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Article
Ghosts in the Machine: Understanding Digital Citizenship as the Struggle of Students’ Souls with Classroom Technology
Available from: Taylor and Francis Online
Publication: International Journal of Children's Spirituality, vol. 25, no. 2
Date: 2020
Pages: 91-108
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Abstract/Notes: Through this paper, the authors describe the challenge of interpreting and teaching digital citizenship in the classroom. They present digital citizenship as a concept that features a range of applications influenced by teacher and student traits. They begin with an explanation of the advent of digital/screen technology, and describe it as a corporately sanctioned addictive presence. They review the concepts of, Spirituality and digital citizenship, before introducing critical compassion as an additional dimension for understanding digital citizenship and the conditions that influence it. The authors describe a model that depicts critical compassion’s relationship to digital citizenship and offers as a basis for strategies that concern teacher training, instructional practice, and professional direction.
Language: English
DOI: 10.1080/1364436X.2020.1797641
ISSN: 1364-436X
Article
Autonomy, Spontaneity and Creativity in Research with Children. a Study of Experience and Participation, in Central Italy and North West England
Available from: Taylor and Francis Online
Publication: International Journal of Social Research Methodology, vol. 23, no. 1
Date: 2020
Pages: 55-74
Autonomy in children, Creative ability in children, Creative thinking in children, England, Europe, Great Britain, Italy, Montessori method of education, Northern Europe, Southern Europe, Spontaneity (Personality trait), United Kingdom
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Abstract/Notes: Research involving children, deemed to have difficulties with conventional means of communication, can perpetuate reductive forms of representation of children’s knowledges and experiences. This article focuses on the possibilities and opportunities that visual and creative methods can offer to researching with children. Children advance their views in and through spontaneous and concrete forms of participation. Autonomy in aesthetic acts is central to this methodology; to explore practices that produce and reproduce presuppositions deriving from societal attitudes affecting research with children, their agency and self-presentation. This cross-cultural study was conducted in Central Italy and North West England: children contributed their perspectives and experiences through participation in a series of creative encounters resulting in aesthetic and embodied outcomes of sociological and educational significance. The study contributes to the debate on children’s autonomy and the value and quality of participation through artistic practice. Examples from the corpus of data, which includes a series of artefacts and over 900 photographs from each geo-cultural context, are presented. The study shows that it is possible to harmonise power imbalances in spaces of creative freedom, in research and education, where children’s choices and agency are respected.
Language: English
DOI: 10.1080/13645579.2019.1672280
ISSN: 1364-5579
Article
Max: Concern with Social Skills, Language and Excessive TV Viewing in a 3 Year Old
Available from: Lippincott Wolters
Publication: Journal of Developmental and Behavioral Pediatrics, vol. 27, no. 6
Date: 2006
Pages: 488–492
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Abstract/Notes: Max is a 3-year-old healthy boy who was brought to the pediatrician's office by his mother for frequent temper tantrums at home. His teachers at the Montessori school are concerned about his communication skills. He is very talkative with his peers, but he constantly speaks about Thomas the Tank Engine. His peers seem to be uninterested in his repetitive stories. His teachers believe that Max has difficulty separating fantasy and reality. At home, his mother describes Max as “difficult to control.” When placed in time-out, he hits, kicks and scratches his mother. He has a large vocabulary, but mostly speaks in phrases directly from cartoons. For example, he repeats a particular phrase from a program in which the main character grows in size with fury every time he gets angry and says, “I hate it, leave me alone.” Before this exposure, the mother reports that her son had never used the word “hate.” Max watches 5 hours of children's programs on television every day; he is not exposed to any news programs. Frequently, he watches the same episode of a program many times. Max's mother believes that he can watch as much TV as he wants as long as it is “good programming,” so he only watches PBS kids shows and the Disney channel.
Language: English
DOI: 10.1097/DBP.0b013e3181d83173
ISSN: 0196-206X
Article
Reports from the Educational Field; Performance Tests with Pre-School-Age Children (Merrill-Palmer School)
Available from: JSTOR
Publication: Journal of Education (Boston), vol. 98, no. 10
Date: Sep 20, 1923
Pages: 272-273
Americas, Early childhood education - Evaluation, Merrill-Palmer School, Montessori method of education - Evaluation, North America, United States of America
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Language: English
ISSN: 0022-0574, 2515-5741
Article
The Effectiveness of a Counseling Program Based on the Use of Montessori Method on Adaptive Environmental Behavior in a Sample of Children with Mild Intellectual Disability
Available from: The Egyptian Knowledge Bank
Publication: Journal of Environmental Science, vol. 49, no. 9
Date: Sep 2020
Pages: 181-216
Africa, Children with disabilities, Counseling, Egypt, Middle East, Montessori method of education, North Africa
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Abstract/Notes: The present study aims to identify the effectiveness of a counseling program based on the use of the Montessori method on the environmental adaptive behavior in a sample of children with mild intellectual disabilities, identifying also the differences in the level of behavioral adaptation in a sample of children on the adaptive behavior scale pre/post application of the program. The researchers define a sample of (40) items, applied to a sample consisting of (40) children with mild intellectual disabilities, aged between (10-12) years, selected from boys, divided equally to (20) experimental samples and (20) control samples, from Al-Ghafir Foundation for people with special needs. The researcher has used the (experimental) method and applied the scale of adaptive behavior. The research has come to several results, the most important of which is that there is a statistically significant correlation between the average scores of the control group and the experimental group, regarding the post application of the total adaptive behavior scale. There are statistically significant differences between the average scores of the experimental group, regarding the post/ follow up application of the adaptive behavioral scale. There are statistically significant differences between the average scores of the control group and the experimental group regarding the post-application of the total behavior scale, in favor of the experimental group. The research reached a set of recommendations, the most important of which are: the necessity of providing the necessary tools for developing skills for children with disabilities within government institutions, setting a special budget.
