Language: Chinese

Language: Chinese

Language: English

ISSN: 0519-0959

Language: English

Extent: Electronic materials

Archive: Archives and Special Collections, Harrison Libraries, University of Hartford (Hartford, Connecticut)

Abstract/Notes: Why establish a journal about Montessori research?

Language: English

Abstract/Notes: Published as a special issue of The NAMTA Journal (vol. 27, no. 2). Catalogs Montessori citations in the literature. References are divided by over 100 topic areas, including child development; activities; administration; classroom management; special education; bilingual education; gifted and talented education; Head Start; history-social studies; language arts; mathematics; organization news and information; Montessori method; parent education; practical life; reviews of research; standards; and television.

Language: English

Published: Burton, Ohio: North American Montessori Teachers' Association, 2002

Edition: 3rd ed.

Abstract/Notes: The regulation of behavior is a major issue in early childhood development, with important implications for children’s adaptive and maladaptive developmental outcomes. Emerging research suggests that the degree of successful self-regulation depends upon the efficiency of the child’s attentional system and that the ability to focus and sustain attention supports emotional self-regulation throughout the lifespan. The neural networks that underlie the development of attention are beginning to be charted. Studies have shown that the executive attention network undergoes considerable development between the ages of 2 and 7. To support this development, research scholars have suggested the need to develop curriculum to promote focused and sustained attention in preschool programs. One hundred years ago, Maria Montessori observed that when the environment was designed to promote concentration, children went through a transformative process, which she referred to as normalization. Is normalization the same as self-regulation? This study was designed to examine whether Montessori’s theory of normalization can be considered an applied theory of self-regulation. This was accomplished by analyzing Csikszentmihalyi’s optimal experience theory and Ryan and Deci’s self-determination theory to provide the requisite guidance for developing curriculum capable of nurturing multiple aspects of self-regulation, which led to a conceptual framework for the comparison with Montessori’s theory of normalization. Montessori’s theoretical perspective is not readily available in published literature. Therefore this study used qualitative methods to conduct interviews with 12 Montessori teacher trainers. These individuals are considered the highest authority regarding Montessori theory and practice. Though Montessori’s contributions to the field of Early Childhood Education are often mentioned in university textbooks, the underlying theory (normalization) that guides her work receives little discussion. Without a clear understanding of Montessori’s theoretical perspective, research scholars are not able to isolate distinguishing characteristics that can assess self-regulation as an outcome of the curriculum nor can they adequately compare this approach with other forms of education. By introducing Montessori’s theory of normalization and analyzing it as a theory of selfregulation, this study has created a conceptual framework to articulate the governing characteristics and educational principles necessary to enhance practices that support the development of self-regulation in early childhood.

Language: English

Published: Corvallis, Oregon, 2008

Abstract/Notes: This study sought to improve parent knowledge about the Montessori curriculum at a public Montessori school in British Columbia, Canada. Nineteen parents from a grade 1/2/3 class participated. Prior to six weeks of interventions, a parent question log was kept, and baseline data was collected from students and their parents. The teacher hosted one parent evening, three in-class observations for parents, started a Montessori magazine library, and featured a section on Montessori in the home and material use on the class blog. Data collection tools were used throughout the research to gain feedback from parents. Research concluded that parent knowledge improved, standard Montessori practices at home increased, and participants began asking deeper questions about Montessori philosophy. Parents chose the evening event and the blog as tools they would use in the future. Further research could be done over a longer period to see if participation could be improved by spreading out the events.

Language: English

Published: St. Paul, Minnesota, 2017

Abstract/Notes: The development of habits that influence our behavior in adulthood is based on preschool years when personality of individual is shaped, mostly. The eating habits that a child develops during these years will also influence the later stages of his life and will form the basis of future nutritional problems. In this context, it is difficult for those who have acquired the wrong habits to get rid of these behaviors in adulthood. Therefore, this study was carried out with the aim of determining the effects of nutrition education given on the basis of Montessori Approach on food groups, nutritional habits and tableware knowledge for 4-5 year old children who are attending preschool education institutions that are administered by Ministry of National Education. The research was conducted with 4-5 year-old kindergarten students in two primary schools located in Cihanbeyli district of Konya, which are affiliated with the Ministry of National Education. One of the schools was designated as the control group while the other was designated as the experimental group. A total of 40 students participated in the research. Pre-test was applied to both groups at the beginning, followed by nutrition training for the experimental group. At the end of the training, both groups were retested and the data were analyzed by SPSS 21.0 (Statistical For Social Sciences) statistical package software. According to the results of the study, it was found that the experimental group that was trained based on the Montessori Approach, showed positive improvement in the level of knowledge about food groups and table manners compared to the children of the control group. The eating habits of the students in the experimental group progressed compared to the control group. The results obtained with this research show that culinary studies in Montessori Approach can be used effectively and widely in the trainings for preschool children. / Yetişkinlikte sergilediğimiz davranışlarımızı etkileyecek alışkanlıkların edinilmesi, çoğunlukla bireyin kişiliğinin şekillendiği okul öncesi yıllara dayanmaktadır. Çocuğun bu yaşlarda kazandığı yemek yeme alışkanlığı da, hayatının daha sonraki dönemlerini etkileyecek ve ileride ortaya çıkacak beslenme sorunlarının temelini oluşturacaktır. Bu bağlamda yanlış alışkanlıklar edinmiş kişilerin yetişkinlikte de bu davranışlardan kurtulmaları oldukça zordur. Bu yüzden de bu araştırma, Milli Eğitim Bakanlığı'na bağlı okul öncesi eğitim kurumuna devam eden 4-5 yaş çocuklarına Montessori Yaklaşımı temel alınarak verilen beslenme eğitiminin besin grupları bilgisi, beslenme alışkanlıkları ve sofra düzeni bilgisi üzerine etkisinin tespit edilmesi amacıyla yapılmıştır. Araştırma Milli Eğitim Bakanlığı'na bağlı Konya ili Cihanbeyli ilçesinde bulunan iki ilköğretim okulundaki 4-5 yaş grubu anasınıfı öğrencileri ile gerçekleştirilmiştir. Okullardan biri kontrol grubu olarak belirlenirken, diğeri deney grubu olarak belirlenmiştir. Araştırmaya toplamda 40 öğrenci katılmıştır. Beslenme eğitiminin öncesinde her iki gruba da ön test uygulanmış, sonrasında deney grubuna beslenme eğitimi verilmiştir. Eğitim sonunda tekrar her iki gruba son test uygulanmış ve veriler SPSS 21.0 (Statistical For Social Sciences) istatistik paket programı ile analiz edilmiştir. Araştırma sonuçlarına göre, Montessori Yaklaşımı temel alınarak verilen beslenme eğitimi ile deney grubu çocukları kontrol grubu çocuklarına oranla besin gruplarına ve sofra düzenine ilişkin bilgi düzeylerinde olumlu gelişmeler olduğu ortaya çıkmaktadır. Deney grubunda yer alan öğrencilerin kontrol grubuna oranla beslenme alışkanlıklarında da olumlu yönde artışlar olmuştur. Bu çalışmadan elde edilen sonuçlar okul öncesi çocuklarına yönelik hazırlanan eğitimlerde Montessori Yaklaşımı'nda yer alan mutfak çalışmalarının etkin ve yaygın olarak kullanılabileceğini göstermektedir.

Language: Turkish

Published: Konya, Turkey, 2018

Abstract/Notes: Some recent pilot projects in Italy are discussed, among which “The Identity of the Montessori School” and “Learning to Learn in Montessori Schools.”

Language: English

ISSN: 0519-0959