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842 results

Article

✓ Peer Reviewed

Max: Concern with Social Skills, Language and Excessive TV Viewing in a 3 Year Old

Available from: Lippincott Wolters

Publication: Journal of Developmental and Behavioral Pediatrics, vol. 27, no. 6

Pages: 488–492

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Abstract/Notes: Max is a 3-year-old healthy boy who was brought to the pediatrician's office by his mother for frequent temper tantrums at home. His teachers at the Montessori school are concerned about his communication skills. He is very talkative with his peers, but he constantly speaks about Thomas the Tank Engine. His peers seem to be uninterested in his repetitive stories. His teachers believe that Max has difficulty separating fantasy and reality. At home, his mother describes Max as “difficult to control.” When placed in time-out, he hits, kicks and scratches his mother. He has a large vocabulary, but mostly speaks in phrases directly from cartoons. For example, he repeats a particular phrase from a program in which the main character grows in size with fury every time he gets angry and says, “I hate it, leave me alone.” Before this exposure, the mother reports that her son had never used the word “hate.” Max watches 5 hours of children's programs on television every day; he is not exposed to any news programs. Frequently, he watches the same episode of a program many times. Max's mother believes that he can watch as much TV as he wants as long as it is “good programming,” so he only watches PBS kids shows and the Disney channel.

Language: English

DOI: 10.1097/DBP.0b013e3181d83173

ISSN: 0196-206X

Article

Whole Language: Learning the Natural Way

Publication: Montessori Life, vol. 1, no. 1

Pages: 6–9, 24

Language acquisition, Language experience approach in education, Montessori method of education, Montessori schools

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Language: English

ISSN: 1054-0040

Article

✓ Peer Reviewed

Pretending Emotions in the Early Years: The Role of Language and Symbolic Play

Available from: Wiley Online Library

Publication: Infancy, vol. 26, no. 6

Pages: 920-931

Child development, Developmental psychology, Emotion recognition in children, Emotions in children, Language acquisition, Montessori method of education, Play

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Abstract/Notes: Although 3-year-old children sometimes simulate emotions to adapt to social norms, we do not know if even younger children can pretend emotions in playful contexts. The present study investigated (1) what emotions infants of 1–2 years old are capable of pretending and (2) the possible role of language and symbolic play in the ability to pretend emotions. The sample included 69 infants aged 18 to 31 months and their parents. Infants were administrated the Test of Pretend Play, and their parents responded to the MacArthur-Bates CDI-II inventory, part of the MacArthur-Bates CDI-I, and a questionnaire about the expression of pretend emotions. Results suggest that very young children simulate emotions. Furthermore, children's simulation of emotions was related to both symbolic play and language. Specifically, the ability to label emotions was linked to the ability to simulate them. The role of language and symbolic play in the development of the capacity to express and understand pretend emotions is discussed.

Language: English

DOI: 10.1111/infa.12414

ISSN: 1532-7078

Article

✓ Peer Reviewed

L’invenzione linguistica alla scuola primaria: la didattica dell’italiano nell’esperienza montessoriana [Language Invention in Primary School: Teaching of Italian in a Montessori Experience]

Available from: Pensa Multimedia

Publication: Giornale Italiano della Ricerca Educativa / Italian Journal of Educational Research, vol. 10, no. Special Issue

Pages: 75-88

Europe, Italy, Language acquisition, Montessori schools, Scuola Montessori Milano (Milan, Italy), Southern Europe

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Abstract/Notes: In this paper we will present certain aspects of teaching Italian in the experimental language laboratory of the Montessori School of Milan. The laboratory consists of a series of meetings between teachers and researchers, featuring lessons conducted in class by researchers with the aim of creating a secret language together, and eventually its imaginary world. Furthermore, the teaching methodology will be set out in a consistent methodological and psychopedagogical framework as a support for learning Italian as a first and as well as second language. In particular, language productions will be analysed from a sociocultural perspective by considering secret languages as new cultural artefacts that help develop socio-relational competence, that is both self-regulating and metacognitive.

