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Master's Thesis (Action Research Report)
Building a Cohesive Classroom: The Effects of Music on Cooperation and Community in a Public, Lower Elementary, Montessori Classroom
Available from: St. Catherine University
Action research, Lower elementary, Montessori method of education, Music - Instruction and study, Public Montessori
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Abstract/Notes: The following research assesses how the daily integration of singing and listening to music helps to construct a socially cohesive, cooperative and joyful classroom during clean up time. This study combined group singing opportunities, a music listening station and music played during clean up time. The songs used for this study included lyrical themes of cooperation, happiness, overcoming obstacles and/or friendship. The thirty-day study involved twenty-one participants between the ages of six and nine at a public, Montessori school in Missouri. Each individual completed a pre- and post-survey, as well as a survey each time they used the music listening station. During clean up time, observations were taken daily to record instances of helpful behaviors and joy amongst the participants. Results of the surveys showed that the intervention was successful at increasing positive experiences during clean up time and including a Music Listening Station as an available work choice. The intervention was not successful in creating positive experiences when singing together as a group. Further research may include the use of other mediums to promote community and collaboration like the fine arts, sports or other group oriented activities.
Language: English
Published: St. Paul, Minnesota, 2019
Article
Enlarging Environments
Publication: AMS News, vol. 3, no. 2
Date: 1972
Pages: 1
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Language: English
ISSN: 0065-9444
Article
Academic Environments in Preschool: Do They Pressure or Challenge Young Children
Available from: Taylor and Francis Online
Publication: Early Education and Development, vol. 1, no. 6
Date: 1990
Pages: 401-423
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Abstract/Notes: The question of whether early academic environments provide a challenge or a pressure for young children is being hotly debated, yet there is little empirical research on this topic. This paper presents a subset of data from a two-year comprehensive project designed to examine this question. Parental attitudes and behaviors along with school philosophy and practices comprised the predictor variables used to define "academic environments." This study then focused on how these family and school variables related to child outcome measures of academic competence, creativity, and emotional well-being for 90 prekindergarten children, and a follow-up sample of 56 kindergarten children. The results suggest no academic advantages for children from highly academic environments, and potential disadvantages in creative expression (measured as originality) and emotional well-being (measured as test anxiety and attitudes toward school). Possible interpretations and ramifications of these results are discussed.
Language: English
DOI: 10.1207/s15566935eed0106_1
ISSN: 1040-9289, 1556-6935
Article
Comparing Prepared Environments: 3-6 and 6-9
Publication: The National Montessori Reporter, vol. 29, no. 1
Date: 2005
Pages: 16–17
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Language: English
Book
Visual Thinking Strategies in Montessori Environments
, Philip Yenawine (Author)Classroom environments, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Prepared environment
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Abstract/Notes: This playbook is written for adults who are working with children in Montessori learning environments. Drawing from nearly three decades of research on Visual Thinking Strategies (VTS), aesthetic development, and critical thinking, combined with a growing body of work on human development, deep literacy, and transformational educational initiatives, this book will equip you— the Montessori educator—to make the most of VTS within the Montessori context.
Language: English
Published: West Hartford, Connecticut: National Center for Montessori in the Public Sector, 2022
Edition: 1st ed.
ISBN: 978-1-73386-912-6
Article
Environments for Child Rearing: A Conceptual Framework
Publication: American Montessori Society Bulletin, vol. 11, no. 4
Date: 1973
Pages: 1-8
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Language: English
ISSN: 0277-9064
Thesis
Autism in Early Childhood Education Montessori Environments: Parents' and Teachers' Perspectives
Available from: Auckland University of Technology - Institutional Repository
Australasia, Australia and New Zealand, Autism, Autism in children, Children with disabilities, Montessori method of education, New Zealand, Oceania, Parent and child, Parent-teacher relationships, Special education, Teacher-student relationships
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Abstract/Notes: There is very little research about children with Autism in Montessori early childhood education in Aotearoa New Zealand. This study examined parents’ and teachers’ perspectives of children with Autism attending Montessori early childhood education environments. This thesis documents literature that explores and critiques Montessori philosophy and the teaching of children on the Autism spectrum. The purpose of this study was to gain insights into the Montessori teaching approach in early childhood education, as a supportive environment for children with Autism in the early years. However, I discovered that the Montessori environment is less than ideal if the teachers do not understand Autism Spectrum Disorder and do not make allowances for the symptoms that present themselves. It was my intention to explore the factors that complemented both Montessori and the support of children with Autism with an approach that is conducive to learning and encourages positive behavioural patterns. The findings revealed three main indicators being identified as important. These were social competence, language and communication, and individual interests and sensory implications. However, not all findings were positive. The parents all agreed that the teachers needed to be flexible and understanding in their approach, and many Montessori teachers are strict in their routine and are not prepared to sway from their teaching method to assist a child with Autism. This study suggests that Montessori early childhood teachers would benefit from professional development in the areas of including children with special needs, particularly Autism Spectrum Disorder, particularly in regards to understanding the unique characteristics of children with Autism and how they can effectively use the Montessori philosophy, equipment and prepared environment to support each child’s learning and development. Suggestions for future professional learning for Montessori teachers include the provision of professional development in including children with “special needs”, particularly Autism Spectrum Disorder for Montessori early childhood teachers. It is not only the Montessori philosophy and the prepared environment that supports the child with Autism, but the teacher’s awareness of the child’s needs and a willingness to be flexible in their approach.
Language: English
Published: Auckland, New Zealand, 2015
Article
Designing Environments that Support the Developing Child
Available from: Association Montessori Internationale
Publication: AMI Journal (2013-), vol. 2020
Date: 2020
Pages: 254-267
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Language: English
ISSN: 2215-1249, 2772-7319
Article
Insuring Safe Montessori Environments
Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 4, no. 1
Date: Autumn 1998
Pages: 3-4
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Language: English
Article
Partnerships to Promote Healthy Eating in School Environments: Lessons from Buffalo, New York
Available from: JSTOR
Publication: Children, Youth and Environments, vol. 20, no. 2
Date: Fall 2010
Pages: 175-189
Americas, North America, United States of America
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Abstract/Notes: Study located in Montessori School
Language: English