Language: English

Language: English

ISSN: 1045-8336

Language: Spanish

ISSN: 0797-9843

Language: English

Published: Halifax, Nova Scotia, Canada, 1976

Language: English

ISSN: 0277-9064

Abstract/Notes: This qualitative phenomenological study focuses on the development of evidence-based writing skills in the upper elementary Montessori (9–12-year-old) classroom. This study traced the lived experience in the classroom as students interacted with an original writing material and the teacher responded dynamically based on student needs by providing coaching, additional lessons based on student needs, and opportunities to revise work independently, with a partner, or with the teacher. The study measured the students’ metacognitive awareness of their confidence using the R.A.C.E. (Restate, Answer, Cite, Explain) strategy as a tool to successfully complete an evidence-based writing response. It also explored student retention of this writing skill four weeks after their work with an original material. Twenty-one students in a suburban upper elementary Montessori classroom housed at a 4K-6 elementary school in the Midwest participated in this study during their Montessori worktime over eight weeks from the beginning of February 2022 through mid-March 2022. Instruments included whole class discussion questions, pre-survey, ongoing teacher observations, a mid-study interview, post-survey, and a four-week post study writing sample. Results of the study supported the research design. Students showed awareness of their metacognitive process and reported that they felt more confident using the R.A.C.E. writing strategy. 10 out of 12 students (83%) showed positive trend lines in their data as they progressed through eight levels of material, even as the support built into the material decreased with each level.

Language: English

Published: River Falls, Wisconsin, 2022

Language: English

Published: New York City, New York, 1971

Abstract/Notes: A primary intervention program for preschoolers is designed with the objective of preventing the emergence of violent behaviors. By developing attachment to a play therapist and participating in a Montessori preschool program, the child at risk is helped to shape adaptive behaviors. The child born to low socio-economic and harsh family conditions is in peril of becoming aggressive, and in danger of developing pathological behaviors or behavior disorders. By designing a program that targets the ages when the child begins to make social contacts outside the home the possibility of influencing normal social skill is enhanced. This intensive program will take place for ages 3–6, during three consecutive scholastic calendar years in addition to fostering development of self-control and other positive social behaviors, the child is expected to be cognitively ready for formal school learning at the end of the intervention program.

Language: English

Published: Miami, Florida, 1999

Abstract/Notes: The purpose of this study was to add to the existing knowledge concerning interactions in preprimary settings, especially Montessori settings, based on gender. It investigated the play behaviors of boys and girls within the Montessori classroom and interactions among children and their playmates and adults during free play. This case study was based on quantitative and descriptive data. Time sampling was used to collect data on the interactions of boys and girls within the Montessori free play context. Note was made of the areas in which children played, the materials they used, and their play behaviors. Running records were used to gather information on the interactions between children and their playmates, and adults in the classroom. The gender groupings of children approached for play and behaviors with chosen playmates were noted. The number of interactions with adults, whether children or adults initiated those interactions and the behaviors of children during interactions with adults were recorded and analyzed. Findings of this study suggest that, within the Montessori classroom observed there were both similarities and differences in the free play behaviors of preprimary girls and boys. However, there were many individual differences among boys and among girls. As a result, it was sometimes impossible to make generalizations concerning the gender typing of behaviors.

Language: English

Published: Flagstaff, Arizona, 1999

Abstract/Notes: Dieses Buch beinhaltet eine wissenschaftliche Auseinandersetzung der Reformpädagogik Emmi Piklers und Maria Montessoris im Bereich des freien Spiels. Ziel der Untersuchung ist es, die von Emmi Pikler und Maria Montessori entwickelten Richtlinien einer optimalen Erziehung darzustellen, miteinander zu vergleichen und anhand wissenschaftlicher Untersuchungen zu beurteilen. Die grundlegende Frage ist, auf welche Details Eltern und Erzieher im kindlichen freien Spiel achten müssen, um eine ideale Entwicklung des Kindes ermöglichen zu können und welche Vorteile eine solche Erziehung für das Kind bringen kann. Anhand der Methode einer Inhaltsanalyse wird versucht, die entsprechenden Konzepte zur Darstellung der pädagogischen Annahmen einzubringen. Desweiteren wird über die Parallelen und Unterschiede in den erzieherischen Theorien Piklers und Montessoris diskutiert. Bei jenen Annahmen, in denen Pikler und Montessori differenzierte Ansichten vertreten, sollen wissenschaftliche Untersuchungen zeigen, welche Theorie tatsächlich im Interesse des Kindes ist. Anhand mehrerer empirischen Studien werden die Konzepte der beiden Pädagoginnen verglichen und beurteilt. Anhand eines Literaturreviews werden die sechs Studien und ihre Forschungsergebnisse zusammengefasst. Der Leser erhält dadurch einen Überblick über Art und Vorgehensweise der Untersuchung was die Interpretation der Ergebnisse nachvollziehbar macht. Weiter bietet das Buch einen Überblick über Gestaltung und Organisation von Pikler- beziehungsweise Montessorispielgruppen, das freie Spiel aus Entwicklungspsychologischer Sicht und biographischen Angaben der beiden Reformpädagoginnen. [This book contains a scientific examination of Emmi Pikler's and Maria Montessori's reform pedagogy in the area of ​​free play. The aim of the study is to present the guidelines for optimal upbringing developed by Emmi Pikler and Maria Montessori, to compare them and to assess them on the basis of scientific studies. The basic question is which details parents and educators have to pay attention to in children's free play in order to enable ideal development of the child and what advantages such an upbringing can bring to the child. Using the method of content analysis, an attempt is made to introduce the appropriate concepts for the presentation of the pedagogical assumptions. Furthermore, the parallels and differences in the educational theories of Pikler and Montessori are discussed. In the case of those assumptions in which Pikler and Montessori represent differentiated views, scientific studies should show which theory is actually in the interest of the child. Based on several empirical studies, the concepts of the two teachers are compared and evaluated. The six studies and their research results are summarized using a literature review. This gives the reader an overview of the type and procedure of the investigation, which makes the interpretation of the results comprehensible. The book also offers an overview of the design and organization of Pikler and Montessori play groups, free play from a developmental psychological point of view and biographical information from the two reform educators.]

Language: German

Published: Salzburg, Austria, 2008