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Article
Memory training improves cognitive ability in patients with dementia
Available from: University of California eScholarship
Publication: Neuropsychological Rehabilitation, vol. 11, no. 3/4
Date: Jul 2001
Pages: 245-261
Alzheimer's disease, Dementia, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI)
Article
L’approche Montessori dans l’accompagnement de nos aînés porteurs de troubles cognitifs [The Montessori approach in supporting our seniors with cognitive disorders]
Available from: CAIRN
Publication: Jusqu’à la mort accompagner la vie, vol. 2017/3, no. 130
Date: 2017
Pages: 85-92
Alzheimer's disease, Dementia, Europe, France, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI), Western Europe
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Abstract/Notes: Dans la continuité de mon parcours professionnel au cœur des soins palliatifs, d’abord comme infirmière coordinatrice d’un réseau de santé puis comme cadre de santé d’un centre de soins palliatifs rassemblant une unité d’hospitalisation et une équipe mobile, j’ai décidé en 2015 de me consacrer à la formation des soignants à partir de mon expertise métier. Afin d’acquérir des nouvelles compétences en pédagogie, j’ai suivi plusieurs cursus de formateur. Sur ce chemin j’ai eu la chance de croiser l’organisme de formation AG&D (Accompagnement en Gérontologie et Développements), qui proposait une technique d’accompagnement des personnes présentant des troubles cognitifs, basée sur la méthode «Maria Montessori» déjà utilisée dans le monde éducatif. Curieuse d’en savoir plus sur ce concept, j’ai suivi la formation proposée par AG&D et animée par le professeur Cameron Camp, psychologue américain à l’origine de cette adaptation. Les valeurs fondatrices de cette approche correspondaient à celles sur lesquelles s’étaient construits les soins palliatifs et cet enseignement est venu théoriser la pratique que je connaissais. Chaque mot et argumentation avancés par Cameron Camp et traduits par Jérôme Erkes, neuropsychologue directeur du département recherche et développement chez AG&D, résonnaient dans un monologue intérieur qui disait: «mais bien sûr, c’est tellement logique et évident!» [In the continuity of my professional career at the heart of palliative care, first as a nurse coordinator of a health network and then as a health manager of a palliative care center bringing together a hospital unit and a mobile team, I decided in 2015 to devote myself to the training of caregivers based on my professional expertise. In order to acquire new pedagogical skills, I followed several training courses. On this path I had the chance to meet the training organization AG&D (Support in Gerontology and Developments), which offered a support technique for people with cognitive disorders, based on the "Maria Montessori" method already used in the educational world. Curious to learn more about this concept, I took the training offered by AG&D and facilitated by Professor Cameron Camp, the American psychologist behind this adaptation. The founding values of this approach corresponded to those on which palliative care was built and this teaching came to theorize the practice that I knew. Every word and argument put forward by Cameron Camp and translated by Jérôme Erkes, neuropsychologist director of the research and development department at AG&D, echoed in an inner monologue that said: "But of course, it is so logical and obvious!"]
Language: French
ISSN: 0768-6625
Article
Montessori Improved Cognitive Domains in Adults with Alzheimer's Disease
Available from: Taylor and Francis Online
Publication: Physical and Occupational Therapy In Geriatrics, vol. 20, no. 3-4
Date: 2003
Pages: 19-33
Alzheimer's disease, Dementia, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI)
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Abstract/Notes: Montessori materials were used in two adult day-care centers to slow cognitive decline in adults with Alzheimer's disease. Using a within-subject design, participants in one adult day care received three months of the Montessori materials, then standard intervention later. Participants were administered a battery of cognitive measures at baseline, three months, and six months. Favorable scores for the Montessori condition were significant with the subscales of the Ordinal Scale of Psychological Development-Modified (total, object permanence, means-ends), Dementia Rating Scale (total, attention, concept, memory), Parachek Geriatric Behavior Rating Scale (social behavior), and the Wechsler Memory Scale (digit forward). Montessori materials appeared instrumental in positively influencing basic cognitive abilities of attention, object permanence, and social behavior.
Language: English
ISSN: 0270-3181
Doctoral Dissertation (Ph.D.)
