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Article
Moment of Peril: Multiple Misbehavior Scenarios [answer]
Publication: Montessori Observer, vol. 10, no. 4
Date: Sep 1989
Pages: 3-4
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Language: English
ISSN: 0889-5643
Article
Moment of Peril: Multiple Misbehavior Scenarios [question]
Publication: Montessori Observer, vol. 10, no. 3
Date: May 1989
Pages: 3
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Language: English
ISSN: 0889-5643
Article
'Managing Misbehavior' in Corpus Christi, Texas [August, 1986]
Publication: Montessori Observer, vol. 7, no. 4
Date: Sep 1986
Pages: 1
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Language: English
ISSN: 0889-5643
Article
Reactive Behavior
Publication: Montessori Observer, vol. 4, no. 3
Date: Mar 1983
Pages: 3-4
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Language: English
ISSN: 0889-5643
Article
Managing Misbehavior
Publication: Montessori Observer, vol. 2, no. 2
Date: Feb 1981
Pages: 2-3
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Language: English
ISSN: 0889-5643
Article
Behavior Support Informed by Peace Literacy
Available from: MontessoriPublic
Publication: Montessori Public, vol. 5, no. 3
Date: Spring 2021
Pages: 1, 12-13
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Language: English
Article
Why Behaviorism Doesn't Help Children Become Good People
Publication: Montessori Matters, no. 2
Date: 2006
Pages: 5–7
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Language: English
Article
Nurturing the Seeds of Ethical Behavior in Children
Available from: ProQuest
Publication: Montessori Life, vol. 17, no. 4
Date: Fall 2005
Pages: 11–12
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Language: English
ISSN: 1054-0040
Doctoral Dissertation
Prevention of Violent Behaviors Through Attachment Via a Play Therapy and Montessori Program
Available from: ProQuest - Dissertations and Theses
Americas, Caribbean, Latin America and the Caribbean
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Abstract/Notes: A primary intervention program for preschoolers is designed with the objective of preventing the emergence of violent behaviors. By developing attachment to a play therapist and participating in a Montessori preschool program, the child at risk is helped to shape adaptive behaviors. The child born to low socio-economic and harsh family conditions is in peril of becoming aggressive, and in danger of developing pathological behaviors or behavior disorders. By designing a program that targets the ages when the child begins to make social contacts outside the home the possibility of influencing normal social skill is enhanced. This intensive program will take place for ages 3–6, during three consecutive scholastic calendar years in addition to fostering development of self-control and other positive social behaviors, the child is expected to be cognitively ready for formal school learning at the end of the intervention program.
Language: English
Published: Miami, Florida, 1999
Master's Thesis (Action Research Report)
What Evidence of Change Emerges When Students with Behavioral and Learning Challenges are Placed in an Early Childhood Montessori Environment in Rural China?
Available from: St. Catherine University
Action research, Asia, China, Early childhood care and education, Early childhood education, East Asia, Montessori method of education
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Abstract/Notes: Under current circumstances, educational issues such as the achievement gap, non-cognitive development, Executive Function, and students with challenging behaviors impact day-to-day classroom practices and fundamentally reshape the results of education. The purpose of this research was to utilize the Montessori environment and principles, as well as the "normalization" approach developed by Dr. Maria Montessori, to help students with behavioral and learning challenges find the balance of their mental developmental processes and maximize their academic achievement at the same time. This action research conducted focused-group case studies of the Montessori Normalization process for children possessing behavioral and learning challenges at a preschool in rural China. The research applied pre-and post-assessment for the 3-6-year-old participants to investigate the evidence of improvement. The assessment utilized indicators based on symptom guidelines for ADHD, ASD, Learning disorders, and Learning Difficulties, published by the US Centers for Disease Control and Prevention (CDC). The study’s findings indicate that the Montessori-guided early childhood education intervention had helped students with behavioral and learning challenges, thereby providing an alternative solution for addressing the challenge of the development gap. This research also suggested that Montessori-based classrooms provide a positive, nurturing environment for gifted children with learning difficulties (exceptional learners) who confront challenges in a mainstream classroom.
Language: English
Published: St. Paul, Minnesota, 2022