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Article
Beobachtungen zum Spiel- und Sprachverhalten bei Jungen mit Fragilem-X-Syndrom im frühen Kindesalter [Observations on play and speech behavior in boys with Fragile X syndrome in early childhood]
Available from: Hogrefe
Publication: Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, vol. 27, no. 3
Date: 1999
Pages: 175-181
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Abstract/Notes: Zusammenfassung: Jungen mit Fragilem-X-Syndrom weisen im Schul- und Jugendalter charakteristische Merkmale des körperlichen Erscheinungsbildes, der Entwicklung und des Verhaltens auf. Es werden vorläufige Beobachtungen an zehn Jungen im frühen Kindesalter mitgeteilt. Im Vergleich zu den Befunden bei älteren Kindern sind schwere kognitive Behinderungen und kommunikative Auffälligkeiten seltener. Im Spielverhalten in einer Montessori-Übungssituation zeigen Jungen mit dieser genetischen Besonderheit sehr wohl die Fähigkeit zu gezieltem und kooperativem Spiel, aber weniger Ausdauer und Selbstorganisation bei zielgerichteten Tätigkeiten. Die Unterschiede sind signifikant im Vergleich zu nicht-behinderten Kindern bzw. Kindern gleichen Behinderungsgrades, aber anderer Behinderungsursache und als Merkmale des Verhaltensphänotyps bei Jungen mit fragilem-X-Syndrom zu verstehen. [Summary:Boys with Fragile X syndrome show characteristic features of physical appearance, development and behavior in school and adolescence. Preliminary observations on ten boys in early childhood are reported. Compared to the findings in older children, severe cognitive disabilities and communicative abnormalities are less common. In play behavior in a Montessori exercise situation, boys with this genetic peculiarity do show the ability for targeted and cooperative play, but less perseverance and self-organization in targeted activities. The differences are significant compared to non-disabled children or children of the same degree of disability, Play and communicative behavior in young boys with fragile-X syndrome Summary: Reports on development and behavior in boys with fragile-X syndrome support the idea of a characteristic behavioral phenotype in this special population. Preliminary results are presented for 10 boys with fragile-X syndrome in early childhood. Severe mental handicaps and communicative abnormalities are observed less frequently than was expected on the basis of results reported for school-age children or adults. Boys with fragile-X syndrome show goal-directed and cooperative play behaviors in a Montessori play session, but less persistence and organization than children with normal development or a mental handicap of heterogeneous origin. Results confirmed these behavioral differences as characteristic aspects of a "behavioral phenotype" in children who already in early childhood have fragile-X syndrome.]
Language: German
DOI: 10.1024//1422-4917.27.3.175
ISSN: 1422-4917
Article
A contribuição do método Montessori para o desenvolvimento cognitivo da criança portadora da Síndrome de Down
Available from: Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Brazil)
Publication: Revista Brasileira de Estudos Pedagógicos, vol. 77, no. 185
Date: 1996
Pages: 90-112
Americas, Brazil, Down syndrome, Latin America and the Caribbean, Montessori method of education, South America
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Abstract/Notes: Investiga se princípios e material montessorianos poderiam ser utilizados com sucesso por crianças portadoras da síndrome de Down. Três crianças com esta síndrome foram expostas a seis tipos diferentes de atividades montessorianas, totalizando 60 sessões para cada participante: os comportamentos observados e registrados informaram sobre acertos e erros na execução das tarefas, ou seja, como cada criança resolveu o problema ao ser exposta ao material montessoriano. Conforme análise dos dados, cada criança demonstrou habilidade e criatividade no manuseio do material de acordo com o seu ritmo e repertório. Concluiu-se que os princípios e material montessorianos podem ser utilizados para o ensino da criança portadora da síndrome de Down. Abstract The objective of this study is to determine whether Montessorian principies and material can be successufully used with children suffering from Down's syndrome. Three children were subjected to six different types of Montessorian activity consisting of sixty sessions for each participant: success and failure in performing the tasks - that is, the way each child resolved a problem on being exposed to Montessorian material - were observed and registered. According to data analysis, each child showed ability and creativity, given his rhythm and repertoire, in handling the material. It was concluded that the Montessorian principles and material can be used for teaching children suffering from Down's syndrome. Résumé Le but de ce travail a été I 'investigation de la possibilité d 'application des príncipes et matériaux de la méthode Montessori aux enfants qui présentent la syndrome de Down. Trois enfants présentant cette syndrome ont été exposés à six différents types d'activités proposées par la méthode Montessori. Chaque participant a totalisé 60 séances, pendant lesquelles on a enregistré les comportements des enfants face aux problèmes posés, leurs réussites et leurs erreurs. L'analyse des données a montré que chaque enfant a manifesté et habilité et capacité de création dans la manipulation des matériaux selon son rythme et niveau. Les résultats obtenus ont permis de conclure que les principes et le matériel de la méthode Montessori peuvent être utilisés avec succès dans Venseignement des enfants qui présentent la syndrome de Down. Resumen El presente estudio tuvo por objetivo investigar si principios y material montessorianos podrían ser utilizados con éxito por niños portadores de síndrome de Down. Tres niños con este síndrome fueron expuestos a seis tipos diferentes de actividades montessorianas, completando 60 sesiones cada uno. Los comportamientos observados y registrados informaron aciertos y errores en la ejecución de las tareas, o sea, en la forma como cada niño resolvió el problema al ser expuesto a dicho material. Según el análisis de los datos, cada niño demonstró habilidad y creatividad en la manipulación del material de acuerdo con su ritmo y repertorio. Se concluyó que los principios y el material monte s Sorianos pueden ser utilizados para la enseñanza del niño portador de síndrome de Down.
