Abstract/Notes: Includes bibliography for creative writing

Language: English

Abstract/Notes: This thesis essay looks at the genre of creative nonfiction in children’s picture books to find literary and design elements that are utilized in award winning books and how those components transfer to the first three planes of development in the Montessori method of education. The three creative works of the thesis, Under the Surface: A Sea Mammal’s Day, Dive into a Kelp Forest, and Reef are picture books with an environmental, ocean theme. Each book corresponds with one of the first three planes of development put forth by Maria Montessori in her philosophy of education. Analysis of these works show how literary and aesthetic devices, as evidenced in award winning genre picture books, pertain to and contribute to the sensitive periods of learning for each plane and its corresponding age group.

Language: English

Published: Roanoke, Virginia, 2022

Abstract/Notes: This study investigated the viability and implications of technology-assisted story writing with kinder year students. Seven kinder year students at a private Montessori school participated in the study. Pre- and post-study conferences and Likert scales determined story writing skills and attitudes. These were followed by one-on-one storywriting sessions using a variety of story-writing tools. Students were given the choice of story-writing method at each session. Individual sessions were evaluated and completed stories compared to a rubric of fundamental story-writing elements. Stories written by the students improved with the use of computer and iPad programs, but independent story writing was not achieved. Individual phonetic abilities proved pivotal to any success with technology-assisted story writing. The results of the study suggest introducing technology-assisted story writing when a child can successfully build words phonetically.

Language: English

Published: St. Paul, Minnesota, 2017

Abstract/Notes: Maria Montessori famously designed her own materials to support children’s development. Thus far, the literature which focuses on Montessori Sensorial education - and on creativity, problem solving and creative problem solving - has not investigated connections between these matters. This study investigated the effect of using the Montessori Method on children’s skills, especially in creative problem solving. This research examines the integration of Montessori materials into a social context to develop children’s creative problem solving, and analyses these data using the Creative Problem Solving (CPS) framework [Isaksen et al., 2000] and Rogoff’s model [1990] of social interaction. The study provides a new way of using the CPS framework, for data analysis, rather than as a way of training an individual or a group in solving problems creatively. The methodology combines a quasi-experimental design with a sample of qualitative cases. The research was conducted in one pre-school in Saudi Arabia, in the city of Riyadh, and involved twenty-four five-year-old children (12 boys, 12 girls) and four teachers. Six matched pairs of children were observed using Montessori sensorial materials (MSM) for one academic year. All the children were assessed on their problem solving capacities, in order to compare their development, using the British Ability Scale-II. The results from the quantitative analysis reveal significant differences between the experimental and control groups in their capacity to solve problems, using a pre-post-test of the four subscales of the BAS II. The qualitative analysis shows social interaction assists children in the “understanding of the challenge” component of the creative problem solving process while individual differences were identified in relation to the three creative skills. The results revealed the children’s different ways of framing and solving their own problems creatively through exploring different positions of the materials and applying them in creative solutions. The research also found that children’s own individual experiences with, and interests in, the material affected their creative problem solving.

Language: English

Published: Southampton, England, 2011

Language: English

ISSN: 0277-9064

Abstract/Notes: Creativity today is not just about art, originality, inventiveness—if we look deeper into the Montessori literature it is about the formation of the entire developmental continuum and the whole child.

Language: English

ISSN: 2215-1249, 2772-7319

Abstract/Notes: Another spontaneous form of expression is interpretive drama, where the child shows his self-expression through acting out meaning, history, readings, and human emotions as argued by Shyama Jain, who published in Around the Child, a journal of the Indian Montessorians, in 1969.

Language: English

ISSN: 2215-1249, 2772-7319

Abstract/Notes: Rita Schaefer Zener studies the passage through the Montessori materials with their increase in difficulty, complexity, and challenge as children develop skills. The reduction of difficulties (deviations) in development as a result of repeated concentration “normalizing” events arises from freely chosen work resulting in creative self-discipline at its best.

Language: English

ISSN: 2215-1249, 2772-7319

Abstract/Notes: Montessori is a primary curriculum implemented to be used appropriately and effectively. This research aims to find out: 1) The phenomenon of Montessori implementation as a creative learning medium for preschoolers. 2) The child's response when given learning media results from the Montessori method. The study authors used a qualitative method with a phenomenological approach. The study results: 1) Based on observations about Montessori as a creative learning medium to 10 preschoolers at The National Children's Creation School, it is known that 8 out of 10 preschoolers can master learning independently / individually using various materials provided. In addition, 2 out of 10 preschoolers lack mastered independent/individual learning. 2) Children's response when given learning media resulting from the Montessori method in this study is very diverse, with four correspondents giving different responses when given a variety of Montessori media. Some correspondents are interested in the media that Montessori is given, while there are correspondents who are not interested in the media that Montessori is given. Recommendations: 1) Teachers should develop more affective aspects, one of which is taking themes that occur in the real world of pre-school children so that children are more interested in participating in the learning process. 2) Further researchers are expected to conduct more in-depth research with the same theme to find new things that can later complement the shortcomings of the research that has been done. ABSTRAKMontessori merupakan sebuah kurikulum dasar yang dimana telah diterapkan agar dapat digunakan secara tepat dan efektif. Tujuan penelitian ini adalah untuk mengetahui: 1) Fenomena implementasi Montessori sebagai media pembelajaran kreatif untuk anak prasekolah. 2) Respons anak ketika diberikan media pembelajaran yang dihasilkan dari metode Montessori. Penelitian yang penulis gunakan metode kualitatif dengan pendekatan fenomenologi. Hasil penelitian: 1) Berdasarkan hasil observasi tentang Montessori sebagai media pembelajaran kreatif kepada 10 anak prasekolah di Sekolah Kreasi Anak Bangsa, diketahui 8 dari 10 anak prasekolah mampu menguasai pembelajaran secara mandiri/individual menggunakan berbagai material yang disediakan. Selain itu, 2 dari 10 anak prasekolah kurang menguasai pembelajaran secara mandiri/individual. 2) Respons anak ketika diberikan media pembelajaran yang dihasilkan dari metode Montessori pada penelitian ini sangat beragam, dari 4 koresponden memberikan respons yang berbeda-beda saat diberikan berbagai macam media Montessori. Ada koresponden yang tertarik dengan media yang Montessori yang diberikan sementara ada koresponden yang tidak tertarik dengan media yang Montessori yang diberikan. Rekomendasi: 1) Hendaknya guru lebih mengembangkan aspek afektif salah satunya yaitu mengambil tema yang terjadi dalam kehidupan dunia nyata anak Pra Sekolah sehingga anak-anak lebih tertarik dalam mengikuti proses pembelajaran. 2) Peneliti selanjutnya diharapkan dapat mengadakan penelitian yang lebih mendalam dengan tema yang sama, sehingga dapat menemukan hal-hal baru yang nantinya dapat melengkapi kekurangan pada penelitian yang telah dilakukan.

Language: Indonesian

ISSN: 2686-5645

Language: English