Abstract/Notes: There is an expanse of literature looking at various topics supporting Montessori education, especially in preschool; however, there is a lack of research in infant and toddler Montessori classrooms. Most of the empirical data regarding language acquisition has focused on the child’s acquisition of vocabulary through direct instruction, rather than the learning capability from overhearing a third party in a naturalistic setting. The purpose of this intervention study was to add to the limited empirical research on language acquisition in infant and toddler Montessori environments. More specifically, the intervention assessed if infants and toddlers could indirectly acquire new vocabulary through the Absorbent Mind from teachers and peers’ ambient dialogue during the Montessori three-period lesson. The research utilized a descriptive, correlational pre-and-post quasi-experimental design to assess and analyze vocabulary and ambient language. Data collection occurred in three Association Montessori Internationale (AMI) and American Montessori Society (AMS) infant and toddler mixed-aged environments throughout New York State and Maryland. The Language Environmental Analysis (LENA) system was used to analyze audio recordings. Transcriptions of audio recordings quantified vocabulary acquisition and ambient language. Paired t-tests and ANCOVA were used to analyze children’s acquired vocabulary. A fidelity scale analyzed the extent to which Montessori trained teachers adhered to the three-period lesson intervention. The findings provide opportunities to improve infant and toddler teachers' classroom practice related to language acquisition. Suggestions were offered for early childhood teacher preparation programs.

Language: English

Published: Brookville, New York, 2021

Abstract/Notes: Montessori preschool children who are English Language Learners (ELL) age three to five, consisting of one female and six males. It was conducted in two different preschool classrooms, focusing on literacy skills as well as oral communication skills. The direct aim of the study was to help children successfully learn English as their second language while keeping their native language. Researchers also investigated whether parental involvement increased the ability of ELLs to learn the English language. Data collection procedures utilized were: (1) parent interviews, (2) observation and anecdotal records, (3) pretest, and (4) post-test. A take-home literacy kit was used to measure the effectiveness of parental involvement. Researchers also provided a take-home literacy kit for parents to work on with their child at home. Parents were given a total of four literacy kits, one new kit each week. Result of this research indicated an improvement in parent and child interaction. The take-home literacy kit fostered communication between parent and child because words were translated in their home language. Over the course of four weeks, children showed great interest in literacy and progress in their communication skills.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: This chapter illustrates the main results of a language laboratory held in a Montessori primary school in Milan, Italy, during 7 years. Pupils (age: 9–11) are guided in the collective invention of a secret language, using all their linguistic repertoire present in class – including minority and home languages. The structure of the language is highly influenced by the language of instruction (in our case, Italian), but, at the same time, it differs from that because its aim is to be secret. In other words, the invented language is shared among the class members only, who know how to decipher its alphabet and grammar, unlike other schoolmates. Secrecy permits the inventor to insert elements from other languages, resulting in an a priori language contact. During the process of invention, participants increase their metalinguistic awareness and thus their understanding of the languages they are studying formally – in our case, Italian and English. The Montessori method fosters a “learning-by-doing” approach and an active interdisciplinary cross-fertilization (called Cosmic Education). In fact, pupils may use the secret language to create an imaginary country – usually an island – and conceive a utopian society, putting together notions of natural sciences (for instance, orography) and social sciences, in particular, to describe the ideal human society speaking their secret language. The chapter also includes reflection on how this language laboratory can be applied in other educational contexts, maintaining its original character of being a serious game for learning.

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2019

ISBN: 978-3-319-73400-2

Abstract/Notes: This action research project examined the effects of sign language on the ability of primary students to learn new Spanish vocabulary in a bilingual Montessori classroom. The research took place at a public charter Montessori school in Washington, District of Columbia. Twenty-seven primary school aged children were included in this seven-week study. Sources of data collection included a parent-teacher questionnaire, a baseline assessment, daily observation logs, a daily checklist, a weekly journal, and a summative assessment. Students were grouped by Spanish fluency and taught eight different vocabulary words in Spanish. Half of the words were taught alongside a sign in American Sign Language and the other half were taught without an accompanying sign. The summative assessment data showed that students of all ages displayed a significant increase in their ability to recall new Spanish vocabulary words that were introduced with an accompanying sign in American Sign Language. Future research could examine the roles of sign language and gesturing in helping children recall vocabulary in the long-term.

Language: English

Published: St. Paul, Minnesota, 2016

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0010-700X

Language: German

ISSN: 0944-2537

Language: English