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2590 results

Article

Through the Darkness to the Light: Hope for the World's Children

Available from: Association Montessori Internationale

Publication: AMI Journal (2013-), vol. 2020

Pages: 314-317

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Language: English

ISSN: 2215-1249, 2772-7319

Article

About the Importance and the Nature of the Silence Game

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1976, no. 1/2

Pages: 2–4

Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Silence lesson

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Abstract/Notes: From a 1930 lecture.

Language: English

ISSN: 0519-0959

Article

✓ Peer Reviewed

Auszug aus dem Schlusswort des Kongresspräsidenten [From the closing address of the chairman of the congress / Extrait de l'allocution finale du président de congrès]

Available from: Springer Link

Publication: International Review of Education, vol. 7, no. 2

Pages: 230-234

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Language: German

DOI: 10.1007/BF01433372

ISSN: 1573-0638, 0020-8566

Book

The Two Natures of the Child and the Meaning of Adaptation

Maria Montessori - Writings, Normalization

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Language: English

Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1961

Article

The Prepared Adult as the Key to the Montessori Approach for Indigenous Communities of Australia

Publication: Montessori Articles (Montessori Australia Foundation)

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Language: English

Master's Thesis

The Impact of Role-Play on the Self-Regulation of Preschoolers Following the COVID-19 Pandemic

Available from: St. Catherine University

Action research, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: This Action Research Project examined the impact of role-play on preschoolers’ self-regulation development in a Montessori primary classroom. The class consisted of 18 students; ages 3-5 years old. Four of the nine students in the intervention had delays, disruptions, or modifications to their Montessori experience, possibly due to the COVID-19 pandemic. Role-play scenarios were performed by the students for four weeks. The results show that role-play positively impacted self-regulation in the primary classroom. The average percentage of self-regulated behaviors increased by 28.5% from the pre-intervention week through the last intervention week. Modeling of self-regulated behaviors increased, and modeling of dysregulated behaviors decreased during the intervention. Role-play is a fun and engaging way to help young children learn, practice, and model self-regulated behaviors in the classroom.

Language: English

Published: St. Paul, Minnesota, 2023

Article

[Special Features of Language Teaching in the Montessori Education: Considerations on the Explosion into Writing on the Basis of Experiments with Two-Year Olds]

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 11

Pages: 36-43

Asia, East Asia, Japan

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Language: Japanese

ISSN: 0913-4220

Article

In the Beginning: Searching for the First Public Montessori Program in the U.S. [Reading, Ohio; Philadelphia, Pennsylvania]

Publication: Public School Montessorian, vol. 17, no. 2

Pages: 24-25

Public Montessori

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Language: English

ISSN: 1071-6246

Article

The Magic, the Music of the Ordinary

Publication: Montessori Courier, vol. 5, no. 5

Pages: 20–23

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Language: English

ISSN: 0959-4108

Master's Thesis (Action Research Report)

The Effects of the Implementation of the Conscious Discipline Program on Social Emotional Learning in an Early Childhood Classroom

Available from: St. Catherine University

Action research

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Abstract/Notes: This study investigates the efficacy of Conscious Discipline’s teaching strategies to enrich social-emotional learning and establish a positive classroom climate in an early childhood Montessori classroom. Conscious Discipline is a written program, of instructional and behavioral strategies created by Dr. Becky Bailey (2011). The question throughout this research project was “Does teaching Conscious Discipline strategies enhance social-emotional learning in preschool aged children?” The study was conducted in a Montessori classroom, the participants being both boys and girls ranging in age from 3 to 4 years. For six weeks, Conscious Discipline strategies were being implemented on a day-to-day basis, when dealing with real-life incidents in the classroom, reading books purchased through Conscious Discipline and establishing a Safe Place. During this sixweek study data was gathered through observations, a pre-survey, and a standardized assessment, and analyzed to document the effects of Conscious Discipline. The data collected demonstrated an increase in social-emotional learning, an increase in the joy in teaching, a positive classroom climate, a decrease in aggressive acts, and an increase in student respect and responsibility in a social community.

Language: English

Published: St. Paul, Minnesota, 2014

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