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Book Section
Development of Language in the Normal Child
Book Title: Readings Toward a Montessori Language Curriculum
Pages: 11-24
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Abstract/Notes: Previously published as an entry in the edited volume, "Language Intervention with the Retarded" (1972).
Language: English
Published: Lexington, Massachusetts: Ginn Press, 1986
Book Section
Development of Language in the Normal Child
Book Title: Language Intervention with the Retarded
Pages: 33-51
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Language: English
Published: Baltimore, Maryland: University Park Press, 1972
ISBN: 978-0-8391-0675-3 0-8391-0675-0
Master's Thesis (M.A.)
A Comparison of Montessori and Traditionally Schooled Five Year Olds in the Language, Motor, and Concept Area Skills of the Developmental Indicators for the Assessment of Learning-Revised
Available from: ProQuest - Dissertations and Theses
Comparative education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation
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Abstract/Notes: This quasi-experimental research study examined the performance of two groups of five year old children on the Developmental Indicators for the Assessment of Learning-Revised (DIAL-R) (1990) in relationship to their method of schooling. The purpose of the study was to compare mean scores received by the Montessori group (N=10) and the Traditional group (N=10) on Motor Area skills, Concept Area skills, and Language Area skills of the DIAL-R (1990) using t tests for independent samples. Scores received on each test item were also analyzed statistically to determine the specific strengths and weaknesses of each subject group. The findings show that there was no significant difference between the two subject groups in the Motor Area skills as assessed by the DIAL-R (1990). There was a significant difference between the two subject groups in the Concept Area skills which favored the Montessori subjects. The Montessori group performed better than did the Traditional group in the Language Area skills of the DIAL-R (1990), but the difference was not statistically significant. Implications of these findings for Early Childhood educators are discussed, in view of the fact that this sample was quite small. The findings provide support for both the Montessori and Traditional programs for young children found within the Dallas Public Schools in student performance on the DIAL-R (1990). Recommendations for further studies are also given.
Language: English
Published: Denton, Texas, 1995
Article
The Development of Language With Beginners at Day Schools
Available from: National Archives (USA)
Publication: Indian School Journal, vol. 15, no. 10
Date: Jun 1915
Pages: 511-516
Americas, Indigenous communities, Indigenous peoples, Language acquisition, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Language: English
ISSN: 0364-7056
Archival Material Or Collection
A Study of the Language of Montessori Preschool Children
Date: 1983
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Language: English
Article
Montessori Method for Strengthening Communication Skills in English as a Foreign Language in Young Children / Método Montessori para el Fortalecimiento de las Habilidades de Comunicación en Inglés como Lengua Extranjera en Niños Pequeños
Available from: European Journal of English Language Teaching
Publication: European Journal of English Language Teaching, vol. 7, no. 1
Date: 2022
Pages: 104-126
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Abstract/Notes: This work aims to strengthen the communication skills in English as a Foreign Language of young children in Ecuadorian elementary schools. It used the action research method and a combination of qualitative and quantitative research approaches. The sample consists of 10 children of the second grade of elementary school and their parents. All they have permanent residence in the province of Manabi, Ecuador. The researcher team designed an educational intervention based on the Montessori Methodology to improve participants’ communication skills in English as a Foreign Language. The educational intervention lasted 6 months and used the contains of the second grade of the elementary education curriculum of Ecuador. The instruments used for data collection were in-deep interviews, class observation, and the vocabulary acquisition test of Windi (2017). The results showed that all participants improved in 3-4 points their scores of English communication skills from pre-test in comparison to post-test. It concluded that 100% of young children that participated in this research improved their communication skills in English as a Foreign Language when supported the instruction with Montessori Methodology. / Este trabajo tiene como objetivo fortalecer las habilidades de comunicación en inglés como lengua extranjera de los niños pequeños en las escuelas primarias ecuatorianas. Utilizó el método de investigación de acción y una combinación de enfoques de investigación cualitativos y cuantitativos. La muestra está compuesta por 10 niños del segundo grado de primaria y sus padres. Todos ellos tienen residencia permanente en la provincia de Manabí, Ecuador. El equipo de investigadores diseñó una intervención educativa basada en la Metodología Montessori para mejorar las habilidades comunicativas de los participantes en inglés como lengua extranjera. La intervención educativa tuvo una duración de 6 meses y utilizó los contenidos del segundo grado del currículo de educación básica del Ecuador. Los instrumentos utilizados para la recolección de datos fueron entrevistas en profundidad, observación de clases y la prueba de adquisición de vocabulario de Wendi (2017). Los resultados mostraron que todos los participantes mejoraron en 3-4 puntos sus puntajes de habilidades de comunicación en inglés desde la prueba previa en comparación con la prueba posterior. Se concluyó que el 100% de los niños pequeños que participaron en esta investigación mejoraron sus habilidades comunicativas en inglés como lengua extranjera cuando se apoyó en la instrucción con la Metodología Montessori.
