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995 results

Article

Learning is a Social Act; Being Social is a Learned Act

Publication: Montessori Australia eArticle, vol. 2021, no. 1

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Language: English

Book Section

Frühtherapie von Kleinkindern mit emotionalen Störungen. Skizze einer Interaktionstherapie [Early therapy for young children with emotional disorders. Sketch of an interaction therapy]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [The Montessori System and the Handicapped Child: Papers and Reports of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 256-260

Adjustment disorders in children, Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977)

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Book Section

Emotionale Entwicklung und die Montessori-Pädagogik [Emotional development and the Montessori pedagogy]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [The Montessori System and the Handicapped Child: Papers and Reports of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 108-120

Child development, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Mario M. Montessori Jr. - Speeches, addresses, etc., Montessori method of education

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Book Section

Emotional gestörte und schlechtangepasste Kinder [Emotionally disturbed and poorly adjusted children]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [The Montessori System and the Handicapped Child: Papers and Reports of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 98-107

Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Mentally ill children

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Master's Thesis (Action Research Report)

The Effect of Songs on Social-Emotional Literacy in an Early Childhood Classroom

Available from: St. Catherine University

Action research

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Abstract/Notes: Children in an early childhood Montessori classroom were taught songs that included words to label emotions and phrases for solving social conflicts. The purpose of this research was to find out if children’s emotional vocabulary and problem-solving strategies would be affected by learning words and phrases from songs about feelings and communication for six weeks. Data was collected through comparing words known to describe emotions on faces of an emotion chart, phrases known to communicate feelings, and records of children’s behaviors and conflict resolution strategies both pre and post-intervention. The results showed an increase in both the amount of words and variety of words known, and an increase in independently attempting to problem solve, while non-verbal reactions to problems. such as crying and hitting, decreased. Songs were found to be an effective tool to use to teach children in early childhood about emotional literacy. Because songs are shown to be an effective way to communicate important messages, teachers could consider using them to teach about other sensitive information, such as about privacy and strangers.

Language: English

Published: St. Paul, Minnesota, 2019

Article

Optimal Developmental Outcomes for the Child Aged Six to Twelve: Social, Moral, Cognitive, and Emotional Dimensions

Publication: NAMTA Journal, vol. 26, no. 1

Pages: 71-93

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: Discusses Montessori theories for development of social, moral, cognitive, and emotional dimensions of the human personality during the second plane of development--age six to puberty--as these theories relate to the theory of optimal experience. (JPB)

Language: English

ISSN: 1522-9734

Doctoral Dissertation

Executive Function, Social-Emotional Skills, and Academic Competence in Three Preschool Programmes: Pathways to School Readiness

Available from: British Library - EthOS

Academic achievement, Comparative education, Executive function, Preschool education, Social emotional learning

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Abstract/Notes: Research findings indicate that executive function (EF), social-emotional skills, and pre-academic competence significantly promote children's school readiness and later success. School readiness broadly refers to a combination of skills necessary to function successfully in school and lack thereof may increase the risk of children's school problems. Therefore, it is essential for school systems to provide appropriate and timely support to the development of these fundamental skills. The present study focused on three particular preschool programmes: Montessori, Reggio Emilia, and the traditional play-based (British Columbia Early Learning Framework: BCEFL) programmes in Western Canada. Although they are popular, there is little empirical research that examines and compares the benefits of these programmes to the development of school readiness skills. As such, the present study aimed to 1) determine the effectiveness of these three preschool programmes in Western Canada on the development of children's school readiness; and 2) examine other sources of influences in the child, family and school in relation to the development of school readiness skills. Overall, 119 preschool children (48 Montessori, 42 Reggio Emilia, 29 BCELF) participated in the study. Observation was conducted once in the autumn of 2015 for each classroom using the CLASS observation tool. Teachers and parents of participating children filled in a series of questionnaires regarding the quality of their relationship with their child and their perceptions of daily EF and social-emotional skills of their child. The researcher also assessed individual children's fluid intelligence, EF, and pre-academic competence. The results showed that 1) although Montessori education appeared to be the most effective in facilitating numeracy skills, no curriculum stood out as notably more effective than any of the others at improving other areas of school readiness skills; 2) well-run classrooms where teachers were effective in time, behavioural, and attention management were most effective in promoting children's numeracy skills; 3) EF, social-emotional skills, and pre-academic competence exhibited an overlapping developmental process over time; 4) relational quality in both home and school environments significantly affected the development of school readiness skills, especially social-emotional skills; and 5) adults' perceptions of children's EF and social-emotional skills had a significant consequence for how teachers and parents formed their relationships with their children.

Language: English

Published: Oxford, England, 2018

Article

Social and Emotional Intelligence

Publication: Montessori International, vol. 66

Pages: 11–13

Emotional intelligence

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Language: English

ISSN: 1470-8647

Article

Montessori in Early Childhood: Positive Outcomes Along Social, Moral, Cognitive, and Emotional Dimensions

Publication: NAMTA Journal, vol. 25, no. 2

Pages: 27-59

Child development, Cognitive development, Early childhood education, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: Describes in operational terms the benefits of Montessori's developmental perspective for children from birth to 3 years, and from 3 to 6 years. Identifies optimal outcomes for social, moral, cognitive, and emotional development to be used in educational and psychological research and for child assessment. (KB)

Language: English

ISSN: 1522-9734

Article

Infant Attachment and Separation: The Foundations for Social/Emotional Growth

Publication: NAMTA Journal, vol. 27, no. 1

Pages: 31-43

Child development, Early childhood education, Infants, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals, Social development

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Abstract/Notes: Traces encounters between mother and child that occur around nursing and feeding, which result in a powerful attachment. Identifies approaching solid foods and subsequent weaning as the place where detachment begins. Discusses locomotion as another way incremental steps toward independence are reached: crawling, walking, and pulling up with hands free to do work contribute to a sense of autonomy. (Author/KB)

Language: English

ISSN: 1522-9734

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