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Article
The Built Environment's Effect on Learning: Applying Current Research
Publication: Montessori Life, vol. 14, no. 1
Date: 2002
Pages: 53–56
Architecture, Design, Learning environments
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Language: English
ISSN: 1054-0040
Article
Early Adolescents: Obstacles to Creating an Appropriate Environment
Publication: Montessori Life, vol. 8, no. 2
Date: 1996
Pages: 32–33
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Language: English
ISSN: 1054-0040
Article
Progress Evaluation of Myself and the Montessori Environment
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 6, no. 4
Date: Spring 1971
Pages: 16
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Language: English
ISSN: 0010-700X
Article
Una Experiencia Didáctica a Través del Ambiente Montessori en la Enseñanza de la Matemática / A Didactic Experience Through the Montessori Environment in the Teaching of Mathematics
Available from: Red Iberoamericana de Pedagogía (REDIPE)
Publication: Revista Boletín Redipe, vol. 10, no. 11
Date: 2021
Pages: 198-215
Mathematics education, Montessori materials, Montessori method of education
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Abstract/Notes: En didáctica de la matemática se ha realizado diversos estudios que buscan mejorar el proceso de enseñanza-aprendizaje; un sistema escolar alternativo como el método Montessori, tiene sólidos resultados socioemocionales y académicos en los niños, prácticamente no ha cambiado en más de un siglo, puede aplicarse en todos los años de la educación primaria y secundaria. La presente investigación tuvo como objetivo general implementar el Ambiente Montessori para el aprendizaje de cuerpos tridimensionales. Se enmarcó en una metodología cuantitativa. La muestra fue de 9 estudiantes y el instrumento fue una encuesta de satisfacción estudiantil. En los resultados más relevantes se observó que según una categoría de Sobresaliente el entorno cumple con las características del ambiente Montessori, de igual forma los materiales para el aprendizaje de cuerpos tridimensionales. En conclusión, el ambiente Montessori mejoró el rendimiento académico de los estudiantes, esto en contradicción con algunas investigaciones que ven al sistema como formador de un ser asocial, el mismo permite fortalecer relaciones interpersonales y con la naturaleza. / In didactics of mathematics, various studies have been carried in order to improve the teaching-learning process; an alternative school system such as the Montessori method, it has strong socio-emotional and academic results in children, it has not changed for more than a century practically, it can be applied in all years of primary and secondary education. The present investigation has as general objective to implement the Montessori Environment for the learning of three-dimensional bodies. It was supported in a quantitative methodology. The sample was constituted by nine students and the instruments were a participant observation sheet and a student satisfaction survey. In the most relevant results, it was observed according to a category of Outstanding, the environment complies with the characteristics of the Montessori environment, in the same way the materials for learning three-dimensional bodies. In conclusion, the Montessori environment improved the academic performance of the students, this research is in contradiction with some investigations that see the system as a trainer of an asocial human being, it allows to strengthen interpersonal relationships and with nature.
Language: English
ISSN: 2256-1536
Article
What's in a Name? There's More to Labeling the Environment Than Identifying Wall and Floor
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 3, no. 1
Date: Spring 1976
Pages: 47-49
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Language: English
ISSN: 0010-700X
Book
Environments for Learning: Proceedings of the American Montessori Society 1971 Seminar
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Language: English
Published: New York, New York: American Montessori Society, 1972
Article
Middle School Students’ Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments
Available from: University of Chicago Press
Publication: American Journal of Education, vol. 111, no. 3
Date: 2005
Pages: 341-371
Comparative education, Montessori method of education - Criticism, interpretation, etc., Motivation (Psychology)
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Abstract/Notes: This study compared the motivation and quality of experience of demographically matched students from Montessori and traditional middle school programs. Approximately 290 students responded to the Experience Sampling Method (ESM) and filled out questionnaires. Multivariate analyses showed that the Montessori students reported greater affect, potency (i.e., feeling energetic), intrinsic motivation, flow experience, and undivided interest (i.e., the combination of high intrinsic motivation and high salience or importance) while engaged in academic activities at school. The traditional middle school students reported higher salience while doing academic work; however, such responses were often accompanied by low intrinsic motivation. When engaged in informal, nonacademic activities, the students in both school contexts reported similar experiences. These results are discussed in terms of current thought on motivation in education and middle school reform.
