Abstract/Notes: Reprinted from the Constructive Triangle (v. 3, no. 1, Fall 1967)

Language: English

Published: Broadview Heights, Ohio: American Montessori Society, 1970

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

DOI: 10.31849/reila.v2i2.3165

ISSN: 2685-3906

Language: English

DOI: 10.1177/002383098703000304

ISSN: 0023-8309

Abstract/Notes: An important aspect that determines learning success is the learning method used by the teacher. Teacher prospective teachers should have broad insights related to learning methods. Prospective teachers and teachers need to vary the learning model. Montessori method is one method that follows the natural tendencies of children and teachers need to prepare learning that follows the stages of child development. Based on these thoughts, community service is carried out to help prospective teachers and teachers' insights about the Montessori method. The sequence of community service activities is the training and mentoring of prospective teachers, the implementation of learning by the Montessori method by prospective teachers, evaluation and reflection on the results of implementation, preparation of training materials for elementary school teachers, and the activity ends with the evaluation and training of Montessori methods for elementary teachers. The result of community service is that prospective teachers are happy to have classroom experience and 100% of students are happy because they are involved in innovative learning activities, the Montessori method. In addition, teachers also get experience training in Montessori methods.

Language: Indonesian

ISSN: 2540-8747

Abstract/Notes: This study aimed to evaluate a sensorial education program using Montessori sensorial materials on receptive language development of 8 young children (DSM-V) with autistic spectrum disorders (ASD). At the end of 6 months intervention period, the sensory processing of the participants was evaluated using Sensory Processing Evaluation Form for Children with ASD and their receptive language level was measured using Peabody Picture – Vocabulary Test. In this study, multiple survey models between subjects were used in single subject design. The emerging findings of the research suggest that there is a substantial improvement in auditory, visual and tactile skills of five out of eight participants. The remainder three participants demonstrated increase in their receptive language scores but a little improvement was observed in their auditory, tactile and visual comprehension. / Bu araştırmada, montessori materyalleri ile sunulan duyusal entegrasyon programının otizmli çocukların alıcı dil gelişimi üzerine etkisinin incelenmesi amaçlanmıştır. Araştırma grubunu, bir okul öncesi kurumunda kaynaştırma eğitimine devam eden, DSM-V kriterlerine göre otizm tanısı almış 8 otizmli çocuk oluşturmaktadır. Çalışma öncesi ve sonrasında çalışma grubunu oluşturan otizmli çocuklar duyusal açısı ve alıcı dil düzeyleri; Peabody Resim-Kelime Testi ve Otizmli Çocuklar İçin Duyusal Değerlendirme Formu kullanılarak değerlendirilmişlerdir. Bu çalışmada, tek-denekli araştırma yöntemlerinden, denekler arası çoklu yoklama modeli kullanılmıştır.Çalışmanın sonucunda; araştırma grubundaki çocuklardan beşinin; işitsel, görsel ve dokunsal algı becerilerinde önemli ölçüde başarı sağladıkları ve dil puanlarının yükseldiği gözlenmiştir. Diğer üç denekte ise; alıcı dil puanlarının yükseldiği ancak işitsel, dokunsal ve görsel algılarındaki artışın daha sınırlı olduğu görülmüştür.

Language: Turkish

ISSN: 2147-9844

Abstract/Notes: Montessori Education is widely spread in almost all countries in the world. Even though this school is meant for all kinds of learners including “normal” learners, the Montessori education concepts used in Montessori schools will be very supportive education for children with special needs. Therefore, the schools which adopt Montessori education concepts can facilitate inclusion, especially with the concepts of ‘I can do it myself.’ Inclusive education needs to be carefully prepared and implemented by schools. The movement brings about some challenges for teachers. This paper explores the environment and materials based on Montessori education concepts. The environment and materials are suitable for all types of learners and thus can be an option to be implemented in the inclusive education setting. Teaching materials rooted in Montessori education concepts indeed cater all ages and embrace the needs of all students. DOI: doi.org/10.24071/llt.2018.210105

Language: English

DOI: 10.24071/llt.2018.210105

ISSN: 2579-9533

Abstract/Notes: Language is a very socially important and basic structure of thought. It allows the child to integrate into society and dealing with abstract concepts. The principle of language education is that Montessori language is attached to human life; language is a form of sound or image that represents human perception of objective or subjective life. Thus, Maria's principle of language development is attached to things, from abstract objects to linguistic sounds, and from linguistic sounds to symbolic characters. This article systematizes Maria Montessori's core views on children’s language acquisition as well as the principles affecting this process. Subsequently, it analyzes the development principles of the Montessori method as a basis for lesson and teaching tools development for Vietnamese language education.

Language: English

DOI: 10.5296/jse.v9i4.15579

ISSN: 2162-6952

Abstract/Notes: This work reports, from a qualitative research perspective, the development of an English Corner project for a preschool Children’s House classroom in central Mexico over the course of a 3-year period. It shows the transition of a language specialist over six consecutive periods of work, from a traditional understanding and practice of teaching English as a second language to young learners into a more comprehensive one of the Montessori Method. The analysis of my own practice is used to recover insights through a reflective process with the intention to develop a second language (L2) Montessori program for 3- to 6-year-olds that aligns better with Montessori pedagogy.  Variables such as instruction time, setting, group constitution, materials, and teaching and learning strategies allowed for certain aspects to arise as leading points of interest for the focus of the analysis and the methodological and pedagogical adaptations that followed each period. This paper is an attempt to fill the gap between the need to deliver a second language effectively in Montessori education and the lack of guidance for doing it the Montessori way; it is especially for practitioners who do not have a Montessori background but also for Montessori-trained teachers for whom more specific preparation would aid their practice. I also hope to stimulate further research in the field of second language acquisition and multilingualism in Montessori education at every level of education.

Language: English

DOI: 10.17161/jomr.v7i1.13401

ISSN: 2378-3923

Abstract/Notes: Four studies conducted by the Mount Vernon Public Schools over a period of five semesters involved machine-teaching reading to 240 disadvantaged prekindergarten children from the children's center and the child development center to prepare them for more successful kindergarten learning through academically-oriented readiness activities in an American Montessori classroom setting. The children's center subjects attended 1-hour sessions while the child development center subjects attended 3-hour sessions. Experimental groups from both centers used the Edison-Responsive-environment talking typewriter and the story-telling-automatic reading tutor machines with programs which utilized linguistic vowel-sounds methods. The control groups used the same machines but did not receive program training. Results showed superior performance by the program subjects, but there were no significant differences in the performance of program subjects using different teaching machines. The 1-hour session proved to be as effective as the 3-hour session. These results imply that greater consideration should be given to more economical program systems and that class time could be reduced by half without loss in learning.

Language: English

Published: Mount Vernon, New York, Feb 1968

Language: English

ISSN: 1054-0040