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Book
Children Who Are Not Yet Peaceful: Preventing Exclusion in the Early Elementary Classroom
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Language: English
Published: Berkeley, California: Frog Ltd, 2001
Book
Aid to Life: Montessori Beyond the Classroom
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Abstract/Notes: In this book the author shares stories based on fifty years of Montessori work in thirty countries, first as a teacher of children from 2-13 in Montessori schools, then discovering new ways to use Montessori principles in a variety of situations—all aimed at inspiring, and providing practical ideas, to parents and teachers today. Here are some examples of her stories: preparing a group of elementary students in the Virgin Islands to run the class on their own; learning how to teach Montessori with no Montessori materials in a private girls school in Peru; applying Montessori in everyday situations by means of a Q and A newspaper column (twenty topics including self-esteem, preparing the home for a newborn, multiple intelligences, teenage troubles, homeschooling, and more); helping poor village children in a boarding school in Kathmandu, and blind children in Tibet; meeting with five other Montessori teachers, doctors, philosophers, educators, scientists, and the Dalai Lama in Sikkim to solve the country’s educational problems; visiting a school where Montessori helps severely disabled children and young adults in Russia; initiating a “first Year Montessori project” in an orphanage, helping village schools, and lecturing on the first Montessori 3-6 training course in Morocco. Susan shares two stories from a meeting of Educateurs sans Frontières in Thailand: Montessori help for mothers of babies born in prison, and for elders living with dementia.Enjoy the chapter describing the author and her husband reliving the book "Eloise in Paris." dictated by a four-year-old (used in the language area of some Montessori teacher training courses), and a detailed observation of a day in an authentic Montessori 3-6 class that is sure to inspire many teachers.Near the end of the book the author shares some of the solutions based on consultations with schools, and conversations with parents today, due to the unique situation of remote learning due to the pandemic. Age 0-6: Rather then recommending setting up mini-Montessori areas in the home which can cause even more stress for families, she gives suggestions on handling frustration and limited setting, welcoming the child into the daily work and activities of the family, understanding the value of protecting concentration, providing opportunities for children to be helpful and feel needed, and how to share the family ethics, morals, and even religions, in age-appropriate ways. Age 6-18: She explains the Montessori concepts of cosmic education and beginning the search for one’s cosmic task, so important at this age. She discusses homeschooling, the reasons and variety of methods, and her own experience of guiding her son’s self-chosen twelve years of homeschooling without materials or grades, but following interests.The last chapter, Stages of Development, the author explains how a Montessori education is completely different for birth-3, 3-6, 6-12, and 12-18. Rather then beginning with a desired standard academic curriculum, the learning is based on the needs and tendencies of human beings at different ages and planes, or stages, of development. As a result education becomes a joy. There are practical examples for parents and teachers.In the “Resources and Books” section, there are links to many of the projects described in the book, such as the school for the poor in Nepal. There are links to Montessori initiatives such as Educateurs sans Frontières she experienced in Thailand, Montessori for Dementia, the Montessori course for teaching adolescents, Montessori sports. There are also details about the author’s seven previous books, each one presenting Montessori in very practical examples from a unique perspective. Following Montessori principles can help anyone to dig deep and discover their inborn gifts, to gain the experience and confidence to push boundaries, to develop creative problem solving abilities, resilience, and compassion.
Language: English
Published: Arcata, California: Michael Olaf Montessori Company, 2021
ISBN: 978-1-879264-29-8
Article
Environmentally Enriched Classrooms and the Cognitive and Perceptual Development of Negro Preschool Children
Available from: APA PsycNet
Publication: Journal of Educational Psychology, vol. 63, no. 1
Date: 1972
Pages: 15-21
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Abstract/Notes: Evaluated the effects of placing additional equipment in preschool classrooms on the cognitive and perceptual development of 123 Negro preschool children. Students were randomized into 6 experimental and 6 control classes. Pre- and post-tests of the Stanford-Binet IQ, Wechsler Preschool and Primary Scale of Intelligence Performance IQ, and 4 subtests of the Illinois Test of Psycholinguistic Abilities were administered. Both desirable and undesirable effects resulted from the environmental enrichment. Results suggest that certain claims about the cognitive and perceptual value of play materials should be reconsidered.
Language: English
DOI: 10.1037/h0032249
ISSN: 0022-0663, 1939-2176
Article
Learning Style of the Child in the Montessori Classroom / 몬테소리 교실에서의 아동과 교사의 Learning Style Full Potential Learning이론을 중심으로
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 12
Date: 2007
Pages: 141-160
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Language: Korean
ISSN: 1226-9417
Article
Safety Integration Education Program in the Montessori Classroom / 몬테소리 교실에서의 안전 통합 교육
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 13
Date: 2008
Pages: 81-104
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Language: Korean
ISSN: 1226-9417
Article
In the Classroom: Computer Update
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 13, no. 3
Date: Summer 1986
Pages: 17
Information and communications technology (ICT), Technology and children
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Language: English
ISSN: 0010-700X
Article
Computerizing Classroom Records
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 13, no. 4
Date: Fall 1986
Pages: 22–25, 27
Information and communications technology (ICT), Technology and children
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Language: English
ISSN: 0010-700X
Article
Computers in the Classroom: The Binomial Square
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 12, no. 1
Date: Winter 1985
Pages: 30-32
Computer programming, Information and communications technology (ICT), Technology and children
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Language: English
ISSN: 0010-700X
Article
Technology in the Montessori Classroom: Teachers' Beliefs and Technology Use
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 3, no. 1
Date: 2017
Pages: 16-29
Information and communications technology (ICT), Montessori method of education, Teachers - Attitudes, Technology and children, Upper elementary
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Abstract/Notes: As technology becomes ubiquitous in society, there is increasing momentum to incorporate it into education. Montessori education is not immune to this push for technology integration. This qualitative study investigates four Upper Elementary Montessori teachers’ attitudes toward technology and technology integration in a public school setting. Interviews and observations were used to understand the teachers’ thoughts and actions regarding technology in the classroom. Both the school context and teacher background played important roles in teachers’ beliefs and actions. Teachers in this study expressed positive views of technology in general, exhibiting high technology efficacy and valuing the development of technology skills in their students. However, all four teachers struggled to include instructional technology in ways that are consistent with a Montessori paradigm. Although individual student use of adaptive tutoring software was the most common use of technology, the teachers varied greatly in both the amount of student time spent on computers and the roles that technology played in their classrooms.
Language: English
ISSN: 2378-3923
Article
Robotics in the Elementary and Preschool Classroom
Publication: The National Montessori Reporter, vol. 27, no. 1
Date: 2003
Pages: 26–33
Information and communications technology (ICT), Montessori method of education, Robotics in education, Technology and children
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Abstract/Notes: Part 1 of a series
Language: English