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Article
Research Watch: The Executive Functions of the Brain and How Montessori Practice Can Be Connected to Their Enhancement
Publication: Montessori International, no. 115
Date: Apr 2015
Pages: 40–41
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Language: English
ISSN: 1470-8647
Article
Montessori Versus Orthodox: A Study to Determine the Relative Improvement of the Preschool Child with Brain Damage, Trained by One of the Two Methods
Publication: Rehabilitation Literature, vol. 26, no. 10
Date: 1965
Pages: 294-304
Brain-damaged children, Children with disabilities, Inclusive education, Montessori method of education - Criticism, interpretation, etc.
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Language: English
ISSN: 0034-3579
Article
Montessori Implications of Brain Research
Publication: NAMTA Journal, vol. 30, no. 2
Date: 2005
Pages: 87–97
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Nurturing the Growing Brain
Publication: NAMTA Journal, vol. 20, no. 1
Date: Winter 1995
Pages: 44-66
Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Children, Cognitive development, Dyslexia, Dyslexic children, Early childhood care and education, Early childhood education, Father and child, Language skills, Learning disabilities, Mother and child
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Abstract/Notes: Asserts that family environment and the parent-child relationship have a significant effect on the neurological development of young children. Suggests that parents need to encourage thinking, problem-solving, and language skills in their children through meaningful conversation and interaction. Maintains that attention deficit hyperactivity disorder (ADHD) and dyslexia often have environmental causes.
Language: English
ISSN: 1522-9734
Article
Great Stories Are Great for the Brain
Publication: NAMTA Journal, vol. 36, no. 1
Date: 2011
Pages: 83-91
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Language and the Developing Brain
Publication: NAMTA Journal, vol. 26, no. 2
Date: 2001
Pages: 8-60
Child development, Classroom environments, Early childhood education, Interpersonal communication in children, Language acquisition, Language skills, Montessori method of education, Nature and nurture, Neurolinguistics, North American Montessori Teachers' Association (NAMTA) - Periodicals, Prepared environment, Verbal learning
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Abstract/Notes: Discusses the centers of language in the brain and the critical period for language acquisition. Explains developmental milestones of language development--receptive language, babbling, short phrases, full sentences--in the context of brain development. Emphasizes parents' role in language development, including talking to the child, dialogic reading, active listening, and selecting a nurturing school environment. (Author/TJQ)
Language: English
ISSN: 1522-9734
Book Section
Montessori-Pädagogik und Gehirnforschung [Montessori education and brain research]
Book Title: Das Lernen in die eigene Hand nehmen: Mut zur Freiheit in der Montessori-Pädagogik [Taking learning into your own hands: Courage for freedom in Montessori pedagogy]
Pages: 25-47
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Language: German
Published: Münster, Germany: LIT, 2008
ISBN: 978-3-8258-0850-1
Series: Impulse der Reformpädagogik , 19
Article
Montessori, the Brain, and the Young Adult
Publication: NAMTA Bulletin
Date: May 2008
Pages: 1-8
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Article
Creative thinking and brain network development in schoolchildren
Available from: Wiley Online Library
Publication: Developmental Science, vol. 26, no. 6
Date: Nov 2023
Pages: Article e13389
Cognitive development, Creative ability in children, Creative thinking in children, Montessori method of education, Montessori schools
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Abstract/Notes: Fostering creative minds has always been a premise to ensure adaptation to new challenges of human civilization. While some alternative educational settings (i.e., Montessori) were shown to nurture creative skills, it is unknown how they impact underlying brain mechanisms across the school years. This study assessed creative thinking and resting-state functional connectivity via fMRI in 75 children (4–18 y.o.) enrolled either in Montessori or traditional schools. We found that pedagogy significantly influenced creative performance and underlying brain networks. Replicating past work, Montessori-schooled children showed higher scores on creative thinking tests. Using static functional connectivity analysis, we found that Montessori-schooled children showed decreased within-network functional connectivity of the salience network. Moreover, using dynamic functional connectivity, we found that traditionally-schooled children spent more time in a brain state characterized by high intra-default mode network connectivity. These findings suggest that pedagogy may influence brain networks relevant to creative thinking—particularly the default and salience networks. Further research is needed, like a longitudinal study, to verify these results given the implications for educational practitioners. Research Highlights Most executive jobs are prospected to be obsolete within several decades, so creative skills are seen as essential for the near future. School experience has been shown to play a role in creativity development, however, the underlying brain mechanisms remained under-investigated yet. Seventy-five 4–18 years-old children, from Montessori or traditional schools, performed a creativity task at the behavioral level, and a 6-min resting-state MR scan. We uniquely report preliminary evidence for the impact of pedagogy on functional brain networks.
Language: English
DOI: 10.1111/desc.13389
ISSN: 1467-7687
Conference Paper
Building the reading brain in a Montessori classroom
American Montessori Society Conference
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Language: English
Published: Chicago, IL, 2011