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450 results

Book Section

Development of Language in the Normal Child

Book Title: Readings Toward a Montessori Language Curriculum

Pages: 11-24

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Abstract/Notes: Previously published as an entry in the edited volume, "Language Intervention with the Retarded" (1972).

Language: English

Published: Lexington, Massachusetts: Ginn Press, 1986

Book Section

Development of Language in the Normal Child

Book Title: Language Intervention with the Retarded

Pages: 33-51

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Language: English

Published: Baltimore, Maryland: University Park Press, 1972

ISBN: 978-0-8391-0675-3 0-8391-0675-0

Article

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La Méthodologie Montessori Appliquée dans L'Enseignement des Langues aux Adultes [Montessori Methodology Applied in Language Teaching for Adults]

Available from: Central and Eastern European Online Library

Publication: Limba Și Literatura: Repere Identitare În Context European [Language and Literature: Identity Landmarks in a European Context], no. 20

Pages: 250-256

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Abstract/Notes: De nos jours, on vit dans un monde globalisant où les gens ont la liberté de mouvement, dans leur recherche d'avoir part d'une vie meilleure. L'apprentissage des langues étrangères est encore plus une nécessité évidente dans notre société moderne et les adultes se confrontent avec des blocages psychologiques, tout comme ceux de limite du temps, qui les empêchent à acquérir de nouvelles aptitudes de communication.

Language: French

ISSN: 1843-1577, 2344-4894

Article

The Development of Language With Beginners at Day Schools

Available from: National Archives (USA)

Publication: Indian School Journal, vol. 15, no. 10

Pages: 511-516

Americas, Indigenous communities, Indigenous peoples, Language acquisition, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Language: English

ISSN: 0364-7056

Article

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Examination of the Affect of Montessori Education on Language Development of Pre-School Children

Available from: Index Copernicus International

Publication: Academic Research International, vol. 7, no. 5

Pages: 112-119

Asia, Child development, Early childhood care and education, Early childhood education, Language acquisition, Language development, Middle East, Montessori method of education, Preschool children, Turkey, Western Asia

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Abstract/Notes: At this research, the effects of Montessori Education to language development of preschool children were examined. The sampling population of the research constituted of 35 children, 14 males and 21 females. Of the sampling population, 17 children participated to Experiment and 18 children participated to Control Group. During the research, the pattern with pretest-posttest control group was used. In order to get information on children and their families who participated in the research, "Personal Data Form" was used. To measure the language development of the children, Descoeudres Language Test, Dictionary and Language Test, Peabody Picture-Vocabulary Test were used. During the analysis of data obtained from experimental process, Two-Way ANOVA for Repeated Measures on One Factor, Paired Samples T Test, Mann-Whitney U Test and Kruskall Wallis Test were used. According to the result of research, a significant difference was found between language development of pre-school children who receive education with Montessori Method and also education according to The Ministry of Education, Preschool Education Program.

Language: English

ISSN: 2223-9944, 2223-9553

Article

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Montessori Yönteminin Beş-Altı Yaş Çocuklarının Alıcı Dil Gelişimine Etkisinin İncelenmesi / Examination of the Affect of Montessori Method on Receptive Language of Kindergarten Children

Available from: Selçuk University (Turkey)

Publication: Selçuk Üniversitesi Türkiyat Araştırmaları Dergisi / Selçuk University Journal of Studies in Turcology, vol. 1, no. 26

Pages: 347-355

Asia, Early childhood care and education, Early childhood education, Language acquisition, Language development, Middle East, Montessori method of education, Montessori method of education - Evaluation, Turkey, Western Asia

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Abstract/Notes: Bu araştırmada, Montessori yönteminin beş - altı yaş çocuklarının alıcı dil becerilerine etkisiincelenmiştir. Araştırma, deneme modelinde gerçekleştirilmiştir. Araştırmanın çalışma grubunu,2008 – 2009 yıllarında Selçuk Üniversitesi Mesleki Eğitim Fakültesi İhsan DoğramacıUygulama Anaokulu’nda eğitim gören toplam 40 çocuk oluşturmaktadır. Veri toplama aracıolarak Peabody Resim-Kelime Testi kullanılmıştır. Araştırma sonucuna göre, Montessori yöntemiile eğitim alan beş - altı yaş çocuklarının alıcı dil becerileri ile Milli Eğitim BakanlığıOkul Öncesi Eğitim Programına göre eğitim alan beş - altı yaş çocuklarının alıcı dil becerileriarasında anlamlı bir fark bulunmuştur. / At this research, the effects of Montessori Method to receptive language skills of five-six aged children were examined. This research was carried out with essay form. Working group of research consists of totally 40 kindergarten children who received education between 2008- 2009 academy years in Ihsan Dogramaci Application Kindergarten, Faculty of Vocational Education, Selcuk University. Peabody Picture-Vocabulary Test was used as data collection tool. According to the result of research, a significant difference was found between receptive language skills of kindergarten children who receive education with Montessori Method and also education according to The Ministry of Education, Preschool Education Program.

