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Book
The Effects of Tactile Stimulation and Gross Motor Movement on Cognitive Learning: A Test of Montessori's Muscular Movement Theory in the College Classroom
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Abstract/Notes: Report presented at the Eastern Communication Association Annual Meeting, Pittsburgh, April 25-28, 1991
Language: English
Published: [S.I.]: [s.n.], 1991
Book Section
The Montessori Movement as a Social Movement for Human Reconstruction and Not a Method of Education Only
Book Title: Maria Montessori's Contribution to Educational Thought and Practice: Souvenir in Honour of Dr. Maria Montessori's Birth Centenary, 31 August, 1970
Pages: 51-57
Montessori method of education - History
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Language: English
Published: New Delhi: Association of Delhi Montessorians, 1971
Master's Thesis (Action Research Report)
Movement Interventions for Appropriate and Coordinated Movement
Available from: St. Catherine University
Action research, Lower elementary, Montessori method of education
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Abstract/Notes: The purpose of this action research was to determine the effect of fundamental movement lessons and independent movement jobs on appropriate and coordinated movement as well as focus of students. Twenty-five students from a lower elementary class of first, second, and third graders in a public Montessori school participated in the study. Data was collected over a period of six weeks using a coordination scale, student feedback, work plans, and time on task observations. Results show a positive correlation between movement intervention and student coordination, on task behavior, focus, and productivity. All students reported positive associations with the movement jobs and improvement in perceived focus. Increases were observed in concentration and productivity; coordination levels also improved. The data shows movement can be integrated into the classroom to support appropriate movement and student learning. Further research should be conducted over a longer time frame to substantiate these results.
Language: English
Published: St. Paul, Minnesota, 2017
Article
Movement Matters: Observing the Benefits of Movement Practice
Available from: ProQuest
Publication: Montessori Life, vol. 26, no. 4
Date: Winter 2014/2015
Pages: 30-37
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Abstract/Notes: Montessori's first premise is that movement and cognition are closely entwined, and movement can enhance thinking and learning (Lillard, 2005). Children must move, and practice moving, to develop strength, balance, and the stability needed to fully participate in the rigors of daily life. It is imperative for young children's motor development that, on a daily basis, parents and teachers give children opportunities for physical activity. Children need time to explore, walk, run, climb, touch, smell, see, and hear the natural world. It is also imperative that teachers begin to implement opportunities for gross-motor development within classrooms. As a physical educator and movement specialist, Melani Fuchs observes children and adults in the four phases of motor development: Reflexive, Rudimentary, Fundamental, and Specialized. Here she explains that each phase lays the foundation for the phase that follows it. In this article Fuchs explains each phase and details their natural developmental progression. Having seen a need for a classroom Movement curriculum after working with special needs children within a Montessori environment, Fuchs, in collaboration with professor Diane Craft, a faculty member of the Physical Education Department at the State University of New York at Cortland, created "Movement Matters: A Movement Album for Montessori Early Childhood Programs" (Fuchs, M. & Craft, D., 2012). The album provides a developmentally appropriate Movement curriculum for Early Childhood and early Elementary programs, with in-depth explanations and illustrations of motor development concepts. As teachers cultivate an understanding of these concepts, they develop new insights and, ultimately, new techniques to assess and assist children's pathways to mature movement skills. Teachers will find practical suggestions for leading children in physical activities as well as a discussion of Maria Montessori's philosophy regarding movement. The album's lesson plans and activities are written specifically to give teachers the means to normalize movement in the classroom (to make movement a "right" choice), thus accommodating the child's natural need to move. The lessons encourage children to move to learn, to understand movement concepts, to master movement skills, to develop self-awareness, and to become joyful, healthy movers.
Language: English
ISSN: 1054-0040
Article
The call of education (L'appel de l'éducation. La chiamata dell'Educazione) Psycho-pedagogical journal international. Organ of the Montessori movement. Edited by Dr. Maria Montessori, with the coöperation of Prof. Dr. Géza Révész and Dr. J. C. L. Godefroy. Vol. I. No. 1. 1924. Publisher: H. J. Paris, Amsterdam [book review]
Available from: Szegedi Tudományegyetem / University of Szeged
Publication: Magyar pedagógia, vol. 33
Date: 1924
Pages: 82
Book reviews, Montessori method of education - Periodicals
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Language: Hungarian
ISSN: 0025-0260
Article
The Role of the Montessori Schools in Shaping the New Educational Movement
Publication: Around the Child, vol. 14
Date: 1971
Pages: 69-70
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Language: English
ISSN: 0571-1142
Article
[The Montessori Method and Educational Movement]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 24
Date: 1992
Pages: 50-61
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Language: Japanese
ISSN: 0913-4220
Article
The Role of Movement and Sensorial Stimuli for Therapy and education. A comparative study
Available from: Directory of Open Access Journals (DOAJ)
Publication: Revista de Știinţe Educaţiei, vol. 44, no. 2
Date: 2021
Pages: 19-36
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Abstract/Notes: The following article looks at the role movement and sensorial stimuli do play in the educational approaches of Dr. Maria Montessori and Dr. Emmi Pikler as well as the Sensorial Integration and Psychomotor Therapy. The author of this paper has been studying, applying, and teaching all four approaches for many years and used her expertise in all four approaches to look at whether independent scientific research proves the effectiveness of movement and sensorial stimuli for reaching therapeutical as well as educational goals and to also provide scientific evidence for the fact that all four approaches focus on the role of these two factors, which means that this is a comparative study utilizing existing research papers. The methods of applying movement and sensorial stimuli in the four approaches mentioned above are being compared and linked to recent scientific findings concerning the role of movement and sensorial stimuli for the efficacy of education and therapy. This article compares the four approaches based on scientific research on the various methods as well as independent research which looks and the impact of movement and sensorial stimuli as well as a method of application and its effectiveness. It has been found that sensorial stimulation and movement are closely connected and that these play a major role in all four approaches although the methods of application are quite different. One example might be that the Montessori method purposefully teaches specific movements in specific ways while only Sensory integration therapy also utilizes passive movement as a sensorial stimulation. All four approaches rely on the self-motivation of the child and do not apply any kind of pressure.
Language: English
ISSN: 2457-8673
Article
The New Education Movement in Berlin
Available from: Internet Archive
Publication: New Era in Home and School, vol. 34, no. 1
Date: Jan 1953
Pages: 10-13
Europe, Germany, Western Europe
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Language: English
ISSN: 0028-5048
Article
Montessori... 'The Most Interesting Woman in Europe': An Educational Revolution; A Social Movement
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 6, no. 2
Date: Fall 1970
Pages: 13-26
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Language: English
ISSN: 0010-700X