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Article
L'ambiente naturale, familiare e sociale come mondo del bambino nell'età prescolastica
Publication: Scuola di base
Date: 1956
Pages: 7-21
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Language: Italian
ISSN: 0036-9837
Article
Give Child Liberty, Says Dr. Montessori; Young Must Have Complete Freedom for Natural Development, Asserts Educator
Publication: New York Times (New York, New York)
Date: Dec 16, 1913
Pages: 3
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Language: English
ISSN: 0362-4331
Article
Un sistema natural de educación: el método Montessoriano
Available from: Biblioteca Nacional de Maestros
Publication: El Monitor de la Educación Común: Organo del Consejo Nacional de Educación, vol. 42, no. 620
Date: Aug 1924
Pages: 74-78
Americas, Argentina, Latin America and the Caribbean, Montessori method of education - Criticism, interpretation, etc., South America
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Language: Spanish
Article
Natural Sciences
Publication: Whole School Montessori Handbook
Date: 2015
Pages: 295–363
Americas, Montessori method of education, Montessori schools, Teacher training, Teachers, United States of America
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Language: English
Article
Anfänge des Naturkundeunterrichts in unserer Montessori-Klasse [Beginnings of natural history lessons in our Montessori class]
Publication: Presença ABEM: Revista Oficial da Associação Brasileira de Educação Montessori [ABEM Presence: Official Magazine of the Brazilian Association of Montessori Education], no. 12
Date: 1967
Pages: 16-18
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Language: German
Conference Paper
Freeing the child's response-ability: Celebrating the natural genius of children
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Language: English
Published: Boston, Massachusetts: AMI-USA, 2000
Pages: 64-67
Doctoral Dissertation (Ed.D.)
A Phenomenology of Naturally Embedded Trauma-Informed Practices Within Public Montessori Classroom Environments
Available from: Liberty University Institutional Repository
Generational trauma, Learning environments, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Psychic trauma in children, Public Montessori
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Abstract/Notes: The purpose of this phenomenological study was to describe the lived experiences of 12 classroom teachers in different public Montessori schools in four different geographical regions of the United States. The interview was designed to allow the teachers to describe their Montessorian approach regarding areas of safety, social interaction, and respectful classroom environments to support students who may be experiencing the consequences of childhood trauma. The theories that guided this study were Albert Bandura’s (1977) social cognitive theory and the humanistic or person-centered theory of Carl Rogers (Rogers & Kramer, 1995). These theories facilitated the development of an understanding of fundamental concepts in children’s cognitive, social, and emotional learning and how those are related to classroom behavior concerns. Data were collected via a personal writing prompt and interviews, allowing the teachers to explain how they prepare their classrooms to best support the needs of children who may be dealing with the consequences of childhood trauma. Data were organized into themes to inform teacher preparation programs and ongoing professional development.
Language: English
Published: Lynchburg, Virginia, 2024