Abstract/Notes: "...Miss Mary Scott told something of the White Cross work, for which Dr. Montessori is training teachers, to care for physically [psychically] wounded children in France and Belgium. Dr. Montessori has been corresponding with M. P. Cook of Boyland, Mrs. F. B. Linn, preisdent of the Collegiate Alumni, and Dr. Ball of the normal school, and the members of these organizations are much interested in the prospect of engaging in White Cross work; and it is quite probable that the distinguished Italian doctor will come to Santa Barbara to establish a training school for teachers in the White Cross field."

Language: English

Abstract/Notes: There is a need to translate research findings to support the wider adoption of person-centered care into typical long-term care environments across the world. Montessori for Aging and Dementia is one mechanism to support person-centeredness, dignity and autonomy of older adults living in long-term care environments. In this presentation, strategies used to support the implementation of Montessori for Aging and Dementia in a long-term care community of 20 people living with severe dementia will be highlighted. Implementation support was provided through capturing and sharing local knowledge, ongoing training and consultation, and tailoring communication supports. Through the use of these iterative strategies, the program was successfully adapted to include people living with severe dementia. While key findings of the project included improvements on a variety of observational and staff administered measures, the focus of this presentation will be on the relationships between the Montessori program’s fidelity, local needs and implementation strategies.

Language: English

DOI: 10.1093/geroni/igab046.187

ISSN: 2399-5300

Abstract/Notes: The results of the research of etalon images formation in pre-school children with developmental delay are analyzed. The authors focus on sensory models development in children with mental development delay (MDD), also define the main directions of sensory models development in senior pre-school age children with MDD by means of Montessori materials. Classes are conducted in specially prepared environment. As Montessori approach requires the division of the activity room into several zones, standard ones are considered to be: natural zone, practical life zone, sensory zone, language zone, and mathematical zone. The task of a teacher is to adjust to the kid’s interests. It is important to create the environment for realization of his or her ideas and actions.

Language: English

DOI: 10.33543/1302

ISSN: 2464-6733, 1804-7890

Abstract/Notes: This action research study aimed to analyze the impact of direct social-emotional lessons on students' emotional intelligence in a Montessori upper elementary classroom. This study explored the impact of combining social-emotional vocabulary with social-emotional learning (SEL) skill development. The study used quantitative and qualitative data, including pre- and post-assessments, follow-up work, observation logs, and SEL elements added to the students’ weekly work plans. SEL curriculum materials and follow-up work were created for this study following the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework and their SAFE acronym: sequenced, active, focused, and explicit. The data showed that teaching SEL vocabulary and the five competencies’ qualities positively impacted student understanding and SEL skill development. Based on these results, Montessori teachers could positively impact students' emotional intelligence, normalization in the classroom, and overall student well-being by integrating SEL lessons into the cosmic curriculum.

Language: English

Published: St. Paul, Minnesota, 2023

Language: English

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Abstract/Notes: Montessori featured on BBC's Good Morning program

Language: English

ISSN: 1354-1498

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1354-1498