Language: Turkish

ISSN: 2458-9071

Article

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Montessori e Wittgenstein: Il linguaggio come costruzione del mondo / Montessori y Wittgenstein: El lenguaje como construcción del mundo / Montessori and Wittgenstein: Language as construction of the world

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 7, no. 2-3

Pages: 137-147

Ludwig Wittgenstein - Philosophy, Maria Montessori - Philosophy

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Abstract/Notes: Maria Montessori e Ludwig Wittgenstein hanno apportato un contributo significativo allo sviluppo del concetto di linguaggio in ambito educativo. Muovendo dalla sfera del linguaggio parlato e passando poi a quella del linguaggio scritto, l’articolo che segue ha come proposito quello di far emergere le affinità concettuali rintracciate all’interno delle opere dei due autori. Tale parallelismo ha origine comune nella centralità affidata al rapporto interdipendente tra pensiero e linguaggio. L’articolo qui proposto vuole soprattutto amplificare il messaggio filosofico ed etico che accompagna questo pensiero comune ad entrambi gli autori e che può essere così riassunto: un ambiente educativo all’interno del quale venga promossa una visione filosofica ed etica del linguaggio permette al bambino di migliorare la qualità della propria vita intima e sociale. / Maria Montessori y Ludwig Wittgenstein han aportado una contribución significativa en el desarrollo del concepto de lenguaje en el ámbito educativo. Empezando por la esfera del lenguaje hablado y atravesando la de la escritura, este artículo se propone resaltar las afinidades conceptuales delineadas entre las obras de los dos autores. Este paralelismo encuentra orígenes comunes en la centralidad conferida al vínculo entre pensamiento y lenguaje. El propósito de este artículo es el de destacar el mensaje filosófico y ético que acompaña el pensamiento de los dos autores y que puede ser así resumido: un entorno educativo dentro del cual sea promovida una visión filosófica y ética del lenguaje, permite al niño mejorar la calidad de su propia vida interior y social. / Maria Montessori and Ludwig Wittgenstein contributed to formulate notions of language in the field of education. Starting from spoken language and moving to the written word, this article aims to unfold the conceptual resemblances in both authors. This parallelism finds common origins in the centrality conferred on the relationship between thought and language. The purpose of this article is to highlight the philosophical and ethical message that accompanies the thoughts of the two authors and that can be summarized that way: an educational environment within which a philosophical and ethical vision of language is promoted allows the child to improve the quality of their own individual and social life.

Language: Italian

ISSN: 2255-0666

Article

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Recursion in Development: Support for a Biological Model of Language

Publication: Language and Speech, no. 3

Pages: 239

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Language: English

DOI: 10.1177/002383098703000304

ISSN: 0023-8309

Book

Presentation of a Second Language in a Montessori Class

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Abstract/Notes: Reprinted from the Constructive Triangle (v. 3, no. 1, Fall 1967)

Language: English

Published: Broadview Heights, Ohio: American Montessori Society, 1970

Article

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Pelatihan untuk Mengajar Bahasa dan Matematika Berbasis Metode Montessori di Sekolah Dasar [Training for Teaching Language and Mathematics Based on the Montessori Method in Elementary Schools]

Available from: EJOURNAL (Indonesia)

Publication: Jurnal Pengabdian Pada Masyarakat [Journal of Community Service], vol. 6, no. 1

Pages: 69-77

Asia, Australasia, Indonesia, Southeast Asia, Southeast Asia, Trainings

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Abstract/Notes: An important aspect that determines learning success is the learning method used by the teacher. Teacher prospective teachers should have broad insights related to learning methods. Prospective teachers and teachers need to vary the learning model. Montessori method is one method that follows the natural tendencies of children and teachers need to prepare learning that follows the stages of child development. Based on these thoughts, community service is carried out to help prospective teachers and teachers' insights about the Montessori method. The sequence of community service activities is the training and mentoring of prospective teachers, the implementation of learning by the Montessori method by prospective teachers, evaluation and reflection on the results of implementation, preparation of training materials for elementary school teachers, and the activity ends with the evaluation and training of Montessori methods for elementary teachers. The result of community service is that prospective teachers are happy to have classroom experience and 100% of students are happy because they are involved in innovative learning activities, the Montessori method. In addition, teachers also get experience training in Montessori methods.

Language: Indonesian

ISSN: 2540-8747

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