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486 results

Article

✓ Peer Reviewed

Il Metodo Montessori nell'attuale realtà sociale multietnica

Available from: MeTis Journal

Publication: MeTis. Mondi educativi. Temi, indagini, sugestioni, vol. IV, no. 2

Pages: [unpaged]

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Abstract/Notes: Il Metodo sperimentato da Maria Montessori fra la fine dell’Ottocento e la metà del Novecento è oggi sempre più richiesto e apprezzato da genitori e insegnanti, ed è soggetto a rinnovate letture e ricerche da parte degli studiosi, perché risponde alle attuali esigenze dell'educazione nella nuova realtà sociale multietnica, nell'era della 'globalizzazione'. Tutto il suo metodo scientifico rappresenta una strada maestra per gli educatori alla pace e all'intercultura di oggi. / The method pioneered by Maria Montessori in the late 800's and mid '900 is now increasingly demanded and appreciated by parents and teachers. Subject of renewed interpretations and ongoing research by scholars, it responds to the current needs of education in the new multi-ethnic reality of the age of 'globalization'. Her whole scientific method represents a major reference for today's educators to peace and inter-culture

Language: Italian

DOI: 10.12897/01.00068

ISSN: 2240-9580

Article

✓ Peer Reviewed

Effects of Adult-Directed Activity Number of Toys, and Sex of Child on Social and Exploratory Behavior in Young Children

Available from: JSTOR

Publication: Merrill-Palmer Quarterly of Behavior and Development, vol. 26, no. 3

Pages: 231-238

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Language: English

ISSN: 0026-0150

Article

✓ Peer Reviewed

The Social Value of the Montessori System

Available from: JSTOR

Publication: Journal of the American Institute of Criminal Law and Criminology, vol. 4, no. 5

Pages: 775-778

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Language: English

ISSN: 0885-4173, 2160-0023

Master's Thesis (Action Research Report)

Finding Roots in the Montessori Social Studies Curriculum

Available from: St. Catherine University

Action research

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Abstract/Notes: This action research aimed to determine if an equity audit of the Montessori social studies curriculum and learning about the researcher’s culture impacted professional self-efficacy and resilience. This six-week intervention and study was a self-study through daily regimented activities. Three weeks were used to learn more about the researcher’s own culture and history. Three additional weeks were dedicated to the equity audit process, where the researcher revised original lessons or created new, culturally sustaining lessons to augment the curriculum. The data collected was completed daily using four tools: an attitude scale, a guided questionnaire, a reflective journal, and finally during the three-week audit period, a curriculum audit checklist. The data suggested strong levels of self-efficacy and resilience across the intervention, though resilience wavered and lowered throughout due to its taxing nature. Additional supports and research can better support educators of color prepare for altering and implementing a culturally sustaining and anti-bias, antiracist Montessori social studies curriculum.

Language: English

Published: St. Paul, Minnesota, 2022

Book Section

The Social Aspect of Montessori Work

Book Title: Report of the Montessori Conference at East Runton: July 25th-28th, 1914

Pages: 10-25

England, Europe, Great Britain, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori Conference (East Runton, England, 1914), Montessori method of education, Montessori movement, Northern Europe, United Kingdom

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Language: English

Published: London: Montessori Society, 1914

Article

✓ Peer Reviewed

Open for Business: Learning Economics Through Social Interaction in a Student-Operated Store

Publication: Journal of Social Studies Research, vol. 35, no. 1

Pages: 39-55

Americas, Business education, Economics education, North America, United States of America

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Abstract/Notes: This study examines teaching and learning economics and entrepreneurship through a student-run Montessori middle school store. By designing and managing a school store, students created a 'community of practice' to learn economics concepts in their daily environment. Questions guiding this study were: (a) How do students' social-interactions in a Montessori middle school student-operated business demonstrate economics content knowledge? (b) How do students' social-interactions in a Montessori middle school student-operated business demonstrate economics skills? (c) How do students' business roles in the store develop their understanding of economics principles? Findings indicate that: (1) student activities in the school store promoted learning through social interaction; (2) the type and number of business roles a student assumed created opportunities for economic learning; (3) student entrepreneurs expressed specific knowledge of economics concepts, and, (4) students' decision-making and ownership affected behavior. Additionally, features of Kohlberg's (1985) concept of Just Community supported the learning environment. This study can provide social studies teachers and teacher-educators with a model for learning economics (or social studies) concepts through a curricular-based student-run enterprise.