Language: English
DOI: 10.1086/428885
ISSN: 0195-6744, 1549-6511
Article
Maktabgacha Ta’lim Muassasalarida Montessori Muhitini Yaratishning Shart - Sharoitlari va O’ziga Xosligi [Conditions and Characteristics of Creating a Montessori Environment in Preschool Educational Institutions]
Available from: Academics Research
Publication: Ilm Fan Taraqqiyotida Zamonaviy Metodlarning Qo'llanilishi [Use of Modern Methods in the Development of Science], vol. 2, no. 29
Date: 2023
Pages: 123-131
Asia, Central Asia, Classroom environments, Early childhood care and education, Early childhood education, Learning environments, Montessori method of education, Prepared environment, Preschool education, Uzbekistan
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Abstract/Notes: Ushbu maqolada Maktabgacha ta’lim tashkilotlarida Montessori muhitini yaratishning shart -sharoitlari va o’ziga xosligi haqida so’z borgan.Doktor Montessori shunday degan edi: "Bolalar 3 dan 6 yoshgacha, 6 dan 9 yoshgacha va 9 yoshdan 12 yoshgacha bo'lgan guruhga joylashtirilishi kerak. Oddiy maktablarda bo'lgani kabi, faqat o'sha yoshdagi bolalarni sinflarga taklif qilmayman.Ko'pchilik, masalan, 3 yoshdan 6 yoshgacha bo'lgan bolalarni xonaga joylashtiraman, deb hisoblashadi, chunki menda uchta alohida xonani yaratish uchun yetarli xona yoki yetarli darajada bolalar yo'q. Garchi mingdan oshiq bola va juda katta bino bo'lsa ham, men uch yoshga to'lgan bolalarni bir guruhga qo'shib berishni istardim". Bolalar uzluksiz ta'lim va rivojlanish jarayonini amalga oshirish uchun guruhlarga joylashtiriladi.
Language: Uzbek
Article
A Concurrent Method Case Study in the Montessori Environment for Children with Special Needs: A Review of Positive Effectiveness in Conjunction with Other Methods
Available from: Aichi Prefectural University Academic Repository
Publication: Ningen hattatsugaku kenkyu / 人間発達学研究 [Human Development Studies], no. 6
Date: Mar 2015
Pages: 67-83
Asia, Children with disabilities, Classroom environments, Comparative education, Developmentally disabled children, East Asia, Japan, Montessori method of education, Montessori schools, Prepared environment, Special education
Article
Effects of Variations in the Nursery School Setting on Environmental Constraints and Children's Modes of Adaptation
Available from: JSTOR
Publication: Child Development, vol. 42, no. 3
Date: 1971
Pages: 839-869
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Abstract/Notes: This study asked how specific characteristics of preschool settings affect the naturalistic occurrence of environmental constraints and children's adaptations to them. A taxonomy of 7 varieties of constraints invented by Jackson and Wolfson (1968) and a taxonomy of 14 adaptations were used. The constraints conformed to Schoggen's (1963) definition of conflict environmental force units (conflict EFU). 2 middle-class nursery schools and 2 Head Start programs were studied. These environments enabled the effects of several ecological variables- structure of the daily program, spaciousness of the schoolroom, and teacher-children ratio-and several personal variables-age, sex, and social class -on the incidence of conflict EFU and adaptations to be determined. Differential linkages of the adaptations with varieties of conflict EFU were also examined. The environmental variable which differentiated preschool settings was the program structure, and significant effects for age, sex, and social class were also found.
Language: English
DOI: 10.2307/1127453
ISSN: 0009-3920