Abstract/Notes: This paper presents part of a larger ethnographic study which aim is to explore Montessori teachers' opportunities for broaden their scope for action when teaching. In the study, in which the author takes part of nine Montessori teachers daily work in three different elementary schools in Sweden, the empirical materiel is collected through participant observation and interviews. When Montessori pedagogy has been discussed much attention has been given to its didactic material. This material, the so-called Montessori material, has been described as been surrounded by instructions which thus give the impression that Montessori teachers are handling the materiel habitually. Despite the attention given to the material we paradoxically know little about it and its´ use in different cultural contexts as studies on Montessori pedagogy in Sweden has been neglected. Based on action theoretical points and by pointing at how the teachers' interactions with children could be seen as related to the concepts “reflection - in – action” (Schön, 1983) and “thinkingly acting” (Van Manen, 1995) I will conclude that teacher´s actions, rather than habitual, should be seen as conscious and based on their own choices in those cases where the teacher goes into a sort of dialogue with what he or she identify as knowledge in childrens´ manipulation with the material. In this dialogue teachers seem to make this identification of knowledge, rather than the instructions that surrounds the material, directional for their interaction with the children.

Language: English

Published: Gothenburg, Sweden, 2015

Abstract/Notes: This paper argues that the "kindergarten approach to learning" -- characterized by a spiraling cycle of Imagine, Create, Play, Share, Reflect, and back to Imagine -- is ideally suited to the needs of the 21st century, helping learners develop the creative-thinking skills that are critical to success and satisfaction in today's society. The paper discusses strategies for designing new technologies that encourage and support kindergarten-style learning, building on the success of traditional kindergarten materials and activities, but extending to learners of all ages, helping them continue to develop as creative thinkers.

Language: English

Published: New York: Association of Computer Machinery (ACM), 2007

Pages: 1–6

DOI: 10.1145/1254960.1254961

ISBN: 978-1-59593-712-4

Abstract/Notes: This action research was conducted in an early childhood Montessori Primary classroom using intentional teaching practices with core curriculum materials to engage students in creative thinking. In the form of questions or suggestions, an open-ended inquiry was given to the ten participants, aged three to six years old, as they worked with Montessori materials in academic areas, including science, math, and language. The research utilized mixed methods of collection in the forms of quantitative and qualitative data and demonstrated successful intervention with a steady increase in work times of the students. A longitudinal study would contribute to this theory and provide further information regarding the increase of student understanding through creative thinking endeavors. This study provided evidence that intentional teaching practices can engage children in creative thinking, problem-solving, and collaborative learning while extending working times with materials, which contribute to a deeper level of comprehension of the direct curricular aims.

Language: English

Published: St. Paul, Minnesota, 2021

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-35-4

Series: Montessori Series , 11

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

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

Abstract/Notes: A century ago, John Dewey remarked that when home changes radically, school must change as well. With home, family, and gender roles dramatically altered in recent years, we are faced with a difficult problem: in the lives of more and more American children, no one is home. The Schoolhome proposes a solution. Drawing selectively from reform movements of the past and relating them to the unique needs of today's parents and children, Jane Martin presents a philosophy of education that is responsive to America's changed and changing realities. As more and more parents enter the workforce, the historic role of the domestic sphere in the education and development of children is drastically reduced. Consequently, Martin advocates removing the barriers between the school and the home--making school a metaphorical "home," a safe and nuturant environment that provides children with the experience of affection and connection otherwise missing or inconsistent in their lives. In this proposition, the traditional schoolhouse where children are drilled in the three Rs is transformed into a "schoolhome" where learning is animated by an ethic of social awareness. At a time when many school reformers are calling for a return to basics and lobbying for skills education and quick-fix initiatives, Martin urges us to reconsider the distinctive legacies of Dewey and Montessori and to conceive of a school that integrates the values of the home with those of social responsibility. With cultural diversity and gender equality among its explicit goals, the schoolhome expands upon Dewey's edict to educate the "whole child," seeking instead to educate all children in the culture's whole heritage. Martin eloquently challenges reformers to reclaim the founding fathers' vision of the nation as a domestic realm, and to imagine a learning environment whose curriculum and classroom practice reflect not merely an economic but a moral investment in the future of our children. More than a summons to action, this remarkable book is a call to rethink the assumptions we bring to the educational enterprise, and so, to act wisely.

Language: English

Published: Cambridge, Massachusetts: Harvard University Press, 1992

Edition: 1st

ISBN: 978-0-674-04067-0 978-0-674-79265-4 978-0-674-79266-1

Abstract/Notes: This thesis aims to rethink elementary public-school architecture by exploring its ability to become an influential aspect of the pedagogical process in schools. As educational paradigms have historically responded to social, political, and cultural conditions, it appears that the development of educational paradigms has moved faster than the educational buildings of the 21st century. Paradoxically, the spatial conditions of educational architecture seem to be stuck in the 19th century. Although there are notable school buildings that emerged from the 20th and 21st century that challenge a conventional school model, the existence of a gap between school architecture and pedagogical paradigms is predominant in the North American context. Beginning with an investigation of the current spatial conditions of educational architecture, specifically in North America, this thesis analyzes the relationship between school buildings and pedagogical paradigms that draw upon the history of education and its built institutions. As well, it examines the factors that prevent such correlation. Relevant building typologies were studied through orthographic drawings to create a visual comparison of school buildings from the 19th century to today. This allows us to observe the major spatial transformations that occurred between school models over time. Additionally, the analysis addresses how the social, economic, and political factors influence the relationship between the design of learning environments and the shift in educational paradigms, uncovering the principles of school designs and identifying clear discontinuities between the built forms and educational models. Undoubtedly, most of the contemporary educational buildings present in the North American context manifest spatial traditions that bear few relations to the current knowledge of the learning processes. Considering the significant role of the learning environment in the support of critical thinking, discovery, and creativity, this thesis explores this potential to overcome century-old traditions of learning through memorization and subservience to the authority of the teacher. We use the context of Markham, Ontario, in the Greater Toronto Area, to create an elementary school based on the principles seen in Montessori’s, Reggio Emilia Schools, and Lab Ecole projects, which respond to the basis of the most actual theories of children education. The designs we see today of newly constructed school buildings within the suburban context tend to be an afterthought, prioritizing budget, and fast construction rates with little to no consideration to how the built environment can aid in the learning process. As a result, the suburbs provide an ideal setting to explore how the physical environment can aid in the learning process. Ultimately, using architecture as a pedagogical tool that prompts the physical environment to inspire, stimulate, and encourage exploration and investigation of new ideas while supporting collaboration and the development of connections beyond the typical school environment.

Language: English

Published: Sudbury, Ontario, Canada, 2021

Abstract/Notes: The authors project hopes to demonstrate the high Impact of Montessori on academic, economic, and social outcomes and how various educational interventions promote the growth of creativity.

Language: English

ISSN: 2215-1249, 2772-7319

Abstract/Notes: This study examined the effect of Montessori Preschool education on the divergent thinking skill of kindergarten-age students. The author hypothesized that these students would display below-average ability in this area as a result of exposure to Montessori education. Research was presented which criticized Montessori for its lack of open-ended materials and fantasy play which might suppress divergent thought. Further research was reviewed which indicated a possible link between educational environments and scores on tests of divergent thinking. Subjects were 31 kindergarten-age students from two Montessori pre-schools. Divergent thought was assessed using The Torrance Test of Creative Thinking-Figural Form "A". Results indicated above average performance on overall scores of the test. However, performance on sub-tests suggested that divergent thought was affected by the Montessori curriculum.

Language: English

Published: Winnipeg, Canada, 1990