Language: Arabic
ISSN: 1110-0826
Article
An Intervention Study: Removing Supplemented Materials from Montessori Classrooms Associated with Better Child Outcomes
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 2, no. 1
Date: 2016
Pages: 16-26
Americas, Montessori materials, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: Montessori classrooms vary a good deal in implementation, and one way in which implementation differs is the provision of materials. Specifically, some classrooms use only Montessori materials, whereas others supplement the Montessori materials with commercially available materials like puzzles and games. A prior study suggested this might be a reason for observed differences across studies and classrooms (Author, 2012) but an intervention study is the best test. The present study presents such an intervention with 52 children in 3 Montessori classrooms with Supplementary materials. All children were given 6 pretests, and non-Montessori materials were removed from 2 of the classrooms. Four months later, children were retested to see how much they changed across that period. Children in the classrooms from which the non-Montessori materials were removed advanced significantly more in early reading and executive function, and to some degree advanced more in early math. There were no differences across the classroom types in amount of change on the tests of vocabulary, social knowledge, or social skills.
Language: English
ISSN: 2378-3923
Article
Montessori with an Open Approach
Available from: Stockholm University Press
Publication: Journal of Montessori Research and Education, vol. 1, no. 1
Date: 2016
Pages: 1-2
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Abstract/Notes: Article: Montessori with an Open Approach
Language: English
DOI: 10.16993/jmre.1
ISSN: 2002-3375
Article
Gardening with Children: Worms, Nature's Composters
Publication: Tomorrow's Child, vol. 2, no. 2
Date: Apr 1994
Pages: 22
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Language: English
ISSN: 1071-6246
Article
The Level of School Readiness of Five-year-olds within the Area of Social Development in View of the Pedagogic Principles of Maria Montessori – an Analysis Report
Available from: INFONA - Portal Komunikacji Naukowej
Publication: Journal of Preschool and Elementary School Education, vol. 4
Date: 2013
Pages: 81-97
Maria Montessori - Philosophy, Montessori method of education, Readiness for school, Social development
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Abstract/Notes: Children of kindergarten age develop very quickly. With proper stimuli, they should reach the appropriate level of school readiness around the age of six. The subject of the study carried out in one of Cracow’s kindergartens was to determine the level of school readiness in terms of social development. Tests were carried out among five-year-olds attending a kindergarten based on the pedagogic principles of Maria Montessori. The author wished to know what social skills were developed by the children within the context of an alternative method of interaction. The test group included 22 children from four mixed-age groups. The school readiness evaluation was carried out twice in the school year 2012/13, with the use of the categorised observation technique. The results show that within one year’s time of preparation for school the children made significant progress, but – due to their age and biological development – not all the required skills were shaped at the highest possible level. In the second test only 13.6% children obtained the highest grade in all the test indicators. More than 78% children obtained the high or medium level, which means that the skills tested have not been fully shaped. Children need more time for improving and reinforcing these skills. Social and emotional development is strictly related to the process of growing up. Therefore, certain skills cannot be shaped faster. These include an adequate reaction to new situations, overcoming difficulties, as well as performing and planning tasks on one’s own. The test results confirm that the Montessori educational context faclitates the shaping of such skills as independence of action, making good contacts with adults and peers, or preparing and tidying up the workplace. It was a partial and pilot study.
Language: English
ISSN: 2084-7998
Article
Building Vietnamese Language System for Children 5-7 Years of Age with Montessori Method
Available from: Macrothink Institute
Publication: Journal of Studies in Education, vol. 9, no. 4
Date: 2019
Pages: 42-53
Asia, Language acquisition, Language development, Southeast Asia, Vietnam
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Abstract/Notes: Language is a very socially important and basic structure of thought. It allows the child to integrate into society and dealing with abstract concepts. The principle of language education is that Montessori language is attached to human life; language is a form of sound or image that represents human perception of objective or subjective life. Thus, Maria's principle of language development is attached to things, from abstract objects to linguistic sounds, and from linguistic sounds to symbolic characters. This article systematizes Maria Montessori's core views on children’s language acquisition as well as the principles affecting this process. Subsequently, it analyzes the development principles of the Montessori method as a basis for lesson and teaching tools development for Vietnamese language education.
Language: English
ISSN: 2162-6952