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Article
Pretend Play as Twin Earth: A Social-Cognitive Analysis
Available from: ScienceDirect
Publication: Developmental Review, vol. 21, no. 4
Date: 2001
Pages: 495-531
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Abstract/Notes: Pretend play appears to be important to a theory of mind, but exactly how or why has been controversial. One widely entertained hypothesis about why pretense is important to understanding minds is termed the Metarepresentational Model. According to this model, children knowingly consider and manipulate mental representations during pretense. Children appreciate these mental representations as such and later come to apply their understanding of mental representation outside of pretense domains. This article reviews evidence relevant to the metarepresentational model, and it is concluded that the evidence does not support it. Alternative models of the relationship between pretense and theory of mind are reviewed, culminating in a proposed developmental model of the relation. The Twin Earth model proposes specific relations between pretend play and understanding minds, from the ontogenesis of pretense to the later emergence of role play and mental representational understandings of pretense. Central to the proposal is the supposition that pretend play functions for children in much the way that Twin Earth functions for philosophers—by allowing for participation in and reasoning about nonactual situations.
Language: English
ISSN: 0273-2297
Article
When Play Is Learning: A School Designed for Self-Directed Education
Available from: JSTOR
Publication: Phi Delta Kappan, vol. 65, no. 9
Date: May 1984
Pages: 608-611
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Language: English
ISSN: 0031-7217
Article
Community Rallies to Help St. Paul School Build Safer Playground [J. J. Hill Montessori]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 9, no. 1
Date: Fall 1996
Pages: 30
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Language: English
ISSN: 1071-6246
Article
Idea Sharing: Of Playdough, Toilets, Presents and Adverbs
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 10, no. 3
Date: Spring 1998
Pages: 15
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Language: English
ISSN: 1071-6246
Article
Montessori Cultural Subjects: Elementary: A Time for Play
Publication: Montessori Life, vol. 2, no. 4
Date: 1990
Pages: 24–26
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Language: English
ISSN: 1054-0040
Article
The Interplay of Age and Pedagogy in Maturation of Error-Monitoring
Available from: OSF Preprints
Publication: OSF Preprints
Date: May 21, 2019
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Abstract/Notes: Within an inherently dynamic environment, unexpected outcomes are part of daily life. Performance monitoring allows us to detect these events and adjust behavior accordingly. The necessity of such an optimal functioning has made error-monitoring a prominent topic of research over the last decades. Event-related potentials (ERPs) have differentiated between two brain components involved in error-monitoring: the error-related negativity (ERN) and error-related positivity (Pe) that are thought to reflect detection vs. emotional/motivational processing of errors, respectively. Both ERN and Pe depend on the protracted maturation of the frontal cortices and anterior cingulate through adolescence. To our knowledge, the impact of schooling pedagogy on error-monitoring and its brain mechanisms remains unknown and was the focus of the present study. Swiss schoolchildren completed a continuous recognition task while 64-channel EEG was recorded and later analyzed within an electrical neuroimaging framework. They were enrolled either in a Montessori curriculum (N=13), consisting of self-directed learning through trial-and-error activities with sensory materials, or a traditional curriculum (N=14), focused on externally driven activities mainly based on reward feedback. The two groups were controlled for age, gender, socio-economic status, parental educational style, and scores of fluid intelligence. The ERN was significantly enhanced in Montessori schoolchildren (driven by a larger response to errors), with source estimation differences localized to the cuneus and precuneus. In contrast, the Pe was enhanced in traditional schoolchildren (driven by a larger response to correct trials), with source estimation differences localized to the ventral anterior cingulate. Receiver operating characteristic (ROC) analysis demonstrated that the ERN and Pe could reliably classify if a child was following a Montessori or traditional curriculum. Brain activity subserving error-monitoring is modulated differently according to school pedagogy.
Language: English
Article
Sokszínű szótanuló – Játékos szókincsfejlesztő Montessori gyöngyökkel [Diverse Vocabulary - Playful vocabulary developer with Montessori beads]
Available from: National Széchényi Library
Publication: Magiszter, vol. 15, no. 3
Date: Fall 2017
Pages: 47-51
Eastern Europe, Europe, Hungary, Montessori materials
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Language: Hungarian
ISSN: 1583-6436
Article
Play in the Nursery School
Available from: Internet Archive
Publication: New Era in Home and School, vol. 18, no. 7+8
Date: Jul-Aug 1937
Pages: 188-192
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Language: English
ISSN: 0028-5048
Article
Social-Cognitive Play Patterns in Same-Age and Mixed-Age Preschool Classrooms
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 24, no. 3
Date: 1987
Pages: 463-476
Article
Toward More Joyful Learning: Integrating Play Into Frameworks of Middle Grades Teaching
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 51, no. 6
Date: 2014
Pages: 1227-1255
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Abstract/Notes: Recent efforts to define qualities of effective teaching practice have done little to capture the role of play, imagination, and creativity in classroom teaching. Drawing on theories of play and data from a two-year case study that included classroom observations, interviews, artifact collection, and surveys, the author examines the ways in which elements of play were present across the practice of eight novice middle grades teachers. Building on examples of play in these classrooms, the author proposes adding the dimension of play to frameworks of middle grades teaching—a dimension that encompasses young adolescents' engagement in classroom work that involves choice and self-direction, imaginative creations, and a nonstressed state of interest and joy.
Language: English
ISSN: 0002-8312, 1935-1011