For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Preparation of the Outdoor Environment
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 6, no. 2
Date: Fall 1970
Pages: 8-12
See More
Language: English
ISSN: 0010-700X
Article
Report on Child's Home Environment
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 3, no. 2
Date: Winter 1967-1968
Pages: 20-21
See More
Language: English
ISSN: 0010-700X
Article
Extending the Prepared Environment to the Lavatory
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 1, no. 2
Date: Mar 1966
Pages: 9-11
See More
Abstract/Notes: Reprinted in v. 6, no. 3 (Winter 1970-1971): p. 23
Language: English
ISSN: 0010-700X
Article
Environment as Medium
Publication: The Constructive Triangle (1974-1989), vol. 4, no. 3
Date: Fall 1977
Pages: 28–32
See More
Language: English
ISSN: 0010-700X
Article
Organic Reading in a Montessori Environment: An Experiment
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 5, no. 3
Date: Summer 1978
Pages: 30–43
See More
Language: English
ISSN: 0010-700X
Article
Materials and (Language) Learning Environment Based on Montessori Concepts
Available from: LLT Journal
Publication: LLT Journal: A Journal on Language and Language Teaching, vol. 21, no. 1
Date: 2018
Pages: 46-54
Children with disabilities, Classroom environments, Inclusive education, Maria Montessori - Philosophy, Montessori materials, Montessori method of education, People with disabilities, Prepared environment
See More
Abstract/Notes: Montessori Education is widely spread in almost all countries in the world. Even though this school is meant for all kinds of learners including “normal” learners, the Montessori education concepts used in Montessori schools will be very supportive education for children with special needs. Therefore, the schools which adopt Montessori education concepts can facilitate inclusion, especially with the concepts of ‘I can do it myself.’ Inclusive education needs to be carefully prepared and implemented by schools. The movement brings about some challenges for teachers. This paper explores the environment and materials based on Montessori education concepts. The environment and materials are suitable for all types of learners and thus can be an option to be implemented in the inclusive education setting. Teaching materials rooted in Montessori education concepts indeed cater all ages and embrace the needs of all students. DOI: doi.org/10.24071/llt.2018.210105
Language: English
ISSN: 2579-9533
Article
Supportive Indoor Environments for Functional Play in ECEC Institutions: A Strategy for Promoting Well-Being and Physical Activity?
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 191, no. 6
Date: 2021
Pages: 1-12
See More
Abstract/Notes: The physical environment in Early Childhood Education and Care (ECEC) institutions provide children with possibilities for play. This study describes a physical environmental intervention aiming to increase the possibilities for functional play in the indoor environment, and its influence on children’s well-being and physical activity. The intervention involved the establishment of a tumbling space with soft surfaces, mats and big construction materials. The sample consists of video observations of 65 children’s free play in seven ECEC institutions at two data points. Multilevel regression analysis indicates that children’s physical activity and functional play is strongly related to the use of a tumbling space, and that the intervention group had a higher increase in functional play following the intervention compared to the control group. The impact of the tumbling space on well-being is limited. The results indicate that targeting children’s possibilities for functional play may be beneficial form a health promotion standpoint.
Language: English
DOI: 10.1080/03004430.2019.1651305
ISSN: 0300-4430, 1476-8275
Article
The Mystery of Pleasure: Thoughts on Teaching and Learning Sex and Gender Relations in a Democratic Montessori Elementary Environment
Available from: DOAJ
Publication: Journal of Unschooling and Alternative Learning, vol. 1, no. 1
Date: 2007
Pages: 31-55
Feminism, Maria Montessori - Philosophy, Montessori method of education
See More
Abstract/Notes: Dr. Maria Montessori (1870-1952), saw the child as a ‘spiritual embryo’ naturally gravitating towards a state of ‘normalization’ through the evolving discovery of a ‘cosmic task’ that emerged from inquiring into one’s identity and role in the universe. Although she laid a philosophical framework for this ‘educating of the human potential’; she never openly discussed sexuality and sexual knowledge as a necessary part of this development. Dr Riane Eisler is a contemporary feminist systems theorist whose ‘partnership model’ of sexual politics embraces (and, in fact, openly endorses) the tenets of the Montessori approach.
Language: English
ISSN: 1916-8128
Article
The Effects of Environment on Children's Executive Function: A Study of Three Private Schools
Available from: Taylor and Francis Online
Publication: Journal of Research in Childhood Education, vol. 26, no. 4
Date: 2012
Pages: 418-426
Americas, Executive function, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, North America, United States of America
See More
Abstract/Notes: The purpose of this study was to examine the executive function of 4th- to 6th-grade students in three distinctively different private school environments: a Montessori school, a classical school, and a Catholic school. Using the Behavior Rating Inventory of Executive Function, parent-teacher dyads rated the executive function of 112 students. Results indicated differences in executive function ratings according to school environment, as well as by the source of the rating, with parents tending to rate their children higher as compared to the teacher ratings.
Language: English
DOI: 10.1080/02568543.2012.711431
ISSN: 0256-8543, 2150-2641
Article
Authentic Montessori: The Dottoressa’s View at the End of Her Life Part I: The Environment
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 5, no. 1
Date: 2019
Pages: 1-18
Classroom environments, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Prepared environment
See More
Abstract/Notes: Maria Montessori developed a form of education in the first half of the last century that came to be called by her surname, and research indicates it often has positive outcomes. In the years since its development, tens of thousands of schools worldwide have called their programs Montessori, yet implementations vary widely, leading to confusion about what Montessori education is. Although there are varied opinions, here we use Dr. Montessori’s books and transcribed lectures to describe the conclusions of her work at her life’s end. We term this final conclusion authentic in the sense of “done in the traditional or original way,” (the primary definition of the adjective in Oxford English Dictionary, 2019). We do not claim that the original is superior to variants; this is an issue for empirical science. Our overarching goal is to provide researchers, policy makers, administrators, teachers, and parents with a benchmark from which to measure and evaluate variations from the education method Dr. Montessori bequeathed at the end of her life. In the ongoing search for alternative educational methods, the time-honored and burgeoning Montessori system is of considerable interest. Dr. Montessori conceptualized the system as a triangle for which the environment, the teacher, and the child formed the legs. Part I of this two-part article examines Dr. Montessori’s view of what constitutes the environment, in terms of its material, temporal, and social features. An appendix to Part II summarizes the features. In the ongoing search for alternative educational methods, the time-honored and burgeoning Montessori system is of considerable interest. Dr. Montessori conceptualized the system as a triangle for which the environment, the teacher, and the child formed the legs. Part I of this two-part article examines Dr. Montessori’s view of what constitutes the environment, in terms of its material, temporal, and social features. An appendix to Part II summarizes the features.
Language: English
ISSN: 2378-3923