Impact of Montessori Kindergarten and Play Way Methods on the Level of Cognitive Development Among Pre Primary Children
Available from: Shodhganga: Indian Theses
Child development, Cognitive development, Comparative education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Montessori schools, Preschool children
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Language: English
Published: Dindigul, India, 2022
Master's Thesis (M.A.)
Some Considerations for an Elementary School Science Curriculum Based on the Cognitive Theories of Jean Piaget and the Philosophy of Maria Montessori
Elementary education, Jean Piaget - Philosophy, Maria Montessori - Philosophy, Science - Study and teaching
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Language: English
Published: Rohnert Park, California, 1980
Book
The Effects of Tactile Stimulation and Gross Motor Movement on Cognitive Learning: A Test of Montessori's Muscular Movement Theory in the College Classroom
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Abstract/Notes: Report presented at the Eastern Communication Association Annual Meeting, Pittsburgh, April 25-28, 1991
Language: English
Published: [S.I.]: [s.n.], 1991
Article
Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public-School System
Available from: Wiley Online Library
Publication: Child Development, vol. 92, no. 5
Date: Sep/Oct 2021
Pages: 2069-2088
Academic achievement, Cognitive development, Europe, France, Montessori method of education, Montessori method of education - Evaluation, Montessori schools, Public Montessori, Social development, Western Europe, Work periods
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Abstract/Notes: Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross-sectional analyses in kindergarten (N = 176; Mage = 5–6) and longitudinal analyses over the 3 years of preschool (N = 70; Mage = 3–6) showed that the adapted Montessori curriculum was associated with outcomes comparable to the conventional curriculum on math, executive functions, and social skills. However, disadvantaged kindergarteners from Montessori classrooms outperformed their peers on reading (d = 0.68). This performance was comparable to that of advantaged children from an accredited Montessori preschool.
Language: English
DOI: 10.1111/cdev.13575
ISSN: 0009-3920, 1467-8624
Conference Paper
The Effects of Dyadic vs Triadic Interaction on Children’s Cognitive and Affective Gains in Robot-Assisted Alphabet Learning
Available from: Springer Link
International Conference on Social Robotics 2022
Asia, Central Asia, Information and communications technology (ICT), Kazakhstan, Montessori method of education, Robotics in education, Technology and children
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Abstract/Notes: Robot-assisted language learning (RALL) is an emerging field of human-robot interaction to support language acquisition and literacy development with a social robot in multi-modal ways. As learning is an inherently social activity, the effectiveness of dyadic and triadic types of social interaction in RALL and child-robot interaction (CRI) needs to be investigated. In early literacy education, the Montessori method is a remarkable child-centered and collaborative learning approach. Bridging these two spaces, our work attempts to examine if the nature of social interaction, dyadic and triadic, affects children’s outcomes in an environment that adheres to the Montessori principles. To this end, we conducted a between-subject design experiment with 33 Kazakh children aged 6–8 to compare the effectiveness of learning Kazakh Latin in the dyadic and triadic conditions in a Moveable Alphabet learning scenario with a social robot. The analyses revealed mixed results for dyadic and triadic conditions in terms of cognitive gains, while emotional engagement was better in the triadic condition. We discuss these results in the perspective of key insights from the current study and implications for future research.
Language: English
Published: Cham, Switzerland: Springer, 2022
Pages: 204-213
DOI: 10.1007/978-3-031-24670-8_19
ISBN: 978-3-031-24670-8
Article
Montessori in Early Childhood: Positive Outcomes Along Social, Moral, Cognitive, and Emotional Dimensions
Publication: NAMTA Journal, vol. 25, no. 2
Date: 2000
Pages: 27-59
Child development, Cognitive development, Early childhood education, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Describes in operational terms the benefits of Montessori's developmental perspective for children from birth to 3 years, and from 3 to 6 years. Identifies optimal outcomes for social, moral, cognitive, and emotional development to be used in educational and psychological research and for child assessment. (KB)
Language: English
ISSN: 1522-9734
Article
The Thoughtful School: Social, Emotional, Ethical, and Cognitive Education as the Schoolwide Landscape for Learning
Publication: NAMTA Journal, vol. 33, no. 1
Date: Winter 2008
Pages: 277–295
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734