Language: Italian

ISSN: 2038-9744

Article

✓ Peer Reviewed

Differentiating Language Arts in Belize

Available from: ERIC

Publication: Forum on Public Policy, vol. 5, no. 1

Pages: 14 p.

Americas, Belize, Central America, Language arts, Latin America and the Caribbean, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History

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Abstract/Notes: There is limited amount of research that constitutes non-traditional curricula implemented within an institutionalized context of developing countries. An attempt is made in this project to gain a clearer understanding of a non-traditional early learning program within an orphanage campus setting of Ladyville, Belize, Central America. This program is supported through the Belizean Ministry of Education and the University of Belize. In 1996, a comprehensive literacy survey was conducted in Belize that indicated the functional literacy rate to be approximately 40 percent (Cornerstone, 2007). In addition, it is estimated within developing countries one person in four is illiterate (Terryn, 2006). Liberty Learning Centre (LLC) of Ladyville, Belize implemented non-traditional theoretical curricula reflecting the social-constructivist theory to early learning. The methodologies include: Pikler, Montessori and components of the Reggio Emilia philosophy. The staff of LLC discovered creative, innovative and strategic ways to differentiate traditional academic learning through a diverse non-traditional learning environment. Procedures: Responses from the administration, caregivers, teachers, staff and students were interpreted and documented through various means of audio/DVD/video recordings, photography, interviews and journals. In addition I used detailed anecdotal field notes that became pieces to the methodology for the project. Findings: Responses, thoughts, ideas and viewpoints were given by the administration, teachers, students and staff regarding the implementation of non-traditional curricula within an institutionalized and non-traditional learning environment of a developing country. Implication: An institutionalized and international socio-cultural perspective will extend early childhood education further through a qualitative ethnographic study in Belize. This project gives voice to the silent and voiceless.

Language: English

ISSN: 1556-763X, 1938-9809

Article

✓ Peer Reviewed

Metode Umaniste in Predarea Limbilor Straine / Humanistic Methods in Foreign Language Teaching

Available from: Euromentor

Publication: Euromentor, vol. 3, no. 3

Pages: 71-79

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Abstract/Notes: The psychological research and changes occurred in pedagogical thinking have led to new methods in foreign language teaching called “humanistic methods” or “fringe methods” which focus on some aspects neglected by the traditional strategies: feelings, emotions, interpersonal relationships: suggestopedia, first an experimental method belonging to suggestology, has become a psychological method of teaching and learning foreign languages based mainly on indirect suggestion which appeals to a peripheral subliminal; the silent way, which stems from the trend initiated by the Italian specialist in pedagogy Maria Montessori is based on the fact that the process of learning a foreign language is a natural one, which children perform involuntarily; cooperative learning, whose roots are in the counseling techniques of psychotherapy, is greatly based on group dynamics; the total physical response, which originates in the action-based methods, refers to the learner’s reaction, to the instructions received from the teacher and it has been a successful method to teach foreign language for children.

Language: Romanian

ISSN: 2067-7839, 2247-9376, 2068-780X

Article

✓ Peer Reviewed

Montessori and Jerome W. Berryman: Work, play, religious education, and the art of using the Christian language system

Available from: Taylor and Francis Online

Publication: British Journal of Religious Education, vol. 33, no. 3

Pages: 341-353

Religious education

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Language: English

DOI: 10.1080/01416200.2011.595925

ISSN: 0141-6200, 1740-7931

Article

✓ Peer Reviewed

Humanistic Methods in Foreign Language Teaching / Metode Umaniste in Predarea Limbilor Straine

