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616 results


✓ Peer Reviewed

Divergent and Convergent Thinking Across the Schoolyears: A Dynamic Perspective on Creativity Development

Available from: Wiley Online Library

Publication: The Journal of Creative Behavior, vol. 57, no. 2

Pages: 186-198

Child development, Comparative education, Creative thinking in children

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Abstract/Notes: Creative thinking is critical to overcome many daily life situations. As such, there has been a growing interest on how creative thinking develops during childhood. However, little is known about the underlying mechanisms driving its development. Indeed, almost all research has focused on divergent thinking, leaving aside convergent thinking, and did not thoroughly investigate how internal and/or external factors influence their development. Here, 222 children aged from 4 to 12 years old attending either a Montessori or a traditional school performed drawing-based convergent and divergent standardized tasks. In addition, a subset of 41 children were tested using similar tasks for a second session 3 years apart. The results revealed dynamic developmental stages of convergent and divergent thinking. More specifically, a loss of divergent thinking was counterbalanced by a gain of convergent thinking, especially during the fourth-grade slump (8–10 years old). Although Montessori-schooled children showed overall higher creative abilities than traditionally schooled children, no differences were observed in the developmental trajectories of convergent and divergent thinking between the two pedagogies. This suggests that progress and decrease in creative thinking may be mostly due to internal factors such as brain maturation factors than external factors such as peer pressure.

Language: English

DOI: 10.1002/jocb.569

ISSN: 2162-6057


✓ Peer Reviewed

O Ensino de Matemática no Pensamento de Comênius, Pestalozzi e Montessori [The Teaching of Mathematics in the Thinking of Comênius, Pestalozzi and Montessori]

Available from: SciELO

Publication: Educar em Revista, vol. 36

Pages: e64213

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Abstract/Notes: Neste artigo, discutimos os fundamentos para o ensino da Matemática na Pedagogia Tradicional e na Pedagogia Nova, marcadamente, a partir das teorias de fronteira de Comenius, Pestalozzi e Montessori. Esta pesquisa é de cunho documental e bibliográfico. Ao final da análise, concluímos que: há uma circulação de ideias entre o pensamento educacional de Comenius, Pestalozzi e Maria Montessori no que diz respeito ao uso de materiais didáticos e que nos métodos por estes pensadores a Matemática está associada às atividades práticas e gradativas. [In this article, we discuss the fundamentals for the teaching of Mathematics in Traditional Pedagogy and New Pedagogy, markedly, based on theories of Comenius, Pestalozzi and Montessori. This research is documental and bibliographic. At the end of the analysis, we conclude that: there is a circulation of ideas between the educational thoughts of Comenius, Pestalozzi and Maria Montessori regarding the use of didactic materials and that in the methods proposed by these thinkers Mathematics is associated with practical and gradual activities.]

Language: English, Portuguese

DOI: 10.1590/0104-4060.64213

ISSN: 0104-4060, 1984-0411


Thinking Positive: What Very Young Children Can Already Do

Publication: Montessori International, vol. 10, no. 5

Pages: 17–19

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Language: English

ISSN: 1470-8647


"Basic Truths" Thinking and Creative Persistence: An Interview with Chris Barton

Available from: ProQuest

Publication: Montessori Life, vol. 34, no. 4

Pages: 26

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Abstract/Notes: Chris is also a three-time startup founder; a pioneer of mobile partnerships at Google and Dropbox; an adviser to start-up companies; an inventor of 12 patents, including one found within the Google search algorithm; and a former strategy consultant serving many industries. For some reason, I was expecting that someone starting a company would have incredibly relevant experience-that he'd say, "Oh, I've started three other companies before," or "I helped someone start a company." Remember, at that time, mobile phones were just used for phone calls and basic text messages. When we started, my team and I were building something for consumers: the ability to use their mobile phones to identify songs.

