Language: English

DOI: 10.1016/j.sbspro.2013.10.102

ISSN: 1877-0428

Language: English

ISSN: 0026-0150

Language: Italian

Abstract/Notes: "Résumé de la belle conférence faite le 4 aout, en francais, au Congrés de Nice".

Language: French

ISSN: 2492-3524

Abstract/Notes: This action research studied the impact of peace education and portions of the Positive Discipline curriculum in a three-six primary Montessori classroom. During five weeks of implementing the research, sixteen students participated in class meetings for twenty minutes a day. The peace table activities and wheel of choice lessons were conducted individually and as a whole class. The peace table activities included a set of mini dishes on a tray, a rain stick, and a peace rose. The wheel of choice consisted of pictures and words of examples of what students could choose to help them solve problems. A few examples are count to ten, apologize, ask for help, and write your name on the agenda. Implementing the presentations into the classroom environment became a work for the students to use if needed and did not occur daily. As a work choice, the previous activities were available on tables and children were allowed to choose the work as many times as they felt was necessary. The research began with baseline data collection through SWIS (School Wide Information System) referral records, student interviews, and student surveys. Sources of data obtained during the study included interviews, surveys, observation tally sheets, and a field journal. The results presented an increase in social awareness and problem-solving skills through the class meetings. Students began acknowledging problems and brainstorming solutions. Class meetings will continue daily to extend the positive problem-solving capabilities and mindfulness students developed in their classroom community.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: A social skills intervention was implemented at two suburban preschools. The purpose of the intervention was to develop subjects' empathic and social problem-solving skills to test whether this training would increase prosocial behavior in class. In addition, the study compared the effectiveness of two teaching methods in promoting cognitive and affective skills: training using role playing and discussion-based training. The subjects were 45 children of both sexes between the ages of four-and-one-half to five-and-one-half years. At each school, teachers led one of three training groups: empathy and problem-solving using role playing; the same training using discussion; home and outdoor safety training, which served as an attention-control group. Training sessions were conducted for 15 to 20 minutes, three times a week for six weeks. Pre- and post-intervention empathy, role-taking, problem-solving scores, observational behavior ratings, and teacher ratings using the Devereux scales were administered. Results of pre-testing revealed expected, significant associations between cognitive and affective skills and between these abilities and subjects' social behavior, with empathy showing the strongest associations. Responses to affective measures, however, did not prove to be consistent across emotions. Empathic and role-taking responses to anger and fear stimuli were unrelated to responses to happiness and sadness stimuli, yet were associated most strongly with observed and rated social behaviors. No significant differences in gain scores emerged across the three treatment groups on outcome measures, although gains in cognitive and affective skills correlated significantly with behavioral improvement. The most likely reasons for this lack of training effects across groups were: all children were from a higher SES background and displayed fewer behavioral problems than subjects used by many other studies in this area; children at one setting (a Montessori program) were much less receptive to a group social skills approach; the small sample size provided insufficient statistical power to assess small effects. Implications of the study's findings for future measurement and training of empathy and social problem-solving skills were discussed.

Language: English

Published: Ann Arbor, Michigan, 1983

Abstract/Notes: La pédagogie Montessori est une méthode d’éducation qui a été mise au point au début du siècle dernier par Maria Montessori pour des enfants d’un quartier défavorisé de Rome en Italie. Depuis sa création, elle s’est développée à la marge de l’éducation nationale et se retrouve principalement dans des écoles privées. La pédagogie Montessori devient cependant de plus en plus populaire auprès des enseignants de l’école maternelle publique. Ce récent engouement apparaît fondé à la vue de plusieurs principes de cette méthode. En effet, elle promeut l’autonomie, l’auto-régulation, la coopération entre pairs d’âges variés et l’apprentissage à partir de matériels sensoriels et auto-correctifs. Ces caractéristiques sont plutôt en accord avec les connaissances scientifiques sur l’apprentissage et le développement de l’enfant. Cependant, à ce jour, les preuves expérimentales rigoureuses de son efficacité sont limitées. Dans cette thèse, nous avons mesuré les compétences langagières, mathématiques, exécutives et sociales d’enfants d’une école maternelle, repartis aléatoirement entre des classes appliquant la pédagogie Montessori ou une pédagogie conventionnelle. Nous avons suivi leurs progrès au cours des trois années de l’école maternelle (étude longitudinale) et avons comparé les performances des enfants en fin de Grande Section (étude transversale). Nous avons également élaboré une mesure pour évaluer objectivement la qualité d’implémentation de la pédagogie Montessori dans cette école, situé dans un quartier défavorisé. Nos résultats ne montrent pas de différences entre les groupes dans les domaines des mathématiques, des compétences exécutives et des compétences sociales. Cependant, les enfants issus des classes Montessori avaient de meilleures performances en lecture que les enfants issus des classes conventionnelles en fin de Grande Section. La pédagogie Montessori apparaît donc comme adaptée à l’apprentissage de la lecture chez le jeune enfant. [The Montessori method of education was created at the beginning of the last century by Maria Montessori to help children in a disadvantaged neighborhood of Rome in Italy. Although it is nowadays most commonly found in private schools, the Montessori method has gained popularity among teachers in public preschool and kindergarten in France and around the world. This popularity may appear legitimate with regards to the principles underlying the Montessori methods, which involve autonomy, self-regulation, cooperation between children from different age groups and learning with multi-sensorial and self-correcting materials. These characteristics are broadly in line with research on learning and development in young children. However, there is limited evidence for the effectiveness of the Montessori method in the scientific literature. In this thesis, we measured the linguistic, mathematical, executive and social skills of preschoolers and kindergarteners from a public school in which children were randomly assigned to classrooms in which the Montessori method was implemented or to classrooms in which a conventional teaching was used. We followed children from the first year of preschool to kindergarten (longitudinal study) and compared the performance of children at the end of kindergarten (cross-sectional study). We also developed a scale to evaluate the quality of implementation of the Montessori method in the school, located in a disadvantaged neighborhood. Our results do not show any difference between groups in terms of mathematical, executive and social skills. However, children from Montessori classrooms had better reading performance than children from conventional classrooms at the end of kindergarten. Therefore, the Montessori method appears to be well suited for developing reading skills of young children.]

Language: French

Published: Lyon, France, 2019

Abstract/Notes: Comment, au début du vingtième siècle, la méthode d’éducation des très jeunes enfants, conçue en Italie par la docteure en médecine et pédagogue Maria Montessori, a-t-elle diffusé en France et grâce à qui ? Telle est la question à laquelle nous tentons de répondre. Notre étude identifie d’abord les individus – au premier rang desquels une quinzaine d’éducatrices – qui, en France, avant 1914 et jusqu’au retour de la paix, ont diffusé cette méthode par des écrits, des conférences et surtout des expériences princeps. Puis, elle montre l’arrière-fond culturel et institutionnel et les valeurs (internationalité, engagement féministe et spiritualiste, compétence professionnelle) qui ont conditionné leur action. / How, at the beginning of the twentieth century, did the method of educating very young children conceived in Italy by the physician and educator Maria Montessori spread in France, and thanks to whom? This is the question that our study attempts to answer. It identifies the individuals−including some fifteen educators−who, in France, before 1914 and until the return of peace, disseminated this method through writings, conferences, and, above all, through pioneering experiences. It also shows the cultural and institutional background and the values (internationality, feminist and spiritualist commitment, professional skill) that conditioned their action.

Language: French

DOI: 10.3917/etsoc.175.0075

ISSN: 0014-2204

Language: Italian

ISSN: 1012-7895

Language: English