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Article
Life Education [Drug education program]
Publication: Montessori Today (London), vol. 1, no. 5
Date: Sep/Oct 1988
Pages: 12-13
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Language: English
ISSN: 0952-8652
Article
Observing and Identifying Physical Readiness for Learning
Publication: Montessori International, vol. 89
Date: Oct 2008
Pages: 40–41
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Language: English
ISSN: 1470-8647
Article
Comparing Child Outcomes of Physical Punishment and Alternative Disciplinary Tactics: A Meta-Analysis
Available from: SpringerLink
Publication: Clinical Child and Family Psychology Review, vol. 8, no. 1
Date: 2005
Pages: 1-37
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Abstract/Notes: This meta-analysis investigates differences between the effect sizes of physical punishment and alternative disciplinary tactics for child outcomes in 26 qualifying studies. Analyzing differences in effect sizes reduces systematic biases and emphasizes direct comparisons between the disciplinary tactics that parents have to select among. The results indicated that effect sizes significantly favored conditional spanking over 10 of 13 alternative disciplinary tactics for reducing child noncompliance or antisocial behavior. Customary physical punishment yielded effect sizes equal to alternative tactics, except for one large study favoring physical punishment. Only overly severe or predominant use of physical punishment compared unfavorably with alternative disciplinary tactics. The discussion highlights the need for better discriminations between effective and counterproductive use of disciplinary punishment in general.
Language: English
DOI: 10.1007/s10567-005-2340-z
ISSN: 1096-4037
Article
Supportive Indoor Environments for Functional Play in ECEC Institutions: A Strategy for Promoting Well-Being and Physical Activity?
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 191, no. 6
Date: 2021
Pages: 1-12
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Abstract/Notes: The physical environment in Early Childhood Education and Care (ECEC) institutions provide children with possibilities for play. This study describes a physical environmental intervention aiming to increase the possibilities for functional play in the indoor environment, and its influence on children’s well-being and physical activity. The intervention involved the establishment of a tumbling space with soft surfaces, mats and big construction materials. The sample consists of video observations of 65 children’s free play in seven ECEC institutions at two data points. Multilevel regression analysis indicates that children’s physical activity and functional play is strongly related to the use of a tumbling space, and that the intervention group had a higher increase in functional play following the intervention compared to the control group. The impact of the tumbling space on well-being is limited. The results indicate that targeting children’s possibilities for functional play may be beneficial form a health promotion standpoint.
Language: English
DOI: 10.1080/03004430.2019.1651305
ISSN: 0300-4430, 1476-8275
Article
On the Edge Between Digital and Physical: Materials to Enhance Creativity in Children. An Application to Atypical Development
Available from: Frontiers in Psychology
Publication: Frontiers in Psychology, vol. 11
Date: 2020
Pages: Article 755
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Abstract/Notes: The 4 P’s creativity model (person, process, press, and product) underlines how creativity is strongly connected with the materials employed to conceive and realize a creative outcome. As a multiform construct, it invites a wide variety of approaches to the study of it. One of the most promising ways to address this issue is to connect it with cognitive development and related educational pathways, as creativity can be enhanced and stimulated in every child, leading to an improvement both at personal and societal level. Even if creativity is recognized and highly valued, there is still a lack of methods which can stimulate creativity in an effective way. Useful hints may come from the outstanding contributions of Piaget and Montessori who underlined that interaction with the physical world is a fundamental building block for cognitive development. In this paper, starting from these fixed points, we describe some creativity enhancing methods for children which give importance to the edge between digital and physical materials. Digital materials open new ways to the use and integration of physical materials with hybrid platforms which can be used in educational contexts. Together with this perspective we provide a description of the application of these methodologies to enhance creativity in children with Autistic Spectrum Disorder.
Language: English
ISSN: 1664-1078
Article
Physical and Developmental Phenotype Analyses in a Boy with Wolf-Hirschhorn Syndrome
Available from: PubMed Central (National Library of Medicine)
Publication: Genetic Counseling (Geneva, Switzerland), vol. 16, no. 1
Date: 2005
Pages: 31-40
Children with disabilities, Inclusive education, Wolf-Hirschhorn syndrome
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Abstract/Notes: Wolf-Hirschhorn syndrome (WHS) is a rare genetic condition with characteristic facial traits, organ malformations, functional impairment and developmental delay due to partial short arm monosomy of chromosome 4. Although several hundreds of cases have been published to date, a systematic collection of its clinical symptoms and anthropological traits is missing in the literature, and reports on abilities and needs of children with WHS are scanty. Results of detailed physical and developmental phenotype analyses in a 1 10/12-year-old boy with monosomy 4p15.2-pter are presented. Physical analyses were based on systematic data acquisition. They disclosed a total of 32 clinical symptoms and 46 anthropological traits. Developmental analyses were based on the child's interactive play in an environment structured according to Montessori principles. They disclosed a total of 44 abilities and a number of needs to be satisfied by the environment for the support of the child's psychic and intellectual growth. While the physical phenotype is important for the diagnostic process, the developmental phenotype is essential for parental counseling. PMID: 15844776
Language: English
ISSN: 1015-8146
Article
Tangibles for learning: a representational analysis of physical manipulation
Available from: Springer Link
Publication: Personal and Ubiquitous Computing, vol. 16, no. 4
Date: 2011
Pages: 405-419
Article
Physical Activity in Preschool Children: Comparison Between Montessori and Traditional Preschools
Available from: Wiley Online Library
Publication: Journal of School Health, vol. 84, no. 11
Date: 2014
Pages: 716-721
Americas, Comparative education, Montessori method of education - Evaluation, North America, Physical education, United States of America
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Abstract/Notes: Little is known about the influence of Montessori methods on children's physical activity (PA). This cross-sectional study compared PA of children attending Montessori and traditional preschools. We enrolled 301 children in 9 Montessori and 8 traditional preschools in Columbia, South Carolina. PA was measured by accelerometry on weekdays during preschool (In-School), non-school (Non-School), and all day (All Day). Minutes/hour of light, moderate-to-vigorous (MVPA), and total PA (light + MVPA) were calculated. Children attending Montessori preschools accumulated more In-School light (7.7 vs. 6.5 minute/hour), MVPA (7.7 versus 6.5 minute/hour), and total PA (15.4 versus 13.0 minute/hour) than children attending traditional preschools, after adjusting for sex, race/ethnicity, body mass index, parent education and neighborhood poverty index. For Non-School (8.5 versus 6.2 minute/hour) and All Day (8.5 versus 7.6 minute/hour), children in Montessori preschools accumulated more MVPA than children in traditional preschools. In-School PA was higher for children in private Montessori than public Montessori preschools (8.1 versus 7.0 minute/hour; 8.1 versus 6.7 minute/hour; 16.1 versus 13.6 minute/hour, for light, MVPA, and total PA, respectively). Children attending Montessori preschools were more active than children attending traditional preschools. Adopting the Montessori system may be an important strategy for promoting PA in children.
