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Article
Sensory Development of Senior Pre-Schoolers with Developmental Delay by Means of Montessori Materials
Available from: Ad Alta
Publication: Ad Alta: Journal of Interdisciplinary Research, vol. 13, no. 2
Date: 2023
Pages: 233-237
Child development, Children with disabilities, Developmental disabilities, Montessori materials, Sensorial education, Sensorial materials
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Abstract/Notes: The results of the research of etalon images formation in pre-school children with developmental delay are analyzed. The authors focus on sensory models development in children with mental development delay (MDD), also define the main directions of sensory models development in senior pre-school age children with MDD by means of Montessori materials. Classes are conducted in specially prepared environment. As Montessori approach requires the division of the activity room into several zones, standard ones are considered to be: natural zone, practical life zone, sensory zone, language zone, and mathematical zone. The task of a teacher is to adjust to the kid’s interests. It is important to create the environment for realization of his or her ideas and actions.
Language: English
DOI: 10.33543/1302
ISSN: 2464-6733, 1804-7890
Article
Peer Interactions During Storybook Reading on Children’s Knowledge Construction: An Experimental Study on K2 and K3 Children
Available from: Frontiers in Education
Publication: Frontiers in Education - Educational Psychology, vol. 9
Date: 2024
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Abstract/Notes: This study explored the effects of peer interactions on kindergarten children’s construction of conservation and conflict resolution knowledge during storybook reading. Previous studies have identified that peer interactions can support the meaning-making processes of children in social relationships and problem-solving, but little is known about whether the interaction with mixed-age or more competent peers is more important in supporting knowledge construction. Sixty-four younger children in K2 and older children in K3 with similar socioeconomic backgrounds were recruited from a Montessori kindergarten in Kunming, China. An experimental design was applied to explore age group and conserver dominance effects on conservation and conflict resolution. Children were assigned randomly to eight groups in three 30-to-40-minute intervention sessions. Each session had a different theme for the children to learn about conservation and conflict resolution concepts and a hands-on activity to practice and discuss. ANOVAs were performed to test group effects, while multiple regression analyses were conducted to explore individual variations in age and pre-test scores in predicting post-test scores. Conservation knowledge was significantly better among children who differed in age groups in the post-test, but differences were not found in conflict resolution knowledge. Groups balanced with equal conservers and non-conservers improved the best, suggesting that peer social interactions can facilitate conservation and conflict resolution construction. These results provide new insights for early childhood educators to support peer interactions and children’s development. Implications, limitations, and future research are discussed.
Language: English
DOI: 10.3389/feduc.2024.1253782
ISSN: 2504-284X
Article
Fundamental Movement Skill Proficiency of Selected South African Montessorian Pre-Schoolers
Available from: SAGE Journals
Publication: Journal of Early Childhood Research
Date: Apr 10, 2024
Pages: Article 1476718X241241141
Africa, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Motor ability in children, Movement education, Preschool children, South Africa, Southern Africa, Sub-Saharan Africa
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Abstract/Notes: The Montessori philosophy and environment offers opportunities for free movement within the classroom. Physical development includes the acquisition of fundamental movement skills (FMS) which children acquire through different opportunities for movement. Previous research has shown that Montessorian pre-schoolers were more physically active during the school day compared to those attending traditional pre-schools. This led to questioning whether this noted increase in physical activity had any effect on the learning of FMS. The purpose of this study was to examine the proficiency of FMS of children aged 3–6 years in three private Montessori pre-schools. This purposive sample consisted of 105 Montessori 3–6 year olds in the Western Cape, South Africa. FMS were evaluated using the Test of Gross Motor Development Second Edition (TGMD-2). About 51.6% of the 3 year olds mastered run but scored in the poor category for five out of the six object control skills. The majority of 4 year olds (75.7%) reached mastery only in run. Most of the 5 year olds achieved mastery in run (69%) and slide (65.5%), and only 51.7% in kick. About 87.5% of the 6 year olds achieved mastery in run and slide, only half of them in leap, hop, kick and catch. No area of FMS were mastered by all the participants, but overall, the performance ranged from ‘average’ to ‘above average’. This shows potential for improvement in FMS proficiency. Therefore, children, even in a Montessori environment, require specific instruction to achieve proficiency of all FMS.
Language: English
DOI: 10.1177/1476718X241241141
ISSN: 1476-718X
Article
The Fundamental Needs of Human Beings
Available from: ISSUU
Publication: Tomorrow's Child, vol. 28, no. 1
Date: Sep 2021
Pages: 32-33
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Language: English
ISSN: 1071-6246
Article
Including Children with Mental Retardation in the Religious Community
Available from: SAGE Journals
Publication: Teaching Exceptional Children, vol. 33, no. 5
Date: May/Jun 2001
Pages: 52-58
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Abstract/Notes: This article describes practical strategies for promoting inclusion in religious programs. Strategies are provided for including children with mental disabilities, mild mental retardation, moderate mental retardation, and severe to profound mental retardation, and older students with mental retardation. Strategies are also provided for preparing peers and working with families.
Language: English
DOI: 10.1177/004005990103300508
ISSN: 0040-0599, 2163-5684
Article
La educación ambiental en Montessori: El Centro Infantil de la Universidad Nacional [Environmental education in Montessori: The Children's Center of the National University]
Available from: Universidad Nacional de Costa Rica
Publication: Revista de Ciencias Ambientales, vol. 22, no. 2
Date: 2001
Pages: 33-39
Article
Providing Environmental Nutrients Which Help Maximize a Child's Potential
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 6, no. 4
Date: Spring 1971
Pages: 3-4
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Language: English
ISSN: 0010-700X
Article
Art in a Class for Mentally Retarded Children
Publication: Bulletin of Art Therapy, vol. 3
Date: 1964
Pages: 83-93
Art, Children with disabilities, Inclusive education, People with disabilities
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Language: English
ISSN: 0163-318X
Article
The Montessori and Pre-School Teacher's Guide to Developmental Well-Being
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 2, no. 3
Date: Fall 1975
Pages: 12-33
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Language: English
ISSN: 0010-700X
Article
Band Aids or Fundamental Change?
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 7, no. 3
Date: Spring 1995
Pages: 2
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Language: English
ISSN: 1071-6246