Language: Portuguese
DOI: 10.24109/2176-6681.rbep.77i185.1092
ISSN: 2176-6681
Article
Science and Culture Around the Montessori's First "Children's Houses" in Rome (1907-1915)
Available from: Wiley Online Library
Publication: Journal of the History of the Behavioral Sciences, vol. 44, no. 3
Date: 2008
Pages: 238-257
Europe, Italy, Southern Europe
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Abstract/Notes: Between 1907 and 1908, Maria Montessori's (1870–1952) educational method was elaborated at the Children's Houses of the San Lorenzo district in Rome. This pioneering experience was the basis for the international fame that came to Montessori after the publication of her 1909 volume dedicated to her “Method.” The “Montessori Method” was considered by some to be scientific, liberal, and revolutionary. The present article focuses upon the complex contexts of the method's elaboration. It shows how the Children's Houses developed in relation to a particular scientific and cultural eclecticism. It describes the factors that both favored and hindered the method's elaboration, by paying attention to the complex network of social, institutional, and scientific relationships revolving around the figure of Maria Montessori. A number of “contradictory” dimensions of Montessori's experience are also examined with a view to helping to revise her myth and offering the image of a scholar who was a real early-twentieth-century prototype of a “multiple” behavioral scientist.
Language: English
DOI: 10.1002/jhbs.20313
ISSN: 1520-6696
Article
Jerome W. Berryman: The Spiritual Guidance of Children: Montessori, Godly Play, and the Future [Book Review]
Available from: Springer Link
Publication: Journal of Religious Education, vol. 62, no. 2
Date: 2014
Pages: 87-88
Article
Physical and Developmental Phenotype Analyses in a Boy with Wolf-Hirschhorn Syndrome
Available from: PubMed Central (National Library of Medicine)
Publication: Genetic Counseling (Geneva, Switzerland), vol. 16, no. 1
Date: 2005
Pages: 31-40
Children with disabilities, Inclusive education, Wolf-Hirschhorn syndrome
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Abstract/Notes: Wolf-Hirschhorn syndrome (WHS) is a rare genetic condition with characteristic facial traits, organ malformations, functional impairment and developmental delay due to partial short arm monosomy of chromosome 4. Although several hundreds of cases have been published to date, a systematic collection of its clinical symptoms and anthropological traits is missing in the literature, and reports on abilities and needs of children with WHS are scanty. Results of detailed physical and developmental phenotype analyses in a 1 10/12-year-old boy with monosomy 4p15.2-pter are presented. Physical analyses were based on systematic data acquisition. They disclosed a total of 32 clinical symptoms and 46 anthropological traits. Developmental analyses were based on the child's interactive play in an environment structured according to Montessori principles. They disclosed a total of 44 abilities and a number of needs to be satisfied by the environment for the support of the child's psychic and intellectual growth. While the physical phenotype is important for the diagnostic process, the developmental phenotype is essential for parental counseling. PMID: 15844776
Language: English
ISSN: 1015-8146
Article
Montessori - A Special Education: The Autistic Spectrum: Autism, Asperger Syndrome (AS) and Semantic Pragmatic Disorder (SPD) - A Practical Montessori Response
Available from: Casa Vera Montessori School
Publication: Montessori International
Date: Apr-Jun 2004
Asperger's syndrome in children, Autism in children, Children with disabilities, Inclusive education
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Language: English
ISSN: 1470-8647
Article
Dr. M. Montessori Honoured at Rome
Available from: Atlante Montessori
Publication: The Call of Education / L'Appel de l'Éducation / La chiamata dell'Educazione: Psycho-pedagogical Journal (International Organ of the Montessori Movement), vol. 1, no. 3/4
Date: 1924
Pages: 260-261
Europe, Italy, Maria Montessori - Biographic sources, Southern Europe
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Language: English
Article
Making Sense of Asperger's Syndrome
Publication: Montessori International, vol. 9, no. 3
Date: 1999
Pages: 27–28
Asperger's syndrome in children, Autism in children, Children with disabilities, Inclusive education
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Language: English
ISSN: 1470-8647
Article
American Students Enrolled in Rome
Publication: New York Times (New York, New York)
Date: Mar 16, 1913
Pages: IV-5
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Language: English
ISSN: 0362-4331
Article
Educator Arrives Today: Dr. Montessori of Rome to Land at New York and be Here Next Month
Available from: Newspapers.com
Publication: Los Angeles Times (Los Angeles, California)
Date: Apr 18, 1915
Pages: V-14
Americas, Maria Montessori - Biographic sources, North America, United States of America
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Abstract/Notes: "Dr. Maria Montessori, the noted Italian educator, who will open her third international training class in Los Angeles next month, will arrive in New York today from Rome. A reception committee of thirty persons, including prominent educators, will meet her. Adelia Pyle will act as interpreter for the visitor and will accompany her to Los Angeles. After visiting Washington and other eastern cities, Dr. Montessori will arrive in Los Angeles about May 1. The Pasadena Board of Trade sent her a telegram yesterday, welcoming her to America and asking for permission to give a reception in her honor May 6, at the [Hotel] Maryland."
Language: English