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Book Section
Gli Erdkinder in California: alla scoperta dell'adolescente in una farm-school americana [The Erdkinder in California: discovering the teenager in an American farm-school]
Book Title: Montessori: Perché No? Una Pedagogia per la Crescita
Pages: 265-272
Americas, Erdkinder, North America, United States of America
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Language: Italian
Published: Milano: Franco Angeli, 2000
ISBN: 88-464-2088-8
Article
Montessori Admires Taste for Learning; Americans More Interested in Training Children, Says Italian Educator
Available from: ProQuest - Historical Newspapers
Publication: Los Angeles Times (Los Angeles, California)
Date: Apr 30, 1915
Pages: II-8
Americas, Maria Montessori - Biographic sources, North America, United States of America
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Language: English
Article
The Children of the World, with Special Reference to the American Child
Available from: HathiTrust
Publication: Proceedings of the Annual Session of the Wisconsin Teachers' Association [64th Annual Session, November 2-4, 1916, Milwaukee, WI], vol. 64
Date: 1917
Pages: 299-304
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Abstract/Notes: Maria Montessori delivered this speech at the Wisconsin Teachers' Association annual meeting on November 3, 1916 from 2:50-3:30 pm. The volume also includes note of "2:50–3:30 – The Children of the World, with Special Reference to the American Child – Dr. Maria Montessori, Rome, Italy" and "Substitute - The Progress of Montessori Work in America – Helen Parkhurst, U. S. Montessori Supervisor."
Language: English
Article
Montessori Insights and American Children Today
Publication: The Catholic Reporter
Date: 1963
Pages: 1-7, 10
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Language: English
Article
What's Eating Our Children: Eating Disorders in Young Children
Publication: Tomorrow's Child, vol. 1, no. 5
Date: Oct 1993
Pages: 8–9
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Abstract/Notes: An interview with Darlene M. Atkins
Language: English
ISSN: 1071-6246
Article
What If Our Children Knew of Bali? A Teacher Reflects on a Culture in Which Children Are Respected
Publication: Tomorrow's Child, vol. 2, no. 1
Date: Feb 1994
Pages: 15–16
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Language: English
ISSN: 1071-6246
Article
Making Room for Children's Autonomy: Maria Montessori's Case for Seeing Children's Incapacity for Autonomy as an External Failing
Available from: Wiley Online Library
Publication: Journal of Philosophy of Education, vol. 50, no. 3
Date: 2016
Pages: 332-350
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Abstract/Notes: This article draws on Martha Nussbaum's distinction between basic, internal, and external (or combined) capacities to better specify possible locations for children's ‘incapacity’ for autonomy. I then examine Maria Montessori's work on what she calls ‘normalization’, which involves a release of children's capacities for autonomy and self-governance made possible by being provided with the right kind of environment. Using Montessori, I argue that, in contrast to many ordinary and philosophical assumptions, children's incapacities for autonomy are best understood as consequences of an absence of external conditions necessary for children to exercise capacities they already have internally, rather than intrinsic limitations based on their stage of life. In a closing section, I show how Montessori proposes a model wherein both children and adults have autonomy, power, and responsibility, but over different spheres, and suggest implications of these differences for who has responsibility for establishing the conditions under which children can flourish.
Language: English
ISSN: 1467-9752
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
Spaces for Children: Listing to Young Children about Their Early Childhood Environments
Publication: Montessori International, vol. 84
Date: Jul 2007
Pages: 16–17
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Language: English
ISSN: 1470-8647
Article
English with Non-English Children in a Montessori House of Children [1]
Publication: Around the Child, vol. 3
Date: 1958
Pages: 80-84
Children's House (Casa dei Bambini)
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Language: English
ISSN: 0571-1142