Abstract/Notes: The purpose of this study was to analyze the verbal interactions of children assigned to multiage classrooms. Specifically, the study investigated whether children of a particular age group interact with other children across age groups and the types of interactions each age group display. It also investigated student-to-teacher interactions and student-to-student interactions to see if interactions initiated by children are dispersed across age groups. An interaction in this study is defined as a verbal exchange between two children or between a child and the teacher. Groups studied consisted of classrooms containing children of two ages (e.g., six- and seven-year-olds) and groups containing children of three ages (e.g., eight-, nine-, and ten-year-olds). When three ages were combined in a classroom, the older children tended to dominate the conversation directed to other children in the class. This tendency was not present when two ages were combined. Combining children of

Language: English

Published: Cortland, New York, Aug 1977

Abstract/Notes: Maria Montessori lectured in Italian during the first International Montessori Course in 1939 at Madras, India. These 75 lectures were translated into English by her son Mario, as she spoke. And were taken down near verbatim in short hand, transcribed and set into galleys overnight. One such set of proofs forms the original manuscript for this book. For the most part, each chapter in this book encompasses a single lecture. The lectures are left in the same order as they were given, swinging between psychology and the use of the materials. India’s diversity of language, social custom and religious practice enriched her research. During this time, Dr. Montessori worked with children in Madras and put into practice her theories of adapting the environment, furniture and the Practical Life materials to local conditions. In these lectures, Maria Montessori speaks with the mature wisdom of a lifetime spent studying, not just early childhood, but human development as a whole and gives a complete, wonderful and colorful overview of her pedagogy and philosophy.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-52-1

Series: The Montessori Series , 24

Abstract/Notes: Maria Montessori lectured in Italian during the first International Montessori Course in 1939 at Madras, India. These 75 lectures were translated into English by her son Mario, as she spoke. And were taken down near verbatim in short hand, transcribed and set into galleys overnight. One such set of proofs forms the original manuscript for this book. For the most part, each chapter in this book encompasses a single lecture. The lectures are left in the same order as they were given, swinging between psychology and the use of the materials. India’s diversity of language, social custom and religious practice enriched her research. During this time, Dr. Montessori worked with children in Madras and put into practice her theories of adapting the environment, furniture and the Practical Life materials to local conditions. In these lectures, Maria Montessori speaks with the mature wisdom of a lifetime spent studying, not just early childhood, but human development as a whole and gives a complete, wonderful and colorful overview of her pedagogy and philosophy.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-52-1

Series: The Montessori Series , 24

Runtime: 31 min.

Language: English

Published: Cleveland, Ohio, 1995

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2007

ISBN: 978-90-79506-17-0

Series: The Montessori Series , 12

Language: English

ISSN: 0277-9064

Abstract/Notes: Summary of seminar by Shannon Helfrich.

Language: English

Abstract/Notes: The purpose of this research was to determine the affect of peer teaching on the social and academic interactions of children in an early childhood setting. The research took place at a Montessori school with two classrooms containing 56 students ages three to six. The duration of the study was six weeks. During the study the data collected included number of peer interactions per week and overall number of children working at each half hour increment of the day. Data also included positive and negative behaviors during peer teaching interactions, and the children’s level of understanding during a peer presentation. Data was mostly inconclusive during this study except that the number of children distracted during the day decreased over the six-week period.

Language: English

Published: St. Paul, Minnesota, 2016

Language: English

ISSN: 0889-5643

Language: English