Abstract/Notes: The aim of the pilot project was to research relationships between the occurrence and level of intensity of primitive reflexes in primary school children, the ability to read an analogue clock and to tell the time. A group of 28 children (14 girls and 14 boys) who attended Montessori Primary School was examined. In the first stage, participants were assessed for the presence of five primitive reflexes (PR): the asymmetrical tonic neck reflex (ATNR), symmetrical tonic neck reflex (STNR), spinal Galant reflex, tonic labyrinthine reflex (TLR) and Palmar grasp reflex. Romberg’s test was employed to identify signs of difficulties with control of balance and/or proprioception. In the second stage, pupils underwent tests that challenged their ability to read a clock and calculate passing time. After summing up points obtained for all tests, a correlation coefficient was made from which the results were derived. There is a negative correlation between the ability to read an analogue clock and the continued presence of some primitive reflexes. Lower neuromotor maturity (higher points of PR) correlates with lower ability to read a clock. The highest correlations between difficulty with telling the time were found with persistence of the STNR, ATNR and Romberg’s test.

Language: English

DOI: 10.3390/ijerph20032322

ISSN: 1660-4601

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.

Language: English

DOI: 10.17161/jomr.v9i2.21350

ISSN: 2378-3923

Language: English

ISSN: 0040-7887

Language: English

ISSN: 0040-7887

Language: English

ISSN: 0040-7887

Language: English

ISSN: 0040-7887

Abstract/Notes: Letter to the Editor

Language: English

ISSN: 0040-7887

Abstract/Notes: Letter to the Editor

Language: English

ISSN: 0040-7887

Abstract/Notes: The study presents the results obtained in the long-term project “Taiwan preschool English classes: Montessori and non-Montessori approaches”. The article focuses on the analysis of the Montessori materials commonly implemented for teaching very young learners of English. Their teaching materials (e.g. vowel matching cards, sandpaper letters, sentence analysis signs) help to develop all four skills of English at the very early age. Furthermore, they let the kindergartners get acquainted with some metalinguistic knowledge of phonology (e.g. phonics, sound blend), syntax (sentence structure with parts of speech), morphology (building words) etc. Such deeper learning of English as foreign language by very young learners in a playful way leads to the fact that 4-6 years old Taiwanese children have a good foundation of basic English in speaking, reading, listening and writing, while growing in non-naturalistic environment of English. / В статье представлены результаты, полученные в рамках долгосрочного проекта «Тайваньские дошкольные занятия по английскому языку: Методика Монтессори и не-Монтессори». Статья посвящена анализу учебных пособий Монтессори, используемых для дошкольного обучения английскому языку (например карты соответствия гласных, наждачные буквы, знаки для анализа предложений), помогают развить все четыре навыка английского языка в самом раннем возрасте. Кроме того, они позволяют дошкольникам познакомиться с некоторыми металингвистическими знаниями фонологии (пр. фониксы), структуры предложений (с частями речи), морфологии (построение слов) и т. д. Такое более глубокое изучение английского языка как иностранного дошкольниками в игровой форме приводит к тому, что 4-6-летние тайваньские дети имеют хороший фундамент базового английского языка в разговорной речи, чтении, аудировании и письме, при этом не живя в среде английского языка.

Language: English

ISSN: 2587-6589

Abstract/Notes: Reading is a skill that remains for a long time in persons with dementia (PWD), with oral reading and grammatical knowledge often being preserved through the latest stages of the condition. However, without access to dementia-appropriate reading materials, many senior living communities are compelled to provide children’s books to PWD. While the large font and simple sentences in such books make them easy to read, they fail to respect PWD’s status as adults who have significant life histories. Hearthside Book Club® (HBC) is a Montessori-based and adult-appropriate reading and discussion activity that capitalizes on the remaining abilities of PWD. This paper will discuss the key features of HBC, outcomes of a research study that examined HBC, processes used to disseminate HBC, and lessons learned while disseminating the intervention. Regarding the research study, persons from all stages of dementia participated (N=108), with 33% in the Early Stages, 28% in the Middle Stages, and 39% in the Late Stages. When compared to baseline activities, HBC produced an 85% increase in Constructive Engagement (p<.01), a 91% increase in Pleasure (p<.01), a 76% decrease in Distracted Engagement (p<.01), and a 59% decrease in Non-Engagement (p<.01). In addition, Quality of Life (measured with the DEMQOL) increased (p<.05), while Apathy (measured by the NPI-NH) decreased (p<.05). Regarding dissemination of HBC, a competitive analysis, surveys, and interviews with end users were used to determine optimal ways of delivering and pricing the intervention. Ultimately, we decided to disseminate HBC digitally as a Book of the Week Club.

Language: English

DOI: 10.1093/geroni/igy023.025

ISSN: 2399-5300