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Article
The Effectiveness of a Counseling Program Based on the Use of Montessori Method on Adaptive Environmental Behavior in a Sample of Children with Mild Intellectual Disability
Available from: The Egyptian Knowledge Bank
Publication: Journal of Environmental Science, vol. 49, no. 9
Date: Sep 2020
Pages: 181-216
Africa, Children with disabilities, Counseling, Egypt, Middle East, Montessori method of education, North Africa
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Abstract/Notes: The present study aims to identify the effectiveness of a counseling program based on the use of the Montessori method on the environmental adaptive behavior in a sample of children with mild intellectual disabilities, identifying also the differences in the level of behavioral adaptation in a sample of children on the adaptive behavior scale pre/post application of the program. The researchers define a sample of (40) items, applied to a sample consisting of (40) children with mild intellectual disabilities, aged between (10-12) years, selected from boys, divided equally to (20) experimental samples and (20) control samples, from Al-Ghafir Foundation for people with special needs. The researcher has used the (experimental) method and applied the scale of adaptive behavior. The research has come to several results, the most important of which is that there is a statistically significant correlation between the average scores of the control group and the experimental group, regarding the post application of the total adaptive behavior scale. There are statistically significant differences between the average scores of the experimental group, regarding the post/ follow up application of the adaptive behavioral scale. There are statistically significant differences between the average scores of the control group and the experimental group regarding the post-application of the total behavior scale, in favor of the experimental group. The research reached a set of recommendations, the most important of which are: the necessity of providing the necessary tools for developing skills for children with disabilities within government institutions, setting a special budget.
Language: Arabic
ISSN: 1110-0826
Master's Thesis (Action Research Report)
The Effects of Purposeful Work, Structured Play, and Leadership Meetings on Aggressive and Destructive Behaviors
Available from: St. Catherine University
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Abstract/Notes: The purpose of this research was to examine whether purposeful work, structured play, and student led leadership meetings would decrease aggressive and destructive behaviors occurring in a school’s outdoor spaces. This study incorporated student leadership meetings, structured games, and outdoor purposeful works. This seven-week study involved 30 children between the ages of 2.5 and six years in a private Montessori school in a suburban area. An analysis of results revealed that when new purposeful works were introduced aggressive behaviors would temporarily increase, then decrease for a two to three week period of time, and eventually return to the starting level.
Language: English
Published: St. Paul, Minnesota, 2016
Article
Understanding Artful Behavior as a Human Proclivity: Clues from a Pre-Kindergarten Classroom
Available from: University of California eScholarship
Publication: Journal for Learning Through the Arts, vol. 7, no. 1
Date: 2011
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Abstract/Notes: Concurrent to the present reduction of arts education in mainstream American schools, many evolutionary-minded scholars are asserting that artistic behavior contributes significantly to cognition, has been advantageous for our survival, and satisfies psychological needs that are biologically embedded. Supported by long-term and wide-spread art making among the human species and the spontaneous artful behaviors of children, this cross-disciplinary study explores the possibility that artful behaviors represent an inherent part of human nature. Based on an ethological understanding of art (that is, as a behavior rather than an object), this research uses an interpretivist lens and phenomenological design with the ultimate goal of exploring how such proclivities might inform educational policy and practice. Data collection methods include a combination of observation, participant observation, and teacher interviews in a state-funded pre-kindergarten classroom.