Language: English

ISSN: 1054-0040


Kodomo no shikō to ninchi hattatsu / 子供の思考と認知発達 [The Development of Thinking and Knowledge in Children]

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 21

Pages: 10-16

Asia, East Asia, Japan

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Language: Japanese

ISSN: 0913-4220


✓ Peer Reviewed

Comparison of Montessori & Non-Montessori Educated Students Higher Order Thinking Skills

Available from: International Journal of Development Research

Publication: International Journal of Development Research, vol. 13, no. 1

Pages: 61471-61475

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Abstract/Notes: It is essential to interpret information, determine its veracity, and assess its significance in today's society. Children need not acquire more information to be successful in the modern world; instead, they must develop higher-order thinking skills (HOTS). This study aims to establish whether or not children with a Montessori background have higher levels of HOTS than students with a non-Montessori background. The study analyzes data from a competency-based test in English, mathematics and science conducted for 78 fourth-grade students. It was discovered that the Montessori-educated children performed better in English and Science. Yet the difference in mathematics, where Montessori students scored higher, did not achieve much statistical significance.

Language: English

DOI: 10.37118/ijdr.26209.01.2023

ISSN: 2230-9926


Investigating the effect of Montessori education on the creative thinking of working children in Tehran / تأثیر آموزش به روش مونته‌سوری بر تفکر خلاق کودکان کار شهر تهران

Available from: www.esbam.ir

Publication: The Quarterly Journal of Approach to Philosophy in Schools and Organizations / ف همانلصرودرکی ف هفسلد رم و سرادس نامزاها, vol. 2, no. 2

Pages: 13-27

Asia, Creative ability in children, Creative thinking in children, Iran, Middle East, Montessori method of education, Western Asia

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Abstract/Notes: Introduction: The purpose of this study was to investigate the effect of Montessori education on the creative thinking of working children in Tehran. Method: This research is in the category of quasi-experimental intervention researches, pre-test, post-test with control group. The statistical population of this research was made up of working children in one of the charity centers supporting children in the 12th district of Tehran in 1402. The statistical sample includes 40 working children who were selected based on the available random method from the statistical population and were divided into 2 experimental and control groups of 20 people. The data collection tool in this research was Torrance Visual Creativity Test Form "B" and the Montessori educational program was used to teach children. In order to analyze the data, the covariance analysis method was used. Findings: The findings showed that Montessori education had an effect on the scales of fluidity (p≤0.01), flexibility (p≤0.01) and expansion (p≤0.01), but the effectiveness of the intervention was not observed. In order to analyze the data, the covariance analysis method was used. Conclusion: In order to increase the creativity of working children in Tehran, instead of using lecture methods and theoretical discussions, they should rely more on working with necessary and sufficient tools, facilities and equipment and provide the necessary opportunities for children to use them. / هدف: هدف این پژوهش بررسی تأثیر آموزش به روش مونته‌سوری بر تفکر خلاق کودکان کار شهر تهران بود. روش کار: این پژوهش در طبقه پژوهش‌های مداخله‌ای شبه‌آزمایشی و از نوع پیش آزمون، پس آزمون با گروه کنترل قرار دارد. جامعه آماری این پژوهش را کودکان کار در یکی از مراکز نیکوکاری حامی کودکان در منطقه 12 شهر تهران در سال 1402 تشکیل دادند. نمونه آماری شامل 40 کودک کار است که بر اساس روش تصادفی در دسترس از جامعه آماری انتخاب شده و به 2 گروه آزمایش و کنترل 20 نفری تقسیم شدند. ابزار گردآوری داده‌ها در این پژوهش آزمون سنجش خلاقیت تورنس تصویری فرم"ب" بود و جهت آموزش کودکان از برنامه آموزشی مونته سوری استفاده شده است. به منظور تجزیه و تحلیل داده‌ها از روش تحلیل کوواریانس استفاده شد. نتایج: یافته‌ها نشان داد آموزش به روش مونته‌سوری بر مقیاس‌های سیالی (p≤0/01)، انعطاف‌پذیری (p≤0/01) و بسط (p≤0/01) تأثیر داشته اما بر مولفه ابتکار اثربخشی مداخله مشاهده نشد. به منظور تجزیه و تحلیل داده‌ها از روش تحلیل کوواریانس استفاده شد. نتیجه ­گیری: جهت افزایش خلاقیت کودکان کار شهر تهران به جای به کارگیری روش‌های سخنرانی و بحث‌های نظری، بیشتر متکی بر کارکردن با ابزارها، امکانات و وسایل لازم و کافی شوند و نیز فرصت‌های لازم را برای استفاده از آن‌ها را برای کودکان فراهم نمایند.

