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Article
De Montessoriklas als sociale omgeving
Publication: Vernieuwing van opvoeding en onderwijs, vol. 5
Date: 1946
Pages: 169-170
Montessori method of education, Montessori schools, Prepared environment
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Language: Dutch
Article
Montessori's Vision for Educational and Social Transformation
Available from: ProQuest
Publication: Montessori Life, vol. 34, no. 4
Date: Winter 2023
Pages: 34
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Abstract/Notes: Montessori's acceptance into medical school was a personal achievement and would have ramifications for the lives of a multitude of future generations. In March 1896, she was invited to the first Women's International Congress, in Berlin, where she spoke of the need for equal pay for equal work for women. Montessori's vision for social change has filtered into early childhood classrooms, and public Montessori schools have entered the mainstream, touching the lives of millions of children.
Language: English
ISSN: 1054-0040
Article
Affective and Social Development: Some Ideas from Montessori's Prepared Environment
Available from: SAGE Journals
Publication: Topics in Early Childhood Special Education, vol. 2, no. 1
Date: Apr 1982
Pages: 55-62
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Language: English
ISSN: 0271-1214
Article
Die "Social Party of the Child"
Available from: Internet Archive
Publication: Zeitschrift für Politische Psychologie und Sexualökonomie, vol. 5, no. 1
Date: 1938
Pages: 48-54
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Language: German
Article
Estimulación multisensorial temprana desde la metodología Montessori: Reflexiones para su aplicación en condiciones de distanciamiento social
Available from: Conciencia Digital
Publication: ConcienciaDigital, vol. 4, no. 1
Date: 2021
Pages: 78-104
Americas, Ecuador, Latin America and the Caribbean, Montessori method of education, South America
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Abstract/Notes: Introduction: Among the most important priorities is early childhood care. With the arrival of COVID 19, this has been greatly affected, causing the need to rethink it in different ways. In the educational context, due to social distancing, it has caused having to migrate from the face-to-face mode to the online one. Objective: To reflect on the feasibility of the Montessori Methodology, for the multisensory stimulation of children with or without special educational needs, in conditions of social distancing. Methodology: The study followed a descriptive, non-experimental methodology, through the use of theoretical and empirical methods and the RSL (Systematic Review of Literature), allowed to consult 46 sources obtaining as Results: The identification of 13 potential studies that contributed to systematize the foundations theoretical on the feasibility of the Montessori Methodology, facilitating the realization of 4 essential theories: 1. Diagnosis relationship with the Intervention process at an early age. 2. The multisensory stimulation base of the infantile development. 3. Teaching materials and resources favor significant learning and the integral development of the child. Early multisensory stimulation of children with special educational needs associated or not with disability in conditions of social distancing is a permanent challenge. Conclusions: The systematization of the preceding theories around the Montessori Methodology highlights its feasibility, relevance and applicability for early multisensory stimulation in children with or without special educational needs, however limitations are evident due to the few studies carried out in relation to its applicability in conditions of social isolation, to this is added the need for training and preparation of teaching staff and the family context for its optimization, as well as the migration of face-to-face pedagogical models to virtual pedagogical models
Language: Spanish
DOI: 10.33262/concienciadigital.v4i1.1529
ISSN: 2600-5859
Article
Teachers Observe to Learn: Differences in Social Behavior of Toddlers and Preschoolers in Same-Age and Multiage Groupings
Available from: JSTOR
Publication: YC - Young Children, vol. 61, no. 3
Date: May 2006
Pages: 70-76
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Language: English
ISSN: 1538-6619
Article
"Just the Facts, Ma'am": Teaching Social Studies in the Era of Standards and High-Stakes Testing
Available from: Taylor and Francis Online
Publication: The Social Studies, vol. 98, no. 2
Date: 2007
Pages: 54-58
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Abstract/Notes: The authors discuss the impact of standards and testing on curriculum and instruction. They begin with a brief history of the growth and development of academic standards and high-stakes testing. Next, they review relevant research on the impact high-stakes testing has had on curriculum and instruction and discuss ways that high-stakes testing has influenced student-teacher relationships. They also discuss specific problems faced by social studies teachers in the era of academic standards and high-stakes testing.
Language: English
ISSN: 0037-7996, 2152-405X
Book Section
The Social Aspect of Montessori Work
Book Title: Report of the Montessori Conference at East Runton: July 25th-28th, 1914
Pages: 10-25
England, Europe, Great Britain, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori Conference (East Runton, England, 1914), Montessori method of education, Montessori movement, Northern Europe, United Kingdom
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Language: English
Published: London: Montessori Society, 1914
Article
The Social Context of Middle School: Teachers, Friends, and Activities in Montessori and Traditional School Environments
Available from: The University of Chicago Press Journals
Publication: The Elementary School Journal, vol. 106, no. 1
Date: 2005
Pages: 59-79
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Abstract/Notes: This study compared the time use and perceptions of schools, teachers, and friends of approximately 290 demographically matched students in Montessori and traditional middle schools. We used the Experience Sampling Method (ESM) and questionnaires and conducted multivariate analyses showing that the Montessori students (a ) reported more positive perceptions of their school environment and their teachers, and (b ) more often perceived their classmates as friends while at school. ESM time estimates suggested that the 2 school environments were also organized in different ways: Montessori students spent more time engaged with school‐related tasks, chores, collaborative work, and individual projects; traditional students spent more time in social and leisure activities and more time in didactic educational settings (e.g., listening to a lecture, note taking, watching instructional videos). These results are discussed in terms of current thought on motivation in education and middle school reform.
Language: English
DOI: 10.1086/496907
ISSN: 0013-5984
Article
Psychic Conditions of Social Happiness
Available from: Springer Link
Publication: Synthese, vol. 6, no. 3/4
Date: Mar 1947
Pages: 182-188