Language: English

ISSN: 0010-700X

Abstract/Notes: Manipulatives are ubiquitous in early childhood classrooms; yet, findings regarding their efficacy for learning mathematics concepts are inconsistent. In this article, we present four general principles that have emerged from cognitive science about ways to ensure that manipulatives promote learning when used with young children. We also describe how Montessori instruction offers a concrete example of the application of these principles in practice, which may, in turn, explain the high levels of mathematics achievement among children who attend Montessori programs during early childhood. The general principles and concrete examples presented in this article should help early childhood programs maximize the benefits of using manipulatives for developmentally appropriate mathematics instruction.

Language: English

DOI: 10.1177/2158244015589588

ISSN: 2158-2440

Language: English

DOI: 10.1080/00094056.2001.10522165

ISSN: 0009-4056, 2162-0725

Language: English

DOI: 10.1002/crq.132

ISSN: 1536-5581, 1541-1508

Abstract/Notes: The famous French historian Alain Corbin recently published a history of silence: Histoire du silence (Albin Michel, 2016). In this publication he argues that in the course of the twentieth century silence has lost its educational value. Based on an analysis of Maria Montessori's book The Method Montessori (1912) and a 1953 documentary entitled How quiet helps at school (Coronet films) it will be argued in this article that silence has not lost any of its didactical capacities. On the contrary, the hypothesis will be formulated that in the course of the twentieth century silence has been educationalised. In this sense a plea is made for a nuanced reading of silence's place in the contemporary Western world; a place that cannot and should not be disconnected from politics. Consequently, all hypotheses that present silence as the sine qua non for authentic diversity – understood as not being contaminated by any power structure – have to be looked at rather critically.

Language: English

DOI: 10.11116/jdivegendstud.3.2.0059

ISSN: 2593-0273

Abstract/Notes: Designers of interactive toys face many challenges when integrating digital technologies into the educational manipulatives they design. Drawing on the distinctive approaches of Friedrich Froebel and Maria Montessori – philosophers of education and pioneering toy designers – this paper proposes to qualify and distinguish between their unique design principles as manifested in traditional as well as digital learning objects and educational manipulatives. Application of these core design principles will enable modern day toy designers, particularly those operating in the interactive domain, to meet their educational objectives and maximise the learning potential in children|s interactive learning experiences.

Language: English

DOI: 10.1504/IJART.2010.030497

ISSN: 1754-8853, 1754-8861

Abstract/Notes: In 2002 the term “dispositions” entered the vocabulary of teacher education with a vengeance when the National Council for Accreditation of Teacher Education (NCATE) added the concept to its inventory of required standards. Teacher education programs across the country developed lists of professional dispositions that their graduates should attain based on NCATE provided guidelines. Caring, fairness, honesty, responsibility, and social justice were values included in NCATE suggestions; these values were emphasized and, subsequently, assessed in teacher education programs. Students who were found lacking in these traits were counseled out of education programs or given unsatisfactory grades, at least at some institutions. A few of the affected students objected to their treatment, and local administrators heard their complaints. Controversy at the local level quickly accelerated to national stories as conservative-leaning newspapers like the New York Post, and conservative commentators like George Will, brought to the attention of the American public what they viewed as the latest round in American culture wars.

Language: English

ISSN: 1935-7699

Abstract/Notes: Childhood adversity and trauma are pervasive and have powerful, far-reaching consequences for health and well-being. Recent years have seen increased recognition of the need for trauma-informed practice, which aims to promote understanding, healing, and the prevention of retraumatization. Historical data show that the early Montessori schools were known internationally as healing schools, wherein children affected by adversity or trauma were apparently healed on a considerable scale. This study presents the findings from a documentary analysis of three primary sources, namely, Maria Montessori’s own original accounts, eyewitness accounts, and media reports pertaining to this healing aspect of the early Montessori schools. The findings demonstrate that, first, from the beginning of her career, Montessori worked with children who had experienced significant exposure to adversity or trauma, second, that her Montessori Method was shown to affect healing or recovery in these children, and third, that her long involvement with trauma-affected children directly led to her later attempts to set up an organization to be called the White Cross, which was to incorporate, among other things, a trauma-informed course for teacher–nurses. In this innovative approach to Montessori studies, we argue that Montessori was ahead of her time, that her work is even more relevant today in the context of adversity and trauma research, and that her methods, principles, and approaches may be harnessed and used in ways that promote trauma-informed practice in contemporary education settings.

Language: English

DOI: 10.17161/jomr.v8i1.15767

ISSN: 2378-3923

Abstract/Notes: Background: Few studies have discussed school-based health programs in Montessori education. Lumin has a network of Montessori elementary schools serving mainly lower income families in Dallas, Texas. Since 2015, our medical school has partnered with Lumin to design and implement fitness and nutrition curricula adherent to Montessori principles., Objectives: To describe a novel Montessori school-based health program and determine avenues for improvement based on lessons learned., Methods: Led by medical students with guidance from faculty mentors, the program was developed collaboratively with Lumin leaders based on a critical need in their community and shaped with results from a cross-sectional health needs assessment among Lumin families. Data were collected to measure the impact of the program and a program evaluation was conducted after 5 years of operation to explore curriculum refinement., Results and Lessons Learned: The greatest challenges were recruitment of student volunteers, scheduling and coordination, and garnering community interest for secondary activities (e.g., health fairs)., Conclusions: Despite challenges, this partnership has resulted in a successful program that relies on faculty and student volunteers, incorporates community-based participatory research and service learning concepts, and follows Montessori principles.

Language: English

DOI: 10.1353/cpr.2022.0051

ISSN: 1557-055X

Language: English

ISSN: 1054-0040