Language: Persian

DOI: 10.22034/esbam.2023.401731.1025

ISSN: 2980-891X


✓ Peer Reviewed

Analisis Kemampuan Berpikir Logis Anak Usia Dini melalui Permainan Montessori [Analysis of Early Childhood Logical Thinking Ability through Montessori Games]

Available from: Jurnal Obsesi

Publication: Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini [Journal of Obsession: Journal of Early Childhood Education], vol. 6, no. 5

Pages: 5079-5090

Asia, Australasia, Critical thinking in children, Indonesia, Montessori method of education, Southeast Asia

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Abstract/Notes: Penelitian kualitatif deskriptif ini memiliki tujuan untuk menganalisis kemampuan berpikir logis AUD melalui permainan Montessori ditinjau dari gender, yang melibatkan 16 siswa TK dari 8 sekolah yang ada di Kabupaten Aceh Tengah. Data dalam penelitian ini diperoleh melalui tes, observasi dan wawancara. Analisis data dilakukan dengan cara transkrip data, reduksi data, validasi atau triangulasi data, penyajian data dan penarikan kesimpulan. Berdasarkan hasil penelitian diketahui bahwa kemampuan berpikir logis dan simbolik siswa berada pada level Berkembang Sesuai Harapan. Pada indikator mengenal perbedaan berdasarkan ukuran “lebih dari”, “kurang dari” dan “paling/ter”, siswa laki-laki berada pada level Berkembang Sangat Baik dan siswa perempuan pada level Berkembang Sesuai Harapan. Pada indikator mengklasifikasikan benda berdasarkan warna, bentuk dan ukuran (3 variasi), siswa laki-laki berada pada level Berkembang Sesuai Harapan dan siswa perempuan pada level Mulai Berkembang. Pada indikator mengurutkan benda berdasarkan ukuran dari paling kecil ke paling besar atau sebaliknya, serta mengenal pola ABCD-ABCD, baik siswa laki-laki maupun siswa perempuan berada pada level Berkembang Sesuai Harapan dan Mulai Berkembang. [This descriptive qualitative study aims to analyze the logical thinking ability of early childhood through Montessori games in terms of gender, which involved 16 kindergarten students from 8 schools in Central Aceh Regency. The data in this study were obtained through tests, observations and interviews. Data analysis was carried out by means of data transcription, data reduction, data validation or triangulation, data presentation and drawing conclusions. Based on the results of the study, it is known that students' logical and symbolic thinking skills are at the level of Developing According to Expectations. In the indicator of recognizing differences based on the size of "more than", "less than" and "most/ter", male students are at the Very Good Developing level and female students are at the Expected Developing level. In the indicator of classifying objects based on color, shape and size (3 variations), male students are at the Developing As Expected level and female students are at the Beginning to Develop level. In the indicator of sorting objects by size from the smallest to the largest or vice versa, as well as recognizing the ABCD-ABCD pattern, both male and female students are at the level of Developing According to Expectations and Starting to Develop.]

Language: Indonesian

DOI: 10.31004/obsesi.v6i5.1894

ISSN: 2549-8959


The Nature of Ecological Thinking in Montessori's Cosmic Education / Montessori 우주교육에서 생태적 사고의 성격

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 13

Pages: 105-123

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Language: Korean

ISSN: 1226-9417

Conference Paper

A Systems Thinking Approach to Codesign at a Montessori School

Available from: International Association of Societies of Design Research

International Association of Societies of Design Research (IASDR) 2023 (9-13 October, Milan, Italy)

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Abstract/Notes: In this study, systems thinking and codesign principles are applied together to develop a process framework to identify leverage points for an intervention in a new Montessori school. We show how a series of codesign workshops with children, parents, teachers, and management generated insights into the importance of collaboratively codesigning with stakeholders while applying Soft Systems Methodology (SSM). This approach demonstrates the advantages of incorporating diverse perspectives and fostering group coaction. These findings add to the limited literature on the practical applications of process-focused SSM, as they have informed the development of a step-by-step plan for forthcoming data collection sessions at the school, which will be organized as a Summer Research Camp. The future Summer Research Camp project will focus on continuing to work with the stakeholders to codesign interventions in the system, by following the SSM cycle aimed at gaining an understanding of the systemic factors affecting the school.

Language: English

Published: Milan, Italy: International Association of Societies of Design Research, 2023

DOI: 10.21606/iasdr.2023.748

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