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Article
How Teachers Accommodate for Young Children with Special Needs
Publication: Montessori Life, vol. 9, no. 3
Date: 1997
Pages: 32–34
Children with disabilities, Inclusive education, People with disabilities, Special education
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Language: English
ISSN: 1054-0040
Article
The Effect of the Montessori Education Method on Pre-School Children's Social Competence, Behaviour and Emotion Regulation Skills
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 189, no. 9
Date: 2019
Pages: 1-15
Asia, Efficacy, Middle East, Montessori method of education, Preschool children, Social development, Social emotional learning, Turkey, Western Asia
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Abstract/Notes: This research aims to investigate the effect of Montessori method on social competence and behaviors of 3.5–5 years-old-children on their emotion regulation skills. Sequential Explanatory Design, one of the mixed method designs, was used in the study. The study group of the research consisted of 55 children attending two independent preschools in Eskişehir. Personal Information Form, Social Competence and Behavior Evaluation Inventory-Teacher and Parent Forms, Emotion Regulation Checklist and Parent Interview Forms for the Evaluation of Montessori Method have been used to collect the data. Friedman test used for data analysis. Post-hoc analysis with Wilcoxon signed-rank test and MannWhitney U were conducted to reveal the source of differentiation between the scores. It was determined that significant differences between Social Competence – Behavior and Emotion Regulation Skills sub-scale pretest and posttest mean scores of children in the study group. There are significant differences between the posttest scores of study and control groups.
Language: English
DOI: 10.1080/03004430.2017.1392943
ISSN: 0300-4430, 1476-8275
Book Section
Beyond Day Care: Full-Day Montessori for Migrant and Other Language-Minority Children
Available from: Books to Borrow @ Internet Archive
Book Title: Montessori in Contemporary American Culture
Pages: 215-228
Americas, Displaced communities, Montessori method of education, North America, Refugees, United States of America
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Language: English
Published: Portsmouth, New Hampshire: Heinemann, 1992
ISBN: 0-435-08709-6 978-0-435-08709-8
Book Section
Mabel's Grandchildren and the Montessori System
Available from: Books to Borrow @ Internet Archive
Book Title: Mabel Bell: Alexander's Silent Partner
Pages: 178-186
Alexander Graham Bell - Biographic sources, Americas, Canada, Mabel Bell - Biographic sources, Montessori method of education, Montessori schools, North America
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Language: English
Published: New York: Methuen, 1984
ISBN: 978-0-458-98090-1
Article
Dyslexic Children Need Phonemes
Publication: Montessori Life, vol. 14, no. 4
Date: 2002
Pages: 20
Children with disabilities, Dyslexia, Dyslexic children, Inclusive education, People with disabilities
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Language: English
ISSN: 1054-0040
Article
Kids Korner [poems by children]
Publication: The National Montessori Reporter, vol. 22, no. 4
Date: 1998
Pages: 6–7
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Language: English
Article
Modeling Behavior for Children
Publication: Tomorrow's Child, vol. 13, no. 2
Date: 2004
Pages: 6–7
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Language: English
ISSN: 1071-6246
Article
Does Montessori Prepare Children for the Real World? Is Montessori Anti-Competition? How Do Montessori Students Succeed When They Leave the Montessori Environment? Some Interesting Responses
Publication: Tomorrow's Child, vol. 1, no. 1
Date: Jan 1993
Pages: 5–7
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Language: English
ISSN: 1071-6246
Article
Discovering Children: Developing an Observational Literacy
Publication: Montessori Life, vol. 3, no. 4
Date: 1991
Pages: 27–28
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Abstract/Notes: Part 2 of 4
Language: English
ISSN: 1054-0040
Article
Children's Temperament and Behavior in Montessori and Constructivist Early Childhood Programs
Available from: Taylor and Francis Online
Publication: Early Education and Development, vol. 11, no. 2
Date: 2000
Pages: 171-186
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Abstract/Notes: This study tested the hypothesis that curriculum type (Montessori and constructivist) moderates the impact of temperament (specifically activity level and attention-persistence) on the classroom behavior of 3- to 5-year-old children. Mothers enrolled in Montessori and constructivist preschools filled out the Colorado Childhood Temperament Inventory. The children’s teachers filled out the Preschool Behavior Questionnaire and the Preschool Adjustment Questionnaire. A near-significant trend suggested that temperamentally active boys were more likely to be perceived by their teachers as having behavior problems if they were enrolled in Montessori programs than if they were enrolled in constructivist programs. There was no such trend for girls. There was no evidence that temperamental attention span persistence moderated the impact of curriculum type on either boys’ or girls’ behavior. The findings thus give modest support to the notion that parents should be advised to select constructivist early childhood programs especially for boys who are temperamentally predisposed to be highly modifying their teaching practices to better accommodate the needs of these children active. In addition, directors and teachers in Montessori programs may consider
Language: English
DOI: 10.1207/s15566935eed1102_3
ISSN: 1040-9289, 1556-6935