Language: English

ISSN: 0749-565X

Language: English

Published: New York, New York: American Montessori Society, 1966

Language: English

Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1966

Abstract/Notes: Argues children are bearers of the story of the universe, on a mission to celebrate existence in the community of the universe. Finds in Montessori's philosophy the articulation of education as central in the telling of the story, and for the child to find the universal center of himself or herself with all things.

Language: English

ISSN: 1522-9734

Abstract/Notes: Contextualizes the mathematical intelligence as revealed in the human tendencies, as supported by the extended family, and facilitated by choice within a responsive environment. Reviews the function of Montessori materials, including mathematical materials, and emphasizes that the personal intelligences are integral to all activities simply because the Montessori classroom is a community of children.

Language: English

ISSN: 1522-9734

Language: English

Published: Roma, Italy: Ente Opera Montessori, 1950

Language: Italian

Published: Roma, Italy: Ente Opera Montessori, 1953

Abstract/Notes: This is a special monographic issue of the NAMTA Journal.

Language: English

Published: Cleveland, Ohio: NAMTA, 1990

Abstract/Notes: Although most Americans steadfastly maintain that getting a good education guarantees a better society and opens the door to more rewarding careers, it is debated regularly whatthe best set of educational priorities and practices that constitute good schoolingshould be. Sociopolitical considerations of power and control have often driven the agendas of educational reform movements in the United States, and these agendas have typically clustered around adult priorities and ideas of how knowledge should be “transmitted” to children (Cuban, 2003, 2004; Kliebard, 1995, 2002; Perkinson, 1968, 1980, 1984; Tyack & Cuban, 1995). It is asserted in this dissertation that approaches to educational reform should instead be derived from an informed understanding of naturalistic human learning so that curricular structures and pedagogical practices start from children and work backwards in support of their intrinsic curiosity and search for regularities in the world around them...

Language: English

Published: Bethlehem, Pennsylvania, 2012

Abstract/Notes: In three studies, we examined children's geography learning from a physical puzzle and an app designed to mimic the puzzle. In Study 1, 5- and 6-year-olds were taught Australia's states by an experimenter using a puzzle or were taught by an app. Children learned significantly more states from instruction with the puzzle than when they used the app independently. When children were allowed to bring home the puzzle or app for 1 week in Study 2, total learning between conditions was comparable. Length and frequency of use were related to learning only for puzzle users. In Study 3, children were taught the geography lesson by an experimenter using the app. Children's learning from this social app condition was equal to the social puzzle condition but higher than the solo app condition of the earlier studies, suggesting that learning from digital devices is most successful when supplemented with in-person social interaction.

Language: English

DOI: 10.1111/mbe.12224

ISSN: 1751-228X