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Article
Jerome W. Berryman: The Spiritual Guidance of Children: Montessori, Godly Play, and the Future [Book Review]
Brendan Hyde (Author)
Publication: Journal of Religious Education, no. 2
Pages: 87-88
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Language: English
Article
Mother, Melancholia, and Humor in Erik H. Erikson’s Earliest Writings
Available from: Springer Link
Donald Capps (Author)
Publication: Journal of Religion and Health, vol. 47, no. 3
Date: 2008
Pages: 415-432
Erik H. Erikson - Biographic sources
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Abstract/Notes: Erik H. Erikson wrote three articles when he was in his late-twenties and an up-and-coming member of the psychoanalytic community in Vienna. At the time he wrote these articles, he was in a training psychoanalysis with Anna Freud, teaching at the Heitzing School in Vienna, and learning the Montessori method of teaching. These articles focus on the loss of primary narcissism and the development of the superego (or punitive conscience) in early childhood, especially through the child’s conflict with maternal authority. They support the idea that melancholia, with its internalized rage against the mother, is the inevitable outcome of the loss of primary narcissism. I note, however, that the third of these articles makes a case for the restorative role of humor, especially when Freud’s view that humor is a function of the superego is taken into account.
Language: English
DOI: 10.1007/s10943-008-9178-x
ISSN: 1573-6571
Article
Whole-Group Instruction Practices and Children's Attention: A Preliminary Report
Available from: Taylor and Francis Online
Cynthia F. DiCarlo (Author) , Sarah H. Pierce (Author) , Jennifer Baumarnter (Author) , Mauree E. Harris (Author) , Carrie Ota (Author)
Publication: Journal of Research in Childhood Education, vol. 26, no. 2
Date: 2012
Pages: 154-168
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Abstract/Notes: This study developed a typology of recommended teacher practices related to whole-group instruction in preschool classrooms and examined the relationship between teachers' use of the practices and children's attentiveness. Thirty-nine classrooms in 31 schools (15 public and 16 private) were observed during regularly scheduled whole-group instruction sessions. Bivariate correlations indicated a positive relationship between children's attentiveness and number of practices that teachers used, but not between attentiveness and length of activity. Regression analyses suggested a set of eight specific practices that are related, with length of activity, to children's attentiveness.
Language: English
DOI: 10.1080/02568543.2012.657744
ISSN: 0256-8543, 2150-2641
Article
High School Outcomes for Students in a Public Montessori Program
Available from: Taylor and Francis Online
Kathryn Rindskopf Dohrmann (Author) , Tracy K. Nishida (Author) , Alan Gartner (Author) , Dorothy Kerzner Lipsky (Author) , Kevin J. Grimm (Author)
Publication: Journal of Research in Childhood Education, vol. 22, no. 2
Date: 2007
Pages: 205-217
Americas, North America, Public Montessori, United States of America
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Abstract/Notes: The study compares two groups of students who graduated from high school in the Milwaukee Public Schools (MPS) during 1997–2001. Students who had participated in MPS Montessori programs from preschool through 5th grade were matched to a comparison group on the basis of gender, SES, race/ethnicity, and high school attended. Data from the ACT and WKCE, as well as overall and subject-specific high school grade point averages, were used in exploratory and confirmatory factor analyses. Once a model was established, the factors were regressed on the students' demographic characteristics and type of elementary education in a structural equation modeling framework. The Montessori group had significantly higher scores on tests associated with the math/science factor. There were no significant group differences for the factors associated with English/social studies and grade point average.
Language: English
DOI: 10.1080/02568540709594622
ISSN: 0256-8543, 2150-2641
Article
Integrating Montessori Principles in Mental Health Education
Available from: CORE
Yunhong Hao (Author) , Linda Addie Sarpong (Author)
Publication: Journal of Research in Business, Economics and Management, vol. 11, no. 5
Date: 2018
Pages: 2247-2252
Child psychopathology, Children with disabilities, Inclusive education, Mental health, Mentally ill children, Montessori method of education
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Abstract/Notes: This research paper will seek to address the ensuing principal research question: “What has been the role of early childhood education for the mentally ill child?” The Montessori principles which can be found in the proposed research lies in the fact that relative research undertaken on the role of mentally ill children's education still continue to be in its infancy stage. There are a number of academic publications which have focused on the identification of key areas in need of further study between students‟ social, emotional wellbeing, mental health and their school success as well as academic achievement. This research aims to investigate to what extent Maria Montessori„s argument could be significant for today‟s educational policies for the mentally ill. Montessori studied her mentally disabled patients, listening and carefully noting their response to her attempts to implement Séguin's educational methods, as well as their progress in becoming increasingly independent and verbal. The study will target this void by enunciating, refining and encompassing some of the recent hypothetical viewpoints of Montessori education and mental care.
Language: English
ISSN: 2395-2210
Article
Comparison of Academic Achievement Between Montessori and Traditional Education Programs
Available from: Taylor and Francis Online
Christopher Lopata (Author) , Nancy V. Wallace (Author) , Kristin V. Finn (Author)
Publication: Journal of Research in Childhood Education, vol. 20, no. 1
Date: 2005
Pages: 5-13
Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: The purpose of this study was to compare the academic achievement of 543 urban 4th- (n=291) and 8th- (n=252) grade students who attended Montessori or traditional education programs. The majority of the sample consisted of minority students (approximately 53 percent), and was considered low income (approximately 67 percent). Students who attended a public Montessori school were compared with students who attended structured magnet, open magnet, and traditional non-magnet public schools on standardized measures of math and language arts. Results of the study failed to support the hypothesis that enrollment in a Montessori school was associated with higher academic achievement. Implications and suggestions for future research are provided.
