For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
For the Classroom: Montessori and the Teacher of Children with Learning Disabilities: A Personnel Odyssey
Available from: SAGE Journals
Publication: Academic Therapy, vol. 5, no. 3
Date: 1970
Pages: 219-221
Article
Successful Applications of Montessori Methods with Children at Risk for Learning Disabilities
Available from: Springer Link
Publication: Annals of Dyslexia, vol. 42, no. 1
Date: 1992
Pages: 90-109
Children with disabilities, Inclusive education, Learning disabilities
See More
Abstract/Notes: The critical elements in the Montessori philosophy are respect for the child, individualization of the program to that child, and the fostering of independence. With her research background, Maria Montessori devised a multisensory developmental method and designed materials which isolate each concept the teacher presents to the child.
Language: English
DOI: 10.1007/BF02654940
ISSN: 0736-9387, 1934-7243
Article
Early Signs of Specific Learning Disabilities in Early Childhood
Available from: International Journal of Early Childhood Special Education (INT-JECSE)
Publication: International Journal of Early Childhood Special Education (INT-JECSE), vol. 12, no. 1
Date: 2020
Pages: 84-95
See More
Abstract/Notes: Since comprehensive evaluation of academic skills cannot be extensively conducted in early childhood, specific learning disabilities cannot be diagnosed in preschool-aged children. To evaluate academic skills, children must be school-aged and interventions cannot begin in the preschool period. However, specific learning disabilities in children may also be noticed during preschool. Preschool teachers need to determine which kids are at risk of having specific learning disabilities so that they can be detected early and an intervention provided. Preschool teachers need to be aware of the early signs of specific learning disabilities to distinguish between typically developing children and those at risk of having specific learning disabilities. In this review, studies describing the preschool characteristics of students at risk of having specific learning disabilities are examined, and the early signs of specific learning disabilities and early intervention processes are described based on the literature. Research suggests that the signs of specific learning disabilities can be seen in early childhood. The need for preschool teachers and families to be sensitive to the characteristics of children at risk of specific learning disabilities in the context of early intervention is discussed.
Language: English
ISSN: 1943-023X
Article
Maria Montessori: From a Pedagogy of Learning Competence to a Theory on “Learning How to Learn”
Publication: MoRE Montessori Research Europe newsletter, no. 1
Date: 2011
See More
Abstract/Notes: Paper abstract presented for the ECER Conference to be held in Berlin, Freie Universität (13-16 September, 2011)
Language: English
ISSN: 2281-8375
Book Section
Sensorial Learning as Developmental Learning ([San Francisco, Panama Pacific International Exposition] Lecture 13: 4 September 1915)
Book Title: The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings by Maria Montessori
Pages: 168-176
Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Panama-Pacific International Exposition (1915, San Francisco, California)
See More
Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018
ISBN: 978-1-85109-296-3
Series: The Montessori Series , 15
Article
Outdoor Learning, A Pathway to Transformational Learning? Or Another Educational Gimmick?
Available from: Infonomics Society
Publication: International Journal for Cross-Disciplinary Subjects in Education, vol. 13, no. 1
Date: 2022
Pages: 4600-4611
Comparative education, Environmental education, Montessori method of education, Nature education, Outdoor education, Transformative learning
See More
Abstract/Notes: Outdoor learning is one of the newest terminologies and implementations of using the outdoors as a part of education. This paper provides an in-depth overview to answer the question, is outdoor learning a pathway to transformational learning or another educational gimmick? To answer this question, this paper will focus on six fundamental sections. This paper begins by highlighting the ambiguity throughout history in defining education outside the classroom, with more than 75 different terminologies used to refer to education in the outdoors. The second theme is that despite this contemporary emergence, outdoor learning has a long and varied history within education, with modern elements of outdoor learning being traced back thousands of years in indigenous cultures. Then being refined throughout the 21st century before settling on the current contemporary form of outdoor learning. The third theme of this paper looks at the benefits of outdoor learning, summarized into six critical sections. These benefits include health and wellbeing, social-emotional and cognitive development, academic and behavioral benefits, memory benefits, increased positive attitudes towards the environment, and positive teacher benefits. The fourth theme of this paper reviews the barriers and challenges to implementing outdoor learning within schooling, with four primary barriers being identified. These barriers include outdoor learning having no formal status in teachers’ educational practice, a lack of teacher confidence in their outdoor teaching expertise, difficulty in starting an outdoor learning program, and physical restraints such as school grounds and weather. The penultimate theme of this paper reviews critical considerations that must be addressed when implementing an outdoor learning program; this includes cost, student numbers, transportation, insurance, time, framework, skills, assessments, the curriculum, and training. The final theme of this paper unpacks the effects of COVID-19 on outdoor learning within all levels of schooling. Initially seen as a method to return to school by being outdoors, outdoor learning has since demonstrated to educators worldwide that it deserves to be embedded as an everyday part of education even after the pandemic subsides.
