Language: English

Published: Chicago: Aldine Pub. Co., 1968

Language: English

ISSN: 1522-9734

Abstract/Notes: With delicate literary style and allusions, Louise Chawla combines her ecological research and Montessori background to portray the unfolding of childhood in natural places. Starting with "enchantment with the world" as the basis for nature education for the child under six, the article suggests that the "loose parts" in the landscape that children manipulate and use result in optimal creative involvement. The act of finding favorite places in all weather, combined with the companionship of an adult role model, leads to a lifelong appreciation, concern, and activism for the natural world. [Reprinted from "The NAMTA Journal" 28,1 (2003, Winter): 133-154. This paper was prepared for the NAMTA Conference titled "Montessori Education for Human Development: The Child and the Natural World," October 31-November 3, 2002 in Chicago, IL.]

Language: English

ISSN: 1522-9734

Abstract/Notes: Two major questions were raised in regard to four types of preschool programs. (1) Do programs differ in actual operation as well as descriptively? (2) Do programs have significantly different effects on children? Analysis of data obtained on samples of four classrooms in each of three programs (Bereiter-Engelmann, DARCEE, Traditional) and two classrooms in the fourth program (Montessori), showed clear differences. Despite within-program teacher differences on variables assessed by monitoring procedures (observation, television), results provide no evidence that the teachers' (N=14) characteristics were a source of difference among programs. Results also indicate that a brief four to eight week teacher training program supplemented by visits from consultants is adequate for identifiable program implementation. The four programs did have significantly different effects on children's cognitive, social, and/or motivational development. The immediate effects of Bereiter-Engelmann and DARCEE were statistically significant in academic and motivational development. The effects of Bereiter-Engelmann were largely confined to cognitive and academic areas. The effects of DARCEE were more diffuse and most evident in the areas of motivation and attitudes. Sex differences occurred. In general, results indicate that the immediate impact was superior for the two most didactic programs. (WY)

Language: English

Published: Louisville, Kentucky, May 31, 1970

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018

ISBN: 978-1-85109-296-3

Series: The Montessori Series , 15

Abstract/Notes: The choice of activities responding to the needs of people with moderate to severe dementia is a growing concern for care providers trying to target the need for a feeling of self-accomplishment by adapting activities to the abilities of elderly patients. The activities created by Maria Montessori seem to be adaptable to this clientele. This study evaluates the short-term effects, as compared to regular activities offered in the milieu. This is a quasi-experimental study where each of the 14 participants was observed and filmed in two conditions: during Montessori activities, during regular activities, and one control condition (no activity). The results show that Montessori activities have a significant effect on affect and on participation in the activity. They support the hypothesis that when activities correspond to the needs and abilities of a person with dementia, these positive effects are also observed on behaviours. This study enabled its authors to corroborate the findings presented in the literature and to contribute additional elements on the positive effects of the use of Montessori activities and philosophy. Used with people with moderate to severe dementia these allow the satisfaction of their basic psychological needs, their well being, and hence, on their quality of life.

Language: English

DOI: 10.2190/AG.71.1.b

ISSN: 1541-3535, 0091-4150

Language: English

ISSN: 2215-1249, 2772-7319

Abstract/Notes: Introduction: Early Childhood Education and development is a start to life and a reliable foundation to continuing education. One of the reasons that early childhood is regarded up to the age of eight is to enable children acquire a smooth understanding of the entire education from the level of play group to pre-primary and from pre-primary to the level of primary. Purpose of the Study: The main purpose of this study is to examine the impact of Montessori teaching methods on the developmental domain of young children in early childhood schools in Lagos state. Methodology: Descriptive survey research design was adopted. Sample size of two (12) schools of 10 pupils each in the selected schools was employed using convenience sampling technique. Validated questionnaire was used for data collection. The collected data was analyzed using descriptive statistics which involves measures of central tendency descriptive statistics (frequency and percentage). Results: Findings indicate that there is higher impact of Montessori teaching methods on the literacy skills in early childhood education. Pupils from both Montessori and Non-Montessori schools perform equally better in Numeracy Skills. The impact of conventional method of teaching on reasoning skill is better than that of Montessori Method of teaching. Conclusion: In conclusion, many aspects of Montessori teaching methods positively consider children's developmental needs and should be an integral part of teachers’ working modalities in so-called “non-Montessori teaching methods (conventional public schools)” (such as the possibility for each child to be in multi-age classes; to have an absence of explicit, formal grades, rewards, or punishments; and a low teacher-student ratio). Recommendations: Based on the results of this study, it is therefore recommended that Montessori system of education may be used to improve language skills of children and to understand art of language at early childhood level.

Language: English

DOI: 10.47434/JEREDA.4.1.2023.113

ISSN: 2735-9107

Language: Finnish

Published: Helsinki, Finland: Kirjayhtymä, 1986

ISBN: 951-26-2939-9

Abstract/Notes: Early results from a Montessori nursery program initiated by Toronto, Canada, in 1971, to help inner-city children prepare for formal education indicate that the mothers of the 15 three- and four-year-old children were pleased with the program. Specifically, they felt that the children had increased their verbal skills, preparedness for junior kindergarten, and social maturity. However, not all mothers were pleased with the increased independence shown by some of the children. A study of the children's characteristics suggested that caution should be exerted in extrapolating the findings from other so-called disadvantaged children to inner-city children in one's own city. Other data are useful but the needs of a particular population must be carefully observed. When isolating deficiencies or identity needs, wholesale generalizations from superficial measures should not be made. Precise and explicit definitions should be made for such terms as deficient in language, intellectual motivation, or conceptual ability. Otherwise inadequate solutions are likely to result. (JS)

Language: English

Published: Toronto, Canada, Nov 1971