Language: English

Language: Dutch

Language: English

Language: Dutch

Language: English

Published: New York, New York: Plume, 1997

Edition: Update ed

ISBN: 0-452-27909-7

Abstract/Notes: Specially made for Hershey Montessori School (Concord Township, Ohio), this DVD demonstrates the full range of possibilities when a Montessori school begins with the parent-infant class and extends to the adolescent farm school. As a long-range planning tool this program can invite parents and boards to see the advantages of adding a young children's community, an elementary, or an adolescent program as it communicates the richness of social life throughout the planes of education.

Runtime: 15 minutes

Language: English

Published: Burton, Ohio, 2003

Language: English

Language: English

Abstract/Notes: Background This study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori preschools with those attending traditional preschools. Methods The participants in this study were preschool children aged 4 years old who were enrolled in Montessori and traditional preschools. The preschool children wore ActiGraph accelerometers. Accelerometers were initialized using 15-second intervals and sedentary behavior was defined as <200 counts/15-second. The accelerometry data were summarized into the average minutes per hour spent in sedentary behavior during the in-school, the after-school, and the total-day period. Mixed linear regression models were used to determine differences in the average time spent in sedentary behavior between children attending traditional and Montessori preschools, after adjusting for selected potential correlates of preschoolers’ sedentary behavior. Results Children attending Montessori preschools spent less time in sedentary behavior than those attending traditional preschools during the in-school (44.4. min/hr vs. 47.1 min/hr, P = 0.03), after-school (42.8. min/hr vs. 44.7 min/hr, P = 0.04), and total-day (43.7 min/hr vs. 45.5 min/hr, P = 0. 009) periods. School type (Montessori or traditional), preschool setting (private or public), socio-demographic factors (age, gender, and socioeconomic status) were found to be significant predictors of preschoolers’ sedentary behavior. Conclusions Levels of objectively-measured sedentary behavior were significantly lower among children attending Montessori preschools compared to children attending traditional preschools. Future research should examine the specific characteristics of Montessori preschools that predict the lower levels of sedentary behavior among children attending these preschools compared to children attending traditional preschools.

Language: English

DOI: 10.1186/1479-5868-10-2

ISSN: 1479-5868

Abstract/Notes: Diplomová práce zkoumá úlohu Montessori škol na malém městě. Ve velkých městech je nabídka vzdělávacích příležitostí pestřejší, na malém městě představují Montessori školy často jedinou alternativu k běžné základní škole. Pro účel výzkumu byl zvolen kvalitativní design vícepřípadové studie. Předmětem šetření byly dvě školy. Prostřednictvím hloubkových rozhovorů s pěti rodiči, čtyřmi učiteli a dvěma zakladatelkami škol byla zjišťována prvotní očekávání a jejich naplnění z pohledu všech skupin respondentů. Rodiče od školy očekávají vstřícné a bezpečné prostředí, individuální přístup, respekt k dítěti, kooperativní prostředí, podnětný způsob výuky, podporu vnitřní motivace dětí, svobodu a zároveň odpovědnost. Očekávání učitelů spočívala v možnosti uplatnit alternativní způsoby výuky s ohledem na individualitu žáka, respektující přístup a spolupracující kolektiv. Zakladatelky chtěly vytvořit přívětivou školu založenou na principech Marie Montessori, která bude finančně dostupná pro běžné rodiny a bude moci díky důrazu na individuální přístup poskytnout kvalitní vzdělání širokému spektru dětí, včetně těch s individuálními potřebami. Očekávání všech tří skupin respondentů byla naplněna, což potvrdila i konzistence v jejich odpovědích. Úloha Montessori škol na malých městech je zásadní z několika důvodů: nabízejí možnost volby, poskytují kvalitní vzdělávání všem dětem, mají inkluzivní charakter, vyvíjejí nepřímo tlak na zlepšení ostatních škol v regionu, které usilují o zachování konkurenceschopnosti. / The diploma thesis describes the role of Montessori schools in a small town. In large cities, the range of educational opportunities is more varied; in a small town, Montessori schools are often the only alternative to regular primary schools. For the purpose of the research, the qualitative design of the multi-case study was chosen. Two schools participated in the research. Through in-depth interviews with five parents, four teachers and two school founders, initial expectations and their fulfillment were identified from the perspective of all groups of respondents. Parents expect a friendly and safe environment, an individual approach, and respect for the child, a cooperative environment, a stimulating way of teaching, support for the children's internal motivation, freedom and responsibility at the same time. Teachers' expectations consisted in the possibility of applying alternative ways of teaching with regard to the individuality of the pupil, respecting the approach and cooperating team. The founders wanted to create a friendly school based on the principles of Maria Montessori, which will be affordable for ordinary families and will be able to provide quality education to a wide range of children, including those with special needs. The expectations of all three groups of respondents were met, which was confirmed by the consistency in their answers. The role of Montessori schools in small towns is crucial for several reasons: they offer choice, provide quality education, they are inclusive, and they indirectly put pressure on other schools in the region to strive to remain competitive.

Language: Czech

Published: Prague, Czechia, 2021