Abstract/Notes: Este artículo se deriva de la investigación realizada en Trabajo de Grado para optar al título de Licenciadas en Educación Preescolar en la Fundación Universitaria Luis Amigó y ha sido denominada “La Estimulación de los Sentidos en la Actividad Pedagógica con Niños y Niñas de 3 a 5 años de edad para el beneficio del Desarrollo Cognitivo en el Colegio Montessori de Medellín en el año 2016”. En éste se abordarán las categorías: “actividades docentes para la estimulación sensorial”, “tiempo y frecuencia de la estimulación sensorial respecto a los dispositivos básicos del aprendizaje” y por último “estrategias para la estimulación sensorial”.  Esta investigación fue realizada bajo el paradigma cualitativo y se inscribe en el tipo de estudio descriptivo, cuenta con una muestra de 28 niños y niñas de los grados maternal, pre-jardín y jardín del colegio Montessori de Medellín; los datos fueron recolectados por medio de entrevistas semi-estructuradas, observaciones participantes y no participantes. Uno de los hallazgos más importantes de la presente investigación fue la identificación de factores externos que intervienen directamente en el desempeño de los dispositivos básicos del aprendizaje en los niños y las niñas en las actividades implementadas para la estimulación sensorial. [This article is derived from the research "La Estimulación de los Sentidos enla Actividad Pedagógica con Niños y Niñas de 3 a 5 años de edad para el beneficio del Desarrollo Cognitivo en el Colegio Montessori de Medellín en el año 2016". Where the categories "educational activities for sensory stimulation", "time and frequency ofsensory stimulation on the basic learning devices" and finally "strategies for sensory stimulation" will be addressed.This research was conducted under the qualitative paradigm and fits into the type of descriptive study and has a sample of 28 children of maternal degrees, pre-kindergarten and Montessori school garden Medellin; Data were collected through semi-structured interviews, participant observation and non-participants. The most important finding of this research was the identification of externalfactors directly involved in the performance of the basic devices of learning in children.]

Language: Spanish

ISSN: 2172-7775

Abstract/Notes: This study examined the nature of circle time within early childhood Montessori classrooms in the United States of America. We explored literature pertaining to the history and development of circle time as well as circle time research in preschool and kindergarten settings. Unable to find writings or research specific to Montessori circle time practices, we crafted a 30-question survey for early childhood Montessori teachers to determine basic information about their circle time approaches. The survey asked participants about demographic information, circle time logistics, circle time activities, reactions to circle time, planning and preparation, and the morning work cycle. Using social media and direct emails, we gathered over 300 responses from 50 states and the District of Columbia; a total of 276 participants completed the full survey. Results focused on five different areas: time - the frequency, duration, and scheduling of circle time; attendance - who joined circle time and for how long; teacher preparation - participants’ training and planning approaches; circle time programming - the most common and popular activities; the morning work cycle – its relation to circle time. Results revealed that 92% of survey participants have circle time every day or most days; most participants hold circle time as the last event of the morning for generally 20 minutes or less; the most common circle time events were show and tell, calendar work, vocabulary lessons, Grace and Courtesy lessons, read aloud discussions, dancing and movement, snack time, general conversation, read aloud (stories), and birthday celebrations. Most participants had a work cycle that lasts less than three hours. This study promotes reflection on the importance and meaning of circle time in Montessori classrooms in relation to its apparent absence in Dr. Montessori’s writings.

Language: English

Published: River Falls, Wisconsin, 2021

Abstract/Notes: This study examined the impact of Montessori training provided to Assistants in authentic Montessori schools that are operating as licensed childcare centers. The study looked at correlations between the implementation of a Montessori specific training program for Assistants and how that impacted the active engagement of the children throughout the morning work cycle. The Lead Teacher in the participating classroom was asked to take a time sampling of the students' engagement levels every 30 minutes during the morning work cycle for a 2 week period of time. This quantitative analysis was completed to determine how many children were wandering, actively engaged, disengaged or actively disengaged in their work. After the data collection period ended, Assistants were given training that focused on the Montessori method and philosophy, classroom management, and feedback/expectations in their role. Post-training, the goal was to conduct another 2 week round of time sampling to analyze if the engagement level of the children increased. However, during the training period, turnover at the participating school increased from 3% to 33%, leaving the researcher unable to fully complete the training before conducting another round of time sampling. Interviews during and after this period of time indicated that the reason for the turnover was due to an inauthentic Montessori classroom feel (55% of respondents) and/or personal reasons (45% of respondents.) With further research, the root causes of the "inauthentic classroom feel" were narrowed down to difficult child behaviors, transitions of children moving from the toddler room to the children's house room, and, overwhelmingly, a lack of Assistant training. While the original research project was unable to be completed due to the staff turnover, the root cause of the turnover pointed to the necessity of implementing an Assistant Training program in the future. Not only would this potentially decrease Teacher and Assistant turnover in the Montessori classroom, but better retention and more highly trained staff would most certainly have a positive impact on child engagement in the classroom.

Language: English

Published: River Falls, Wisconsin, 2019

Abstract/Notes: The Montessori educational method has seen great success in recent years. The media portrays this method in a very favourable

Language: English

ISSN: 2454-6186

Language: Korean

Published: Daegu, South Korea, 1992

Abstract/Notes: Janet Begin's paper is based on the recognition and recent discussion of early childhood education in America. Her research touches on the challenges of implementing Montessori birth-to-six programs at Cornerstone Montessori School, Crossway Community Montessori School, East Dallas Community Schools, and Family Star Montessori School. She examines program start-up, funding, regulations and oversight, staffing, and training in a complete summary that points to the next steps in Montessori advocacy. Based on the facts of each program, she covers common aims and perils and, most important, demonstrates the viability and success of the comprehensive family approaches at these schools.

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Abstract/Notes: Describes in operational terms the benefits of Montessori's developmental perspective for children from birth to 3 years, and from 3 to 6 years. Identifies optimal outcomes for social, moral, cognitive, and emotional development to be used in educational and psychological research and for child assessment. (KB)

Language: English

ISSN: 1522-9734

Abstract/Notes: Preface to Journal

Language: English

ISSN: 1522-9734