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Article
Links Between Communication Patterns in Mother-Child, Father-Child, and Child-Peer Interactions and Children's Social Status
Available from: JSTOR
Publication: Child Development, vol. 66, no. 1
Date: 1995
Pages: 255-271
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Abstract/Notes: In this study, we examined communication in the family and peer systems in relation to children's sociometric status. Codes measured turn-taking skills and utterance types for 43 children (ages 24-60 months) with mothers, fathers, and peers. Communication differences in the family and peer systems were strongest for popular versus rejected status children and their parents, but differences were also found for controversial and neglected status children and their parents. Rejected status children demonstrated turn-taking styles that included irrelevant turns, interruptions, simultaneous talking, and noncontingent responding. Parents of rejected children used higher proportions of requests than parents of popular children but failed to allow their children time to respond to the requests. Popular status children were more likely to alternate turns, provide explanations to peers, and participate in episodes of cohesive discourse. Interaction patterns were examined for potential mechanisms of transfer between family and peer systems.
Language: English
DOI: 10.2307/1131204
ISSN: 0009-3920
Article
Consultation and the Introduction of Social Problem-Solving Groups in Schools
Available from: Wiley Online Library
Publication: The Personnel and Guidance Journal, vol. 60, no. 1
Date: Sep 1981
Pages: 37-41
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Abstract/Notes: Social problem-solving programs for withdrawn and hyperactive children within a school context were developed and implemented in a day care center, a Montessori nursery school, a Catholic elementary school, and a Catholic high school. This article describes the program implementation for each of the four schools and some of the effects on the consultative relationship.
Language: English
DOI: 10.1002/j.2164-4918.1981.tb00637.x
ISSN: 0031-5737, 2164-4918
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
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
Article
The Social Nature of New Education: An Affiliation Network Analysis of the Movement's Evolution, 1875–1935
Available from: Taylor and Francis Online
Publication: Paedagogica Historica: International Journal of the History of Education, vol. 59, no. 1
Date: 2023
Pages: 36-54
Montessori method of education - History, New Education Movement
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Abstract/Notes: The New Education movement was a remarkable coalition of national reform movements that emerged at the turn of the twentieth century. As a heterogeneous movement that was united only in its opposition to the schooling system at the time, its structure and boundaries in the UK have remained a matter of academic debate. This article implements the previously proposed idea of treating New Education as a social movement and analysing the networks between reformers. A social network analysis of the central 58 reformers suggests that the movement was initially divided into two ideologically separate subgroups, but that from ca. 1905 onwards the reformers were strongly interconnected despite their different interests. Thus, by focusing on the social structure of the movement’s core rather than its educational thought, the article challenges the assumption that the New Education movement was fragmented and characterised by tensions. It also furthers the discussion on the feasibility of social network analysis for studying educational reforms.
Language: English
DOI: 10.1080/00309230.2022.2095874
ISSN: 0030-9230, 1477-674X
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