Abstract/Notes: Originally published in 1987 in Italian as, "Un Essere Umano".

Language: English

Published: Mountain View, California: Nienhuis Montessori USA, 1991

Edition: 1st English ed.

ISBN: 1-879341-00-X 978-1-879341-00-5

Language: English

ISSN: 1071-6246

Abstract/Notes: This publication presents ideas and practical suggestions for caregivers of infants and toddlers from the Montessori Birth to Three Program and contains a catalog of recommended toys and materials for the home and child care setting. The topics discussed include parenting, the Montessori educational philosophy, child development during the first year, family life, toys, puzzles, music, language, art, plants and animals, culture, science and math, and the prepared environment. (KB)

Language: English

Published: Arcata, California: Michael Olaf Company, 1999

ISBN: 978-1-879264-05-2

Abstract/Notes: Scope and method of study. The purpose of this qualitative study was to investigate the connection between the beliefs, attitudes, and expectations teachers exhibit towards students who have attention challenges in three independent schools in England and the pathognomonic-interventionist continuum as identified by Jordan-Wilson and Silverman (1991), which identifies, along a scale, where teachers' beliefs lie. Teachers' sense of efficacy as they meet individual student needs was also explored as was what educators in these schools, who have limited, if any, recourse to special education assistance, do to support students who display the characteristics of attention deficit. The pathognomonic-interventionist continuum and Bandura's (1977) construct of self-efficacy were the lenses used to focus the research. The study records participants' responses and reflections about the phenomenon under study, describing what it is they do, how they perceive their responsibility towards their students, and how they support each other. Findings and conclusions. Data compiled from a sample of 10 teachers and 3 head-teachers, were disaggregated to provide a picture of how participant teachers work with attentionally challenged children in selected English independent schools. The results provide evidence that teachers whose profile identifies them with the interventionist perspective present stronger senses of self-efficacy. They are prepared to undertake prereferral-type activities to determine where the student is experiencing difficulty and are then willing to manipulate the learning environment to meet individual student needs. Teachers in these schools perceive it as their professional obligation to design teaching scenarios to benefit all students. Teacher efficacy, their sense of their ability to positively influence their students' educational performance and achievement, is unrelated to years of experience or educational background, but is related to the beliefs which they hold.

Language: English

Published: Stillwater, Oklahoma, 2006

Language: English

Published: Washington, D.C., 1984

Language: English

Abstract/Notes: Farida Akbar, Nancy Mackenzie, Phyllis Pottish-Lewis

Language: English

ISSN: 0519-0959

Language: English

Abstract/Notes: The proposal in this study define successful teaching from Hattie et al. (2017) and Grevholm (2012) research results. This is a comparative study with three teaching models in mathematics, Traditional model, Montessori model and Singapore model. The focus is on mathematics teaching in primary school, in Sweden. The study embrace a minor literature study and an interview study with three teachers, who work according the three models in their teaching. I use a socio-cultural perspective on learning, teaching and knowledge. A directed qualitative content analyze is used to analyze both the literature and the interviews. The results show the pros and cons of the three teaching models, according to the requirements of the proposed ideas of successful teaching. The results of the teachers´ statements clarify and problematize the differences between the three educational models in practice. / Denna studie utgår från en tes om framgångsrik undervisning som baseras på Hatties m.fl. (2017) och Grevholms (2012) forskning. Uppsatsen är en jämförande studie som utgår från tre undervisningsmodeller i matematik, traditionell undervisningsmodell, montessorimodellen och singaporemodellen. Fokus är på matematikundervisning i årskurs 1-3, svensk skola. Studien omfattar dels en mindre litteraturstudie, dels en intervjustudie med tre lärare som arbetar enligt de tre modellerna. Jag utgår från ett sociokulturellt perspektiv på lärande, undervisning och kunskap. Analyserna baseras på en riktad kvalitativ innehållsanalys. Resultatet visar på för och nackdelar med de tre undervisningsmodellerna och hur väl de uppfyller kraven enligt tesen för en framgångsrik undervisning. I resultatet tydliggörs genom lärarnas utsagor problematiken med de olika undervisningsmodellerna.

Language: Swedish

Published: Karlstad, Sweden, 2022

Abstract/Notes: There is an expanse of literature looking at various topics supporting Montessori education, especially in preschool; however, there is a lack of research in infant and toddler Montessori classrooms. Most of the empirical data regarding language acquisition has focused on the child’s acquisition of vocabulary through direct instruction, rather than the learning capability from overhearing a third party in a naturalistic setting. The purpose of this intervention study was to add to the limited empirical research on language acquisition in infant and toddler Montessori environments. More specifically, the intervention assessed if infants and toddlers could indirectly acquire new vocabulary through the Absorbent Mind from teachers and peers’ ambient dialogue during the Montessori three-period lesson. The research utilized a descriptive, correlational pre-and-post quasi-experimental design to assess and analyze vocabulary and ambient language. Data collection occurred in three Association Montessori Internationale (AMI) and American Montessori Society (AMS) infant and toddler mixed-aged environments throughout New York State and Maryland. The Language Environmental Analysis (LENA) system was used to analyze audio recordings. Transcriptions of audio recordings quantified vocabulary acquisition and ambient language. Paired t-tests and ANCOVA were used to analyze children’s acquired vocabulary. A fidelity scale analyzed the extent to which Montessori trained teachers adhered to the three-period lesson intervention. The findings provide opportunities to improve infant and toddler teachers' classroom practice related to language acquisition. Suggestions were offered for early childhood teacher preparation programs.

Language: English

Published: Brookville, New York, 2021