Language: English
DOI: 10.1080/02568540509594546
ISSN: 0256-8543, 2150-2641
Article
The Level of School Readiness of Five-year-olds within the Area of Social Development in View of the Pedagogic Principles of Maria Montessori – an Analysis Report
Available from: INFONA - Portal Komunikacji Naukowej
Barbara Surma (Author)
Publication: Journal of Preschool and Elementary School Education, vol. 4
Date: 2013
Pages: 81-97
Maria Montessori - Philosophy, Montessori method of education, Readiness for school, Social development
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Abstract/Notes: Children of kindergarten age develop very quickly. With proper stimuli, they should reach the appropriate level of school readiness around the age of six. The subject of the study carried out in one of Cracow’s kindergartens was to determine the level of school readiness in terms of social development. Tests were carried out among five-year-olds attending a kindergarten based on the pedagogic principles of Maria Montessori. The author wished to know what social skills were developed by the children within the context of an alternative method of interaction. The test group included 22 children from four mixed-age groups. The school readiness evaluation was carried out twice in the school year 2012/13, with the use of the categorised observation technique. The results show that within one year’s time of preparation for school the children made significant progress, but – due to their age and biological development – not all the required skills were shaped at the highest possible level. In the second test only 13.6% children obtained the highest grade in all the test indicators. More than 78% children obtained the high or medium level, which means that the skills tested have not been fully shaped. Children need more time for improving and reinforcing these skills. Social and emotional development is strictly related to the process of growing up. Therefore, certain skills cannot be shaped faster. These include an adequate reaction to new situations, overcoming difficulties, as well as performing and planning tasks on one’s own. The test results confirm that the Montessori educational context faclitates the shaping of such skills as independence of action, making good contacts with adults and peers, or preparing and tidying up the workplace. It was a partial and pilot study.
Language: English
ISSN: 2084-7998
Article
Editorial - Primary Prevention and Early Childhood Education: An Historical Note on Maria Montessori
Available from: Springer Link
Martin Bloom (Author)
Publication: Journal of Primary Prevention, vol. 24, no. 3
Date: 2004
Pages: 191-196
Article
Montessori Approach in Character Education in Early Childhood Education
Available from: Journal of Positive School Psychology
Shelly Yulia (Author) , Tri Joko Raharjo (Author) , Ali Formen (Author) , Fakhruddin (Author)
Publication: Journal of Positive School Psychology, vol. 6, no. 6
Date: 2022
Pages: 5936-5947
Asia, Australasia, Early childhood care and education, Early childhood education, Indonesia, Montessori method of education, Southeast Asia
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Abstract/Notes: Character education is an effort to form good values imprinted in a person and manifested in the form of behavior so they can distinguish themselves from others. This character education aims to form a strong and noble human being. All educational institutions realize how important the development of character education is for students in their institutions. However, the process of character education has not been fully able to run effectively in all educational institutions because schools emphasize more on increasing students' cognitive abilities. This study aimed to obtain an overview of the extent to which teachers understand the importance of character education in Early Childhood Education (ECE) and the Montessori Method in shaping the character of students. This study is quantitative with a descriptive approach. The sample in this study was ECE teachers in Panongan Sub-district, Tangerang Regency, totaling 112 people. The selection of samples was done using the Simple Random Sampling method. The instrument used was a survey distributed to respondents via Google form. The results of the study indicate that ECE teachers have understood the importance of character education and the Montessori Method which is integrated into 6 aspects of early childhood development through a character education process that is provided continuously at every level.
Language: English
ISSN: 2717-7564
Article
ผลของโปรแกรมการจัดกิจกรรมตามแนวคิดมอนเตสซอรี่ต่อภาวะซึมเศร้าของผู้สูงอายุในศูนย์พัฒนาการจัดสวัสดิการสังคมผู้สูงอายุ [The Effect of Montessori-based Activities Program on Depression among Older Persons in Social Welfare Development Center for Older Persons]
Available from: Thai Journals Online
จิณวัตร จันครา (Author) , จิราพร เกศพิชญวัฒนา (Author)
Publication: Journal of Phrapokklao Nursing College, vol. 27, no. 1
Date: 2016
Pages: 39-50
Asia, Gerontology, Montessori method of education, Southeast Asia, Thailand, Therapy
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Abstract/Notes: This experimental research aimed to determine the effect of Montessori-based activities program on depression among older persons at a social welfare development center for older persons. The samples consisted of 40 older persons with mild to moderate depression. An experimental group (n = 20) received Montessori-based activity program from August to November 2014; whereas, the control group (n = 20) received routine service. The samples were pair-matched by sex, age, and the depression level. The Montessori-based activity program based on Montessori-based (Montessori, 2011) was developed. The Thai Geriatric Depression Scale with Cronbach’s alpha reliability of .93 was used for data collection. Data were analyzed using frequency, percentage, paired t-test, and independent t-test. The results of this study revealed that 1) for the experimental group, after the experiment, a mean score of depression was statistically significantly lower than that before the experiment (t = 14.233, p < .001); and 2) after the experiment, a mean score of depression of the experimental group was statistically significantly lower than that of the control group (t = 7.830, p < .001). This study suggests that health care providers should apply this program to reduce depression in the older persons and help them conceive health as normal.
Language: Thai
ISSN: 2651-0944