Language: English

ISSN: 0885-985X, 2352-2798

Article

Social Status of Children

Publication: The Times (London, England)

Pages: 18

England, Great Britain, Maria Montessori - Biographic sources, Montessori method of education, Montessori movement, Montessori organizations - England, United Kingdom

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Language: English

ISSN: 0140-0460

Article

✓ Peer Reviewed

Unveiling Alternative Schools: A Systematic Review of Cognitive and Social-Emotional Development in Different Educational Approaches

Available from: ScienceDirect

Publication: Children and Youth Services Review

Pages: Article 107480

Alternative education, Child development, Cognitive development, Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Social emotional learning, Waldorf method of education - Criticism, interpretation, etc.

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Abstract/Notes: Alternative schools such as Montessori, Reggio Emilia or Waldorf emerged on the educational scene over a century ago but have proliferated internationally in the last 15-20 years. In addition to being considered as educational alternatives to conventional approaches, these schools are often associated with enhanced benefits in cognitive, social, emotional, and personal development of attending children. This assumption stems from the fact that these approaches are aligned with the basic principles of child development, especially because in these schools, daily practices are organized according to children's developmental strengths and considering individual learning rhythms. However, empirical research on this assumption is scarce and little is known about the type of schools studied and the aspects of development analyzed. Thus, this systematic review aims to address two objectives: to identify which types of alternative schools have captured the interest of researchers and to explore the most studied areas of cognitive and socioemotional development during childhood, along with the main findings. The review includes studies conducted in the last decade that compare the effects of attending alternative schools versus conventional preschools, elementary schools, or high schools. Twenty-four articles were included, most of them focused on Montessori and, to a lesser extent, Waldorf schools. Other types of alternative schools (democratic, Freinet) had limited representation. Executive function, creativity and academic achievement have received more attention in research compared to well-being, social competence, or independence. Overall, the results show a better performance in children from alternative schools or no differences with their counterparts in conventional schools. However, this study provides a critical perspective on these findings, highlighting limitations that should be considered when interpreting them and guiding future research endeavors.

Language: English

DOI: 10.1016/j.childyouth.2024.107480

ISSN: 0190-7409

Article

✓ Peer Reviewed

The Resistance of Montessori Education to Social-Media Regimentation

Available from: Franco Angeli

Publication: Education Sciences & Society, vol. 14, no. 2

Pages: 207-218

Montessori method of education - Criticism, interpretation, etc., Social media in education

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Abstract/Notes: Maria Montessori’s educational proposal had a revolutionary significance since its origins.  It freed childhood from the raising social marginalization  to a “golden age”.  In a period marked by widespread  national-popular illiteracy, a “New Education” originated exactly among the poorest social classes, represented a valuable tool for the literacy and regimentation of the masses to the rising fascist ideology. Montessori avoided it, paying with obstructionism and discredit. However, even today, Montessorian theory keeps on gaining credit as a “pedagogy of resistance” to the technical and technological revolution of information and communication. She is not even adverse to the use of technology in daily life or in education. Far from stopping the technical progress and the social technological literacy, it is a question of stemming the educational deprivation of the young people experience, rediscovering an active, direct and participative learning, with a specific attention to the early childhood. Experience offers a good and attractive alternative to the standstill caused by the overuse of the mass communication means. Preserving the 0-3 years children from the early abuse of technology, provides a “dilating education” of childhood’s fields of experience and evolutive possibilities. In this way the child is ready to approach the technologies, in order to enjoy without suffering their growing capacities.

Language: English

DOI: 10.3280/ess2-2023oa16560

ISSN: 2284-015X, 2038-9442

Article

Social; Mrs. Ralph H. Smith has opened...

Available from: Newspapers.com

Publication: Santa Cruz Evening News (Santa Cruz, California)

Pages: 8

Americas, Maria Montessori - Biographic sources, Maria Montessori - Speeches, addresses, etc., North America, United States of America

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Abstract/Notes: Mrs. Ralph H. Smith has opened a school at her home on Morrissey avenue, where the Montessori method will be used in teaching children between the ages of two and a half and six. The Montessori method and materials will be utilized entirely.

Language: English

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