Language: English
ISSN: 2501-7136
Article
Montessori Yönteminin Beş-Altı Yaş Çocuklarının Alıcı Dil Gelişimine Etkisinin İncelenmesi / Examination of the Affect of Montessori Method on Receptive Language of Kindergarten Children
Available from: Selçuk University (Turkey)
Publication: Selçuk Üniversitesi Türkiyat Araştırmaları Dergisi / Selçuk University Journal of Studies in Turcology, vol. 1, no. 26
Date: 2009
Pages: 347-355
Asia, Early childhood care and education, Early childhood education, Language acquisition, Language development, Middle East, Montessori method of education, Montessori method of education - Evaluation, Turkey, Western Asia
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Abstract/Notes: Bu araştırmada, Montessori yönteminin beş - altı yaş çocuklarının alıcı dil becerilerine etkisiincelenmiştir. Araştırma, deneme modelinde gerçekleştirilmiştir. Araştırmanın çalışma grubunu,2008 – 2009 yıllarında Selçuk Üniversitesi Mesleki Eğitim Fakültesi İhsan DoğramacıUygulama Anaokulu’nda eğitim gören toplam 40 çocuk oluşturmaktadır. Veri toplama aracıolarak Peabody Resim-Kelime Testi kullanılmıştır. Araştırma sonucuna göre, Montessori yöntemiile eğitim alan beş - altı yaş çocuklarının alıcı dil becerileri ile Milli Eğitim BakanlığıOkul Öncesi Eğitim Programına göre eğitim alan beş - altı yaş çocuklarının alıcı dil becerileriarasında anlamlı bir fark bulunmuştur. / At this research, the effects of Montessori Method to receptive language skills of five-six aged children were examined. This research was carried out with essay form. Working group of research consists of totally 40 kindergarten children who received education between 2008- 2009 academy years in Ihsan Dogramaci Application Kindergarten, Faculty of Vocational Education, Selcuk University. Peabody Picture-Vocabulary Test was used as data collection tool. According to the result of research, a significant difference was found between receptive language skills of kindergarten children who receive education with Montessori Method and also education according to The Ministry of Education, Preschool Education Program.
Language: Turkish
ISSN: 2458-9071
Article
Montessori e Wittgenstein: Il linguaggio come costruzione del mondo / Montessori y Wittgenstein: El lenguaje como construcción del mundo / Montessori and Wittgenstein: Language as construction of the world
Available from: Universidade de Santiago de Compostela (Spain)
Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 7, no. 2-3
Date: Dec 2018
Pages: 137-147
Ludwig Wittgenstein - Philosophy, Maria Montessori - Philosophy
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Abstract/Notes: Maria Montessori e Ludwig Wittgenstein hanno apportato un contributo significativo allo sviluppo del concetto di linguaggio in ambito educativo. Muovendo dalla sfera del linguaggio parlato e passando poi a quella del linguaggio scritto, l’articolo che segue ha come proposito quello di far emergere le affinità concettuali rintracciate all’interno delle opere dei due autori. Tale parallelismo ha origine comune nella centralità affidata al rapporto interdipendente tra pensiero e linguaggio. L’articolo qui proposto vuole soprattutto amplificare il messaggio filosofico ed etico che accompagna questo pensiero comune ad entrambi gli autori e che può essere così riassunto: un ambiente educativo all’interno del quale venga promossa una visione filosofica ed etica del linguaggio permette al bambino di migliorare la qualità della propria vita intima e sociale. / Maria Montessori y Ludwig Wittgenstein han aportado una contribución significativa en el desarrollo del concepto de lenguaje en el ámbito educativo. Empezando por la esfera del lenguaje hablado y atravesando la de la escritura, este artículo se propone resaltar las afinidades conceptuales delineadas entre las obras de los dos autores. Este paralelismo encuentra orígenes comunes en la centralidad conferida al vínculo entre pensamiento y lenguaje. El propósito de este artículo es el de destacar el mensaje filosófico y ético que acompaña el pensamiento de los dos autores y que puede ser así resumido: un entorno educativo dentro del cual sea promovida una visión filosófica y ética del lenguaje, permite al niño mejorar la calidad de su propia vida interior y social. / Maria Montessori and Ludwig Wittgenstein contributed to formulate notions of language in the field of education. Starting from spoken language and moving to the written word, this article aims to unfold the conceptual resemblances in both authors. This parallelism finds common origins in the centrality conferred on the relationship between thought and language. The purpose of this article is to highlight the philosophical and ethical message that accompanies the thoughts of the two authors and that can be summarized that way: an educational environment within which a philosophical and ethical vision of language is promoted allows the child to improve the quality of their own individual and social life.
Language: Italian
ISSN: 2255-0666
Article
Five Factors Influencing the Students’ Motivation to Learn English as a Foreign Language: A Closer Look into Montessori Classroom Environment
Available from: Universitas Lancang Kuning (Indonesia)
Publication: REiLA: Journal of Research and Innovation in Language, vol. 2, no. 2
Date: Aug 2020
Pages: 76-84
Asia, Australasia, Classroom environments, Southeast Asia, Southeast Asia
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Abstract/Notes: Good learning environment will bring out qualified students. This study focuses on the Montessori method, which is an approach of education designed to train the students’ independence in learning. The study uses descriptive quantitative research design to describe the factors of Montessori classroom environment on the motivation of students in Royal Prime Montessori Elementary School Pekanbaru in academic year 2018/2019. The sample of study is 55 students selected from five classes. The data were collected using questionnaire and observation checklist. This study found five factors influencing the students’ motivational condition, i.e., teacher’s presence, personal attitude, Montessori materials, classroom conditions and friends’ influence. This study revealed that the students taught with this method are active and cooperative during their English learning activities.
Language: English
ISSN: 2685-3906
Article
Recursion in Development: Support for a Biological Model of Language
Publication: Language and Speech, no. 3
Date: 1987
Pages: 239