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Article
Enlarging Environments
Publication: AMS News, vol. 3, no. 1
Date: 1972
Pages: 2, 6
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Language: English
ISSN: 0065-9444
Article
Environments for Learning: AMS 10th Annual Seminar
Publication: AMS News, vol. 2, no. 1
Date: 1971
Pages: 1
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Language: English
ISSN: 0065-9444
Article
Environments for Learning–AMS Seminar–June 17-19
Publication: AMS News, vol. 2, no. 2
Date: 1971
Pages: 1
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Language: English
ISSN: 0065-9444
Article
The Exercise Bike as an Internal Part of a Montessori Environment
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 6, no. 3
Date: Summer 1979
Pages: 53-56
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Language: English
ISSN: 0010-700X
Article
Computers Within the Montessori Environment: Initial Considerations
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 10, no. 3
Date: Summer 1983
Pages: 9
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Language: English
ISSN: 0010-700X
Article
Creating a Literacy Environment: Why, What and How
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 14, no. 3
Date: Summer 1987
Pages: 9–12
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Language: English
ISSN: 0010-700X
Article
Cognitive and Social-Emotional Development of Children in Different Preschool Environments
Available from: SAGE Journals
Publication: Psychological Reports, vol. 65, no. 2
Date: 1989
Pages: 480-482
Comparative education, Montessori method of education - Evaluation
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Abstract/Notes: 62 English-speaking preschool children were divided into three groups, a Montessori group (n = 21), a traditional preschool group (n = 21), and a homestaying group (n = 20) to compare their relative cognitive and social-emotional development. Significant differences in favour of the school groups were found for vocabulary, language comprehension, ability to judge the correctness of figural stimuli, visual memory, and perceptual organization. No differences were found for social-emotional development, and no relationship existed between type of preschool and level of development.
Language: English
DOI: 10.2466/pr0.1989.65.2.480
ISSN: 0033-2941
Article
Learning Environments That Enhance Students’ Cognitive Functioning
Available from: Firenze University Press
Publication: Formare [Form@re], vol. 22, no. 1
Date: 2022
Pages: 322-339
Academic achievement, Classroom environments, Learning environments, Prepared environment
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Abstract/Notes: A general rethinking of the school system is underway. Today, the purpose of school is to prepare students for rapid change and the complexity of reality so that they are not overwhelmed. Executive cognitive functions have been shown to be fundamental to this purpose, specifically thoughtful planning of an idea, reflexivity, systematic approach to a task/problem, and the ability to stay focused. These are the skills that tomorrow's leaders will need (Diamond and Lee, 2011). But what theoretical and instructional models exist that aim to develop the cognitive skills necessary to succeed in school and in life? How and to what extent are the pedagogical principles of these models reflected in the organization of the physical learning space? This paper aims to trace some of the methods that promote the development of executive cognitive skills and examine how they organize the learning space. Ambienti di apprendimento che potenziano il funzionamento cognitivo degli studenti. È in atto un ripensamento generale del sistema scolastico. Oggi la finalità della scuola è di preparare gli studenti ai rapidi cambiamenti e alla complessità del reale in modo che non ne siano travolti. Fondamentali a questo scopo si sono rivelate le funzioni cognitive di tipo esecutivo, in particolare la pianificazione mentale di un’idea, la riflessività, la sistematicità nell’affrontare un compito/problema e la capacità di rimanere concentrati. Queste sono le competenze di cui avranno bisogno i leader di domani (Diamond & Lee, 2011). Ma quali sono i modelli teorici e didattici che si propongono di sviluppare le competenze cognitive necessarie per avere successo a scuola e nella vita? Come e in che misura i principi educativi di questi modelli si riflettono sull’organizzazione dello spazio fisico di apprendimento? Questo contributo si propone di ripercorrere alcuni tra i metodi che favoriscono lo sviluppo di competenze cognitive di tipo esecutivo e di indagare come organizzano lo spazio formativo.
Language: Italian
DOI: 10.36253/form-12606
ISSN: 1825-7321
Article
Five Factors Influencing the Students’ Motivation to Learn English as a Foreign Language: A Closer Look into Montessori Classroom Environment
Available from: Universitas Lancang Kuning (Indonesia)
Publication: REiLA: Journal of Research and Innovation in Language, vol. 2, no. 2
Date: Aug 2020
Pages: 76-84
Asia, Australasia, Classroom environments, Southeast Asia, Southeast Asia
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Abstract/Notes: Good learning environment will bring out qualified students. This study focuses on the Montessori method, which is an approach of education designed to train the students’ independence in learning. The study uses descriptive quantitative research design to describe the factors of Montessori classroom environment on the motivation of students in Royal Prime Montessori Elementary School Pekanbaru in academic year 2018/2019. The sample of study is 55 students selected from five classes. The data were collected using questionnaire and observation checklist. This study found five factors influencing the students’ motivational condition, i.e., teacher’s presence, personal attitude, Montessori materials, classroom conditions and friends’ influence. This study revealed that the students taught with this method are active and cooperative during their English learning activities.
Language: English
ISSN: 2685-3906
Article
Differences in the Development of Creative Competencies in Children Schooled in Diverse Learning Environments
Available from: ScienceDirect
Publication: Learning and Individual Differences, vol. 18, no. 4
Date: 2008
Pages: 381-389
Comparative education, Efficacy, Executive function, Self-determination
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Abstract/Notes: Studies on the development of creativity have highlighted the impact of learning environments. In particular, pedagogical approaches are hypothesized to differ concerning their emphasis on individual initiative, and action-based learning. A semi-longitudinal study was conducted during two consecutive years with 210 children in elementary schools with traditional and alternative pedagogical approaches. Our results highlight (1) an influence of pedagogy on children's creative performance; (2) a positive influence of alternative pedagogy on creative development from year 1 to year 2 mainly for Montessori school. Children's creative performance was influenced not only by the type of task but also by the type of school.
Language: English
DOI: 10.1016/j.lindif.2007.11.009
ISSN: 1041-6080