Available from: Euromentor

Publication: Euromentor, vol. 3, no. 3

Pages: 71-79

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Abstract/Notes: The psychological research and changes occurred in pedagogical thinking have led to new methods in foreign language teaching called “humanistic methods” or “fringe methods” which focus on some aspects neglected by the traditional strategies: feelings, emotions, interpersonal relationships: suggestopedia, first an experimental method belonging to suggestology, has become a psychological method of teaching and learning foreign languages based mainly on indirect suggestion which appeals to a peripheral subliminal; the silent way, which stems from the trend initiated by the Italian specialist in pedagogy Maria Montessori is based on the fact that the process of learning a foreign language is a natural one, which children perform involuntarily; cooperative learning, whose roots are in the counseling techniques of psychotherapy, is greatly based on group dynamics; the total physical response, which originates in the action-based methods, refers to the learner’s reaction, to the instructions received from the teacher and it has been a successful method to teach foreign language for children.

Language: English

ISSN: 2067-7839, 2247-9376, 2068-780X

Article

✓ Peer Reviewed

Edukacja językowa dziecka w systemie Marii Montessori [Language education of a child in the Maria Montessori system]

Available from: Jesuit University Ignatianum in Krakow

Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, no. 6/4

Pages: 12-19

Early childhood care and education, Early childhood education, Language education, Maria Montessori - Philosophy, Montessori method of education

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Language: Polish

ISSN: 1896-2327, 2353-7787

Article

✓ Peer Reviewed

L’attualità interculturale di Maria Montessori: le infanzie e le lingue nel contesto educativo / Maria Montessori’s Intercultural Relevance: Childhoods and Languages in the Educational Context

Available from: Università di Bologna

Publication: Educazione Interculturale, vol. 19, no. 2

Pages: 46-56

Montessori method of education

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Abstract/Notes: Il contributo intende sondare alcuni tratti della pedagogia e del metodo Montessori di interesse per ripensare gli attuali contesti educativi escolastici sempre più interdipendenti ed eterogenei (Zoletto, 2012). L’individualizzazione nell’apprendimento e la differenziazione sono tensioni costanti nel pensiero di Montessori e si concretizzano nel ruolo dell’ambiente preparato dall’adulto a misuradi ogni bambino, in cui sono organizzati materiali di sviluppo non condizionati daappartenenze culturali (PescieTrabalzini, 2007) e nella pluralità linguistica assunta quale tratto strutturale del contesto (Consalvo, 2020), come avviene in molte scuoledi metodo che stanno sperimentando progetti bilingui. È dall’ambiente secondo Montessori (2000) che i bambini prendono il linguaggio, le abitudini e le caratteristiche della comunità a cui partecipano e per questo gli ambienti scolastici e le atmosfere relazionali costruiti sulla base della unicità e differenza di ognuno sono interculturali (Pesci,2006). Il contributo propone le prime riflessioni scaturite dal lavoro di indagine sull’attualità interculturale di Montessori in prospettiva plurilingue, che èuno dei filoni di ricerca del PRIN (2017) Maria Montessori from the past to the present(Unitàdi ricerca: Bologna, Milano, Roma, Aosta). / This paper will explore some aspects of the Montessori method and pedagogy that are pertinent in rethinking today's increasingly interdependent and heterogeneous educational and school contexts (Zoletto, 2012). Personalized learning and differentiation are constant tensions in Montessori thinking, taking shape in the environment prepared by the adult specifically for each child, where the developmental materials offered are not conditioned by cultural affiliations (Pesci e Trabalzini, 2007) and linguistic plurality is a structural feature of the context (Consalvo, 2020), as occurs in many method schools that are experimenting with bilingual projects. According to Montessori (2000), children acquire language, habits and the characteristics of the community they are part of from the environment, and for this reason school environments and the relational atmospheres based on the uniqueness and differences of each individual are intercultural (Pesci, 2006). The paper offers some initial reflections starting from an investigation of Montessori's intercultural relevance in a multilingual perspective, one of the PRIN (2017) research areas Maria Montessori from the past to the present (Research Units: Bologna, Milan, Rome, Aosta).

Language: Italian

DOI: 10.6092/issn.2420-8175/13899

ISSN: 2420-8175

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