Language: English
DOI: 10.21977/D97110002
ISSN: 1932-7528
Article
Parents' Column [Misbehavior while parent uses telephone]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 11, no. 1
Date: Winter 1984
Pages: 32
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Language: English
ISSN: 0010-700X
Master's Thesis (Action Research Report)
Modeling Grace and Courtesy in a Montessori Classroom and Its Influence on Children's Social Behavior
Available from: St. Catherine University
Action research, Grace and courtesy, Lower elementary, Montessori method of education
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Abstract/Notes: It has long been known that teachers have a large influence on students, however, little is known about the effect that teachers may have on students’ ability to develop positive social behaviors. Accordingly, there is a need to collect data regarding the effect that a teacher modeling grace and courtesy may have on how students interact with their peers and teachers. Therefore, the purpose of this action research is to analyze the effects of intentional teacher role modeling of grace and courtesy on children’s social behaviors. A classroom of 24 lower elementary, mixed age children from five to eight years old were observed for six weeks in the mornings of every school day to see if demonstrating and modeling grace and courtesy would affect children’s interactions with peers and teachers. An observation log for frequency-count was used to record negative instances of behaviors related to grace and courtesy. Results indicated a positive relationship between children’s social behaviors and teachers modeling grace and courtesy in the classroom. The two conclusions are that children were not sensitive regarding improvements in their social behaviors, and children can be influenced to exhibit positive social behaviors by teachers. Implications of this action research paper show that for children to learn positive social behaviors, teachers should be patient and consistent when modeling, reinforcing, and encouraging children to behave with grace and courtesy.
Language: English
Published: St. Paul, Minnesota, 2019
Article
Montessori: A Behaviorist Perspective
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 9, no. 3
Date: Summer 1982
Pages: 4–7
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Language: English
ISSN: 0010-700X
Master's Thesis (M.S. Ed.)
Including Sensory Integration Materials in a Montessori Classroom to Improve Behavior Outcomes
Available from: American Montessori Society
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Abstract/Notes: The Montessori Children’s House includes a variety of materials to meet the many different needs of children in the classroom. However, some children exhibit challenging behaviors in the classroom that make it difficult for them to attend to and complete work. These behaviors also disrupt the other children that are working and engaged in the classroom. The child who exhibits challenging behavior requires extra attention from the teacher, making it difficult for him/her to be independent and develop positive peer relationships. Sensory integration was defined by Jean Ayres as “the neurological process that organizes sensation from one’s own body and from the environment and makes it possible to use the body effectively within the environment” (Ayres 1972, p. 11). Research has shown that sensory integration materials such as fidgets, mouth tools, rocking and bouncing tools, and noise blocking headphones help to calm children and improve focus in classrooms. In this case study of two children within a classroom of 25, we measured undesirable behaviors before and after the introduction of sensory integration materials. We also tracked the usage of the sensory integration materials by all of the children in the classroom. The data collected showed that over a period of seven weeks, the inclusion of these materials produced a slight improvement in behaviors of the two children in the case study. The study also showed that children in the classroom regularly utilized the sensory integration materials to help them focus on work in the classroom. While future study can expand on this work, based on the findings of the introductory research presented here, including sensory integration materials in the Montessori Children’s House can reduce challenging behaviors and help children self-regulate so that they can better focus on classroom work.
Language: English
Published: River Falls, Wisconsin, 2018
Article
Early Development of Prosocial Behavior: Current Perspectives
Available from: Wiley Online Library
Publication: Infancy, vol. 18, no. 1
Date: 2013
Pages: 1-9
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Abstract/Notes: Prosocial behavior first appears in the second year of life. How can prosociality so early in life be explained? One possibility is that infants possess specialized cognitive and/or social capacities that drive its emergence. A second possibility is that prosocial behavior emerges out of infants' shared activities and relationships with others. These possibilities have motivated a number of current explanatory efforts, with a focus on two complementary questions. First, what is evolutionarily prepared in the very young child and how does it give rise to prosocial behavior? Second, how do proximal mechanisms, including social experiences, contribute to the early development of prosociality? The papers in this special issue represent some of the most recent work on these questions. They highlight a diverse array of new methods and bring them to bear on the nature and development of early prosocial understanding and behavior.
Language: English
DOI: 10.1111/infa.12004
ISSN: 1532-7078
Article
The Matching Game [Questions and answers: Toy guns, disruptive behavior]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 10, no. 4
Date: Fall 1983
Pages: 19
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Language: English
ISSN: 0010-700X
Article
Social-Cognitive Play Behaviors and Playmate Preferences in Same-Age and Mixed-Age Classrooms over a 6-Month Period
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 29, no. 4
Date: 1992
Pages: 757-776