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Book
Ein Haus für Kinder: Raum für soziale und emotionale Entwicklung
Child development, Classroom environments, Early childhood care and education, Early childhood education, Montessori method of education, Prepared environment, Socialization
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Abstract/Notes: Maria Montessoris Konzept für ein Haus für Kinder entwickelt Maßstäbe und begründet ein Milieu, in dem Kinder und Pädagogen in Freiheit leben, lernen und sich entwickeln können. Ein besonderes Kennzeichen des Modells sieht Maria Montessori in der "Vorbereiteten Umgebung". Sie fordert "vor allen anderen Dingen die Umgebung zu pflegen. Das ist eine indirekte Arbeit, und wenn die Umgebung nicht gut gepflegt ist, wird es weder auf physischem noch intellektuellem oder spirituellem Gebiet wirkungsvolle und dauerhafte Ergebnisse geben". Der Pädagoge ist Teil dieser "Vorbereiteten Umgebung" und somit entscheidend verantwortlich für die sozialen und emotionalen Entwicklungschancen des Kindes.
Language: German
Published: Münster, Germany: Lit, 2011
ISBN: 978-3-643-11273-6 3-643-11273-4
Series: Impulse der Reformpädagogik , 29
Article
Emotional Foundations of Independence
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1976, no. 3/4
Date: 1976
Pages: 14–20
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Abstract/Notes: Lecture delivered to 1975 North American teacher trainers' meeting
Language: English
ISSN: 0519-0959
Article
Research on the Impact of the Emotional Expression of Kindergarten Teachers on Children: From the Perspective of the Class Micro-Power Relationship
Available from: Frontiers in Psychology
Publication: Frontiers in Psychology, vol. 13
Date: 2022
Pages: Article 808847
Asia, China, East Asia, Montessori method of education - Evaluation
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Abstract/Notes: During the preschool years, the socio-emotional responses children receive from interactions with teachers are incorporated into their own social behaviors. This is one of the key ways in which children acquire social and emotional skills. Based on field studies, it can be found that this learning process is not simple imitation of children, but of a more complex context of group interaction. To further clarify the impact of kindergarten teachers’ emotion on the sociometric status and behavior of 3–5 year-old children in their classes, the researchers chose a Montessori mixed-age kindergarten in Beijing as the field site and observed five classes within the kindergarten over a 2-month period in this ethnographic case study. The study found that the power gap between teacher and pupil spreads rapidly to all children in the classroom as a result of the teacher’s emotions, and even stimulates power stratification within the children. In addition, there are differences in the social behaviors between the children of different levels of power. As preschool children are in a critical developmental window when social knowledge is being accumulated and social skills are being acquired, using power relations within the kindergarten classroom as an entry point to analyze the impact of teachers’ emotions on children’s social behavior provides a new breakthrough for the professional development of early childhood education and the better achievement of educational goals.
Language: English
DOI: 10.3389/fpsyg.2022.808847
ISSN: 1664-1078
Article
Analysis of Emotional Factors in Montessori Children Education / Montessori 아동교육의 감성적 요소에 대한 고찰
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 10
Date: 2005
Pages: 1-15
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Language: Korean
ISSN: 1226-9417
Article
The Emotional Dimension in the Second Phase of Development
Publication: NAMTA Bulletin
Date: Mar 2008
Pages: 1-10
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Master's Thesis (Action Research Report)
Mindfulness and the Virtual School: Effects of Mindfulness Interventions in the Aftermath of Emotional Trauma and Isolation
Available from: St. Catherine University
Action research, Upper elementary
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Abstract/Notes: This action research studied the effects of mindfulness, meditation, and simple yoga exercises on children in the aftermath of emotional trauma and isolation due to COVID-19. The research further explored how these strategies interact with Montessori philosophy and whether a public Montessori school’s virtual upper elementary environment can accommodate such practices. The study took place over four weeks. Thirty-one upper elementary students in a public metropolitan Montessori school received daily guidance on mindfulness and mediation via Google Meet and instructional videos. The researcher used online pre- and post-surveys, checklists, and students’ journals to collect data. Over the course of the study students demonstrated increased comfort level when expressing emotions. Further study could examine the impact these interventions have if delivered in the non-virtual Montessori classroom.
Language: English
Published: St. Paul, Minnesota, 2020
Master's Thesis (Action Research Report)
Mindfulness Breathing in Support of Emotional Self-Regulation in a Montessori Upper Elementary Environment
Available from: St. Catherine University
Action research, Montessori method of education - Criticism, interpretation, etc., Three-hour work cycle, Upper elementary, Work periods
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Abstract/Notes: The purpose of this research was to examine whether the implementation of mindfulness breathing exercises aided in emotional self-regulation. This study incorporated various breathing techniques five days a week for five to ten minutes each day. The six-week study involved 14 children between the ages of 9 and 12 years in a private Montessori school in the southern region of the United States. Data collection included daily observations of the breathing exercises, pre and post-behavioral self-assessments, a daily reflection tool by the researcher, and a student feedback form. Results showed an increase in regulated behavior and breathing techniques being used by deregulated students. The pre and post-behavioral self-assessment showed an increase in positive self-perception as well as a shift in self-control, responsibility, respect, behavior, and self-esteem. The daily observations showed an increase in calm and focus during the morning and afternoon work cycles after implementation at the beginning of both work cycles. 69% of participants felt mindfulness breathing helped as well as 61% enjoyed mindfulness breathing. Two students independently practiced breathing techniques to help them regulate. The data showed a positive correlation between the implementation of mindfulness breathing techniques and self-regulation in children ages 9 to 12. Suggestions for further research include consistent observation time, implementation of a variety of mindfulness activities including yoga or listening to calming music and having a calm place in the classroom to integrate mindfulness practices
Language: English
Published: St. Paul, Minnesota, 2022
Article
Developing Emotional Literacy in Children
Publication: Montessori International, vol. 66
Date: Jan 2003
Pages: 40–41
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Language: English
ISSN: 1470-8647
Article
How Montessori Gave Pedagogical Help to an Emotionally Disturbed Child
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1984, no. 1
Date: 1984
Pages: 11–13
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Language: English
ISSN: 0519-0959
Article
Emotional Development and Montessori Education: On the Guiding Instincts
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1978, no. 1
Date: 1978
Pages: 17–25
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Language: English
ISSN: 0519-0959