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Article
Lines of Communication
Publication: Montessori NewZ, vol. 28
Date: Dec 2002
Pages: 2
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Language: English
Article
Towards Best Practice: Building Community/Reducing Attrition: Communication with Second Families
Publication: Montessori Leadership, vol. 2, no. 1
Date: 2000
Pages: 13
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Language: English
Article
AMI/USA Structure and Lines of Communication
Publication: AMI/USA Professional Bulletin, vol. 2, no. 4
Date: Mar 1983
Pages: 2
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Language: English
Article
Kandice King Communications Director
Publication: AMI/USA News, vol. 17, no. 4
Date: Dec 2004
Pages: 3
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Language: English
Book
The Child and Communication: 22nd International Montessori Congress, Uppsala, July 22-27, 1997
Conference proceedings, Conferences, International Montessori Congress (22nd, Uppsala, Sweden, 22-27 July 1997)
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Language: English
Published: [S.I.]: Association Montessori Internationale, 1997
Article
Ways of Working: Montessori Communication and Collaboration from Birth
Publication: Montessori Insights
Date: 2012
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Language: English
Article
Montessori Method and ICTs [Information and Communication Technologies]
Available from: DOAJ
Publication: International Journal of Recent Contributions from Engineering, Science, and IT (iJES), vol. 4, no. 1
Date: 2016
Pages: 25-30
Information and communications technology (ICT), Montessori method of education, Technology and children
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Abstract/Notes: This article bridges the gap between the Montessori Method and Information and Communication Technologies (ICTs) in contemporary education. It reviews recent research works which recall the Montessori philosophy, principles and didactical tools applying to today’s computers and supporting technologies in children’s learning process. This article reviews how important the stimulation of human senses in the learning process is, as well as the development of Montessori materials using the body and the hand in particular, all according to the Montessori Method along with recent researches over ICTs. Montessori Method within information society age acquires new perspectives, new functionality and new efficacy.
Language: English
ISSN: 2197-8581
Article
Interaction of Children with and without Communication Disorders Using Montessori Activities for the Tablet
Available from: SpringerLink
Publication: Personal and Ubiquitous Computing, vol. 25
Date: 2021
Pages: 495-507
Children with disabilities, Communicative disorders in children, Inclusive education, Information and communications technology (ICT), Montessori method of education, People with disabilities, Technology and children
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Abstract/Notes: Mobile technologies used for education may offer advantages for children with Communication Disorders, among which we can find language disorders and speech disorders, which are identified in DSM-V. In this research, we have introduced two educational activities, “Matching Cards” and “Cards & Sounds”, based on the Montessori Method and which deal with the first stages of reading and writing. We have tested these two activities with children with and without Communication Disorders in order to study how they interact. These groups of children use a Tablet to perform the two activities, which vary in visual and auditory stimuli. The activities employ two touch interactions: tap and drag & drop. Based on Montessori, the activity and the interaction do not produce either positive or negative feedback. The analysis performed with the variables of time, interaction and mistake has shown that children from both groups change their efficiency of use. Differences regarding the interaction of children with and without Communication Disorders have also been observed. Additionally, children with Communication Disorders need additional strategies as explicit indicators in the interaction which may be a guide to be able to carry out specific actions.
Language: English
DOI: 10.1007/s00779-020-01471-7
ISSN: 1617-4909, 1617-4917
Blog Post
Respect, Empathy, and Nonviolent Communication: A Look into Montessori Teaching
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Abstract/Notes: Elly McCarthy is a teacher at Pacific Crest School, a Montessori school in Ballard. RadioActive’s McKenna Kilayko talked with Elly about practicing empathy-based communication and interaction in the classroom.
Language: English
Published: Mar 21, 2023
Doctoral Dissertation
Communication Strategies of Public School and Montessori Parents and Teachers
Available from: ProQuest - Dissertations and Theses
Communications, Elementary education, Montessori method of education, Montessori schools, Parent-teacher relationships, Parents, Public Montessori, Teachers
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Abstract/Notes: Two important aspects of teaching and caring for children were explored using a questionnaire: communication preferences for talking to children and assumptions about how children think about specific things in various situations. Forty parents and teachers from Montessori Schools and forty parents and teachers from Milwaukee Public Schools completed a questionnaire concerning four social situations and one factual situation. Parents and teachers ranked responses to each situation from 1 to 5 or wrote an alternative response if none of those given were appropriate. Parents and teachers also predicted what they would actually do in each situation and described their ideal response in each case. In the second part of the questionnaire parents and teachers gave their views on how children understood ideas relating to time, another's point of view, and play. The responses to the questionnaire by parents and teachers tended to reflect the basic philosophy of Montessori education, which is based upon a cognitive constructivist model in which rational authoritative and distancing strategies rank higher than diversion, normative authoritative, and direct authoritative strategies. Moreover, the beliefs and behaviors of Montessori parents and teachers tended to support this conclusion. A difference was found in the diversion strategy whereby both groups ranked diversion high in the first and second social situations and very low in the fourth and fifth social situations. These differences were likely due to the particular type of situation described. The majority of subjects, both teachers and parents, responded with more cognitive reasons than social reasons to the five situations. They also responded more frequently with active answers than passive answers. Finally, it was found that public school teachers and parents who were from upper middle class districts and professionally educated tended to use the same strategies as the Montessori teachers and parents. In fact, there were no significant differences between the ideal ranking of these five situations by these two groups.
Language: English
Published: Madison, Wisconsin, 1982