Language: English
DOI: 10.20533/ijcdse.2042.6364.2022.0565
ISSN: 2042-6364
Article
Metode Montessori: Implikasi Student-Centred Learning terhadap Pekembangan Anak di PAUD [The Montessori Method: Implications of Student-Centred Learning on Child Development in PAUD]
Available from: Jurnal Obsesi
Publication: Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini [Journal of Obsession: Journal of Early Childhood Education], vol. 7, no. 3
Date: 2023
Pages: 2961-2976
Asia, Australasia, Indonesia, Southeast Asia
See More
Abstract/Notes: Dominasi guru dalam proses belajar masih banyak terlihat, salah satu buktinya saat terjadi pandemik Covid-19, siswa dan orang tua menjadi kebingungan ketika harus belajar dari rumah tanpa kehadiran guru secara langsung. Penelitian ini bertujuan untuk mengetahui implikasi student-centred learning terhadap perkembangan anak di PAUD Montessori Futura Indonesia, Lombok Barat. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus dengan menggunakan wawancara, observasi, dan dokumentasi dalam pengumpulan data. Subyek penelitian berjumlah 10 siswa yang berusia antara 4-6 tahun. Hasil menunjukkan bahwa terdapat beberapa cara yang diterapkan oleh guru dalam pelaksanaan student-centred learning, yaitu: penggabungan usia, penyesuaian fasilitas dengan kebutuhan dan ukuran tubuh anak, menanamkan kemandirian dan mengurangi keterlibatan guru, menyediakan fasilitas bermain yang lengkap dan beragam, dan berkolaborasi dengan orang tua. Sedangkan implikasi student-centred learning terhadap perkembangan anak dapat terlihat dari beberapa pencapaian anak pada 6 aspek perkembangan yaitu aspek perkembangan nilai agama dan moral, fisik-motorik, kognitif, sosial-emosional, dan seni. Oleh sebab itu, guru perlu memberikan kesempatan kepada anak untuk mengeksplorasi lingkungan belajar dengan mempersiapkan kegiatan bermain sesuai kebutuhan anak.
Language: Indonesian
DOI: 10.31004/obsesi.v7i3.3323
ISSN: 2549-8959
Article
Pembelajaran Matematika di TK GMIM 236 Liandok: Pembelajaran Matematika [Learning Mathematics in Kindergarten GMIM 236 Liandok: Learning Mathematics]
Available from: Institut Agama Kristen Negeri Manado (Indonesia)
Publication: Montessori Jurnal Pendidikan Kristen Anak Usia Dini, vol. 3, no. 1
Date: 2022
Pages: 35-42
Asia, Australasia, Indonesia, Southeast Asia
See More
Abstract/Notes: Penelitian ini bertujuan untuk mendeskripsikan Pembelajaran matematika di TK GMIM 236 Liandok, Kecamatan Tenga, Kabupaten Minahasa Selatan, Sulawesi Utara. Ada 3 hal utama yang diangkat dalam penelitian ini yaitu pembelajran matematika, pembelajaran matematika AUD, metode yang digunakan guru dalam pengajaran matematika. Penelitan ini menggunakan jenis pendekatan kualitatif. Prosedur pengumpulan data yang digunakan yaitu wawancara dan dokumentasi . Sumber-sumber data dari penelitian ini yaitu Kepala Sekolah serta guru bantu di TK GMIM 236 Liandok. Hasil penelitian menunjukka proses pembelajaran di sekolah tersebut terlebih khusus dalam pengenalan matematika sudah terealisasi karena pembelajarannya sudah memperhatikan konsep serta usia dari peserta didiknya. Adapun pengajarkan matematika selama dilaksankannya pembelajaran di sekolah tersebut dilakukan dengan cara anak sambil bermain dengan anak lainnya dan membuat permainan sederhana dari barang-barang bekas dilingkungan sekitar. Kata Kunci : Pembelajaran, matematika, Anak usia dini. Abstract Penelitian ini bertujuan untuk mendeskripsikan pembelajaran matematika di TK GMIM 236 Liandok, Kecamatan Tenga, Kabupaten Minahasa Selatan, Sulawesi Utara. Ada 3 hal pokok yang diangkat dalam penelitian ini yaitu pembelajaran matematika, pembelajaran matematika AUD, metode yang digunakan guru dalam pembelajaran matematika. Penelitian ini menggunakan pendekatan kualitatif. Prosedur pengumpulan data yang digunakan adalah wawancara dan dokumentasi. Sumber data dari penelitian ini adalah kepala sekolah dan guru pendamping di TK GMIM 236 Liandok. Hasil penelitian menunjukkan bahwa proses pembelajaran di sekolah khususnya dalam pengenalan matematika telah terwujud karena pembelajaran telah memperhitungkan konsep dan usia siswa.