Language: English
DOI: 10.1111/josh.12207
ISSN: 1746-1561
Article
Relationship of Montessori Approach with Interior Spaces in Preschools and Physical Set-up [Montessori Yaklaşımının Anaokulu İç Mekanları ve Fiziksel Oluşumu ile İlişkisi]
Available from: Megaron Journal
Publication: Megaron: Yıldız Technical University, Faculty of Architecture E-Journal, vol. 16, no. 2
Date: 2018
Pages: 451-458
Architecture, Asia, Middle East, Turkey, Western Asia
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Abstract/Notes: Montessori education gathers around two purposes: biological and social purposes. Helping natural development of an individual is targeted in the biological part, and preparation of an individual for the environment is targeted in the social part (Montessori, 1947). Fundamental element of Montessori approach is to form the space. Although there are plenty of studies present in the literature on this subject, it was noted that studies on interior spaces, with which people have quite intensive and higher level of relationship, turned out to be very few. Thus, in this study, in the context of findings determined by conceptual components affecting physical characteristics in the formation of interior spaces, particularly in kindergartens applying Montessori education model, which has become widespread in preschool educational institutions in Turkey during the past ten years; For this reason five (all) institutions in Ankara were selected as the area of study with more than one data collection technique, and survey with quantitative approach, and document investigation with qualitative approach and monitoring (mechanical) techniques were used. In the applied study, characteristics making up the interior space in preschool educational institutions were studied in the content of the titles of Properties of Interiors, General Spatial Standards of Day Care Centre, Atmospheric Properties Floor, Wall, Furnishings etc...), Furniture and Equipment, and the sample interior- space forming model for design setting was suggested. [Montessori eğitimi iki amaç etrafında toplanır: biyolojik ve sosyal amaçlar. Bir bireyin doğal gelişimine yardımcı olmak biyolojik yönünü hedef alırken ve çevre için bireyin hazırlanması toplumsal yönünü hedefler (Montessori, 1947). Montessori yaklaşımının temel unsuru mekanı oluşturmaktır. Bu konuda literatürde çok sayıda çalışma olmasına rağmen, insanların oldukça yoğun ve yüksek düzeyde ilişkilere sahip olduğu iç mekanlarla ilgili çalışmaların çok az olduğu ortaya çıkmıştır. Bu nedenle, bu çalışmada, özellikle son on yılda Türkiye’de okul öncesi eğitim kurumlarında yaygınlaşan Montessori eğitim modelini uygulayan anaokullarında iç mekan oluşumunda fiziksel özellikleri etkileyen kavramsal bileşenler tarafından belirlenen bulgular bağlamında; Ankara’da beş (tüm) kurum birden fazla veri toplama tekniği ile çalışma alanı olarak seçilmiş, niceliksel yaklaşımla anket, nitel yaklaşım ile izleme (mekanik) teknikleriyle belge araştırması kullanılmıştır. Uygulamalı çalışmada, İç Mekanların Özellikleri, Anaokulunun Genel Mekansal Standartları, Atmosferik Zemin Kat, Duvar, Mobilyalar vb. Başlıkları kapsamında, okul öncesi eğitim kurumlarındaki iç mekanı oluşturan özellikler incelenmiştir. Ayrıca, Mobilya, Ekipman ve tasarım ortamı için örnek iç mekan oluşturma modeli önerilmiştir.]
Language: English
DOI: 10.5505/megaron.2018.93276
ISSN: 1309-6915
Article
Flip Flops, Dress Clothes, and No Coat: Clothing Barriers to Children's Physical Activity in Child-care Centers Identified from a Qualitative Study
Available from: BioMed Central
Publication: The International Journal of Behavioral Nutrition and Physical Activity, vol. 6, no. 1
Date: 2009
Pages: 74
Americas, North America, United States of America
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Abstract/Notes: Three-quarters of 3-6 year-old children in the U.S. spend time in childcare; many spend most of their waking hours in these settings. Daily physical activity offers numerous health benefits, but activity levels vary widely across centers. This study was undertaken to explore reasons why physical activity levels may vary. The purpose of this paper is to summarize an unexpected finding that child-care providers cited was a key barrier to children's physical activity.
Language: English
ISSN: 1479-5868