans too. / W artykule niniejszym autorki odnoszą się do aktualnego problemu dostępu do wychowania i kształcenia, obejmującego zarówno psychologię, jak i pedagogikę. Opierając się na swoim doświadczeniu w zakresie antropologii edukacyjnej oraz jako pedagoga w prywatnym przedszkolu pracującym w oparciu o podejście M. Montessori, Kristina Topić zapewnia teoretyczne podejście do wychowania i edukacji w sektorze edukacyjnym w Mostarze (Bośnia i Hercegowina). Pomimo tego, że tekst dotyczy jednego miasta, zaobserwowane wzorce i zachowania można znaleźć w każdym innym miejscu. Pielęgnując indywidualne podejście do każdego dziecka i biorąc pod uwagę jego potrzeby, zachęca się je do samodzielnego uczenia się, umożliwiając i wspierając w rozwijaniu pewności siebie i samorealizacji. Podany przykład, pochodzący z przedszkola, zawiera przegląd praktyk, które zachęcają dziecko do prawidłowego rozwoju, aby stać się ludźmi, którzy będą w stanie tworzyć i dokonywać dobrych wyborów w życiu. Poprzez psychologię praktyczną, Iva Čolak, formułuje odpowiedź na pytanie, dlaczego wskazane wyżej praktyki są tak ważne. Poprzez swoje doświadczenia w pracy z młodymi ludźmi, którzy cierpią z powodu popełnianych błędów w wychowaniu i kształceniu. W celu odpowiedzi, dlaczego indywidualizacja podejścia, samodzielność w uczeniu się i wspieranie w rozwoju są ważne, psychologia może dostarczyć pewnych interpretacji. Iva Čolak z perspektywy swojego doświadczenia w pracy z młodzieżą w Klinice Psychiatrii w Mostarze rozważa konsekwencje, które (zgodnie z teorią i praktyką) mają pewne przyczyny w podejściu do wychowania młodych ludzi oraz w zachowaniach, które zostały (bądź są) wzmacniane poprzez systemy oceniania i wczesne informacje zwrotne od dorosłych. Pracując z młodzieżą, przedstawia ona case study studentki o skrajnie niskiej samoocenie i niezwykle wysokim perfekcjonizmie będących przedmiotem terapii poznawczo-behawioralnej. Omówione zostało, jak i dlaczego te zjawiska są powiązane. Niektóre czynniki ryzyka (zgodnie z biopsychospołecznym modelem choroby / dobrego samopoczucia) są powiązane z kontekstem psychologicznym i społecznym. W ten sposób, poprzez edukację rodziców i wychowawców, możemy mieć szansę na poprawę zdrowia psychicznego dzieci i dorosłych. Podsumowując, Autorki sugerują współpracę i interdyscyplinarne podejście. Edukacja, psychoterapia i profilaktyka mają ze sobą wiele wspólnego. Podejście Montessori nie jest jedynym, które zajmuje się relacjami między tymi pojęciami, ale w jego fundamentach znajdują się podstawy, które pomagają reagować na czas.
Language: English
ISSN: 2545-3041
Book
The Psychology and Teaching of Number
Margaret Drummond
(Author)
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Language: English
Published: Yonkers-on-Hudson, New York:
World Book Co., 1922