Language: Indonesian
DOI: 10.51667/mjpkaud.v3i1.952
ISSN: 2798-6195
Article
Learning Management with Montessori by Bringing the Trisikkhā Principles, Precepts, Concentration and Wisdom to Integrate in Learning Management
Available from: ASEAN Journal of Religious and Cultural Research
Publication: ASEAN Journal of Religious and Cultural Research, vol. 6, no. 2
Date: 2023
Pages: 10-14
Asia, Montessori method of education - Criticism, interpretation, etc., Southeast Asia, Thailand
See More
Abstract/Notes: This academic article reflects the thoughts from attending the workshop, promotion of learning management based on the Montessori concept uses writing from real experience in the practice as an observer from the early childhood classroom and first-class classrooms that provides teaching with the Montessori concept. The results reflected the ideas from direct experiences from the workshop participants, showing that the atmosphere in the classroom arrangement was bulging good ventilation, beautiful colors, work, interior colors feel cool and comfortable. The room has a fan enough light shelf arrangement separated into media; beautiful, durable, beautiful colors arranged from top to bottom. Characters are clearly visible and durable. Teachers interact with children in order to allow children to concentrate on themselves. The role of the teacher is to be a mentor to guide the children towards achieving their goals. The students and the students’ joint activities to achieve common goals. The result of the observation made the children absorb the threefold principle, namely, the child had precepts indicating that the collection of things was organized, neat, not separating the workpiece, compassionate to help friends, concentration and mindfulness having determination to complete the work. Intellectually, children are knowledgeable, ppossessing the ability to think step by step, distinguish work pieces assemble words and be able to solve problems easily by yourself.
Language: English
ISSN: 2587-0017
Article
Learning from Students, Learning from Music: Cognitive Development in Early Childhood Reflected through Music-Perceptual Tasks
Available from: Rider University
Publication: Visions of Research in Music Education, vol. 17, no. 1
Date: 2011
Pages: 1-21
See More
Abstract/Notes: The purpose of this study was to investigate young children’s perception of melodic construction in hope of finding clues about their broader cognitive development in nonmusical domains. Following Jeanne Bamberger’s example of musical-perceptual tasks with Montessori bells, four children aged three to six were presented with a melodic construction task and asked to create a representation of their work. Analysis of data revealed common themes with varied results of (a) eagerness or hesitancy to participate, (b) whether bells were moved or played, (c) exploration of bells, (d) internalization of rhythm, (e) cognitive readiness for melodic construction, and (f) role of visual representation. No cross-case findings could be drawn about broader cognitive development, however specific characteristics of the children and their approach to the melodic construction task are presented. Recommendations for further study center on potential clues a melodic construction task could provide about language construction in individual children.
Language: English
ISSN: 1938-2065