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Article
The Role of Movement and Sensorial Stimuli for Therapy and education. A comparative study
Available from: Directory of Open Access Journals (DOAJ)
Publication: Revista de Știinţe Educaţiei, vol. 44, no. 2
Date: 2021
Pages: 19-36
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Abstract/Notes: The following article looks at the role movement and sensorial stimuli do play in the educational approaches of Dr. Maria Montessori and Dr. Emmi Pikler as well as the Sensorial Integration and Psychomotor Therapy. The author of this paper has been studying, applying, and teaching all four approaches for many years and used her expertise in all four approaches to look at whether independent scientific research proves the effectiveness of movement and sensorial stimuli for reaching therapeutical as well as educational goals and to also provide scientific evidence for the fact that all four approaches focus on the role of these two factors, which means that this is a comparative study utilizing existing research papers. The methods of applying movement and sensorial stimuli in the four approaches mentioned above are being compared and linked to recent scientific findings concerning the role of movement and sensorial stimuli for the efficacy of education and therapy. This article compares the four approaches based on scientific research on the various methods as well as independent research which looks and the impact of movement and sensorial stimuli as well as a method of application and its effectiveness. It has been found that sensorial stimulation and movement are closely connected and that these play a major role in all four approaches although the methods of application are quite different. One example might be that the Montessori method purposefully teaches specific movements in specific ways while only Sensory integration therapy also utilizes passive movement as a sensorial stimulation. All four approaches rely on the self-motivation of the child and do not apply any kind of pressure.
Language: English
ISSN: 2457-8673
Article
Speech and Language Therapy at the Mary Frier Montessori Special Education School [Cleveland, OH]
Publication: Montessori Special News, vol. 9, no. 1
Date: Aug 1984
Pages: 3
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Language: English
Article
Maria Montessori e l'Educazione Nuova [Maria Montessori and New Education]
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 34, no. 8
Date: 1985
Pages: 3
Maria Montessori - Biographic sources, Marziola Pignatari - Writings, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History
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Language: Italian
ISSN: 0042-7241
Article
Maktabgacha Ta'lim Tashkilotlarida Mariya Montessori Ta'lim Tizimiga Innovatsion Yondashuv [Innovative Approach to Maria Montessori Educational System in Preschool Education Organizations]
Available from: Pedagogs
Publication: Ustozlar uchun, vol. 42, no. 1
Date: 2023
Pages: 142-148
Asia, Central Asia, Early childhood care and education, Early childhood education, Montessori method of education, Preschool education, Uzbekistan
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Abstract/Notes: This article is about the Maria Montessori education system and its innovative approach to the comprehensive development of children in preschool education. / Annotatsiya Ushbu maqolada maktabgacha tarbiya yoshidagi bolalarni ruhiy, jismoniy, aqliy rivojlantirishda Mariya Montessori didaktik materiallarining rivojlantiruvchi ahamiyati haqida yoritilgan. / Эта статья о системе образования Марии Монтессори и ее инновационном подходе к всестороннему развитию ребёнка в дошкольном образовании.
Language: Uzbek
Article
Public Instruction and Education; Argentina
Available from: Internet Archive
Publication: Bulletin of the Pan American Union, vol. 60, no. 12
Date: Dec 1926
Pages: 1255-1256
Americas, Argentina, Latin America and the Caribbean, Maria Montessori - Biographic sources, South America
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Abstract/Notes: "Dr. Maria Montessori in Buenos Aires.— Upon the invitation of the Argentine Institute of Italian Culture, Dr. Maria Montessori, founder of the Montessori system of teaching young children, arrived in Buenos Aires a few months ago to deliver a series of 20 lectures on the subject of schools along individualistic lines. She will also be present at the inauguration of the Children's House, where her system is to be put in practice."
Language: English
ISSN: 2332-9424
Book
Spontaneous Activity in Education
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Language: English
Published: London, England: Heinemann, 1919
Series: The Advanced Montessori Method: Scientific Pedagogy as Applied to the Education of Children from Seven to Eleven Years
Volume: 1 of 2
Video Recording
Montessori Education: The Doorway to Life Long Learning
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Abstract/Notes: Montessori students of all ages at Post Oak School in Houston, Texas, interact with Montessori materials, with their teachers, and with each other. The reflections of the interviewed adolescents and teachers are juxtaposed and correlate with the research conclusions.
Runtime: 11 minutes
Language: English
Published: Burton, Ohio, 2004
Doctoral Dissertation (Ph.D.)
The Role of Educational Evaluation in Three Selected Montessori Elementary Classrooms
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This study was designed to explore the role of educational evaluation in three selected Montessori elementary classrooms; to characterize educational evaluation in these three classrooms in terms of an educational philosophical orientation and an evaluation model; and to analyze critically and interpret the observed role of educational evaluation within the framework of Montessori philosophy and methods. Three classrooms (two kindergarten-first and one second-third grade class) from two Montessori schools in the Newark-Wilmington, Delaware area comprised the sample of the study. Following a pilot study, arrangements were made to interview parents, teachers, and students. Other sources of data included 60 hours of classroom observation and three questionnaires that focused on educational philosophy and evaluation. Both qualitative and quantitative methods were used in the classrooms, but the emphasis was on the former approaches, such as observation and questioning. Problem-solving techniques were used, especially with regard to social conflicts. The instructional programs and evaluation primarily were individualized. The observed evaluative practices were consistent with Montessori philosophy and represented a logical outgrowth of the Montessori method. Evaluation was carried out in a positive, supportive way that focused on the individuals; however, the well-being of the class was also important. The observed evaluative practices observed were indicative of a liberal philosophical orientation. Reasons for this assessment include the emphasis on problem-solving, the importance of the individual and of the group as a social collective, the use of non-testing evaluation practices, the individualized nature of the evaluation activities, and the guiding/collaborative nature of the teacher's role. Quantitative methods were used, but served to confirm observations gathered by less formal means. For both teachers and children, the approach to evaluation was an individualized one. An aspect common to both teachers and children was the understanding and appreciation of others as individuals. Teachers sought information on which they could make decisions regarding individuals and the class as a social unit. Students were encouraged to become independent by learning how to evaluate their own work, to become their own best critics.
Language: English
Published: Newark, Delaware, 1989
Article
개혁 교육적 관점에서 본 몬테소리 교육 [Montessori Education from a Reformed Educational Perspective]
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 5
Date: 2000
Pages: 25-40
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Language: Korean
ISSN: 1226-9417
Article
Incentives to Development and Means of Early Education
Publication: NAMTA Quarterly, vol. 9, no. 3
Date: Fall/Winter 1985
Pages: 17-28
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English