Abstract/Notes: A primary intervention program for preschoolers is designed with the objective of preventing the emergence of violent behaviors. By developing attachment to a play therapist and participating in a Montessori preschool program, the child at risk is helped to shape adaptive behaviors. The child born to low socio-economic and harsh family conditions is in peril of becoming aggressive, and in danger of developing pathological behaviors or behavior disorders. By designing a program that targets the ages when the child begins to make social contacts outside the home the possibility of influencing normal social skill is enhanced. This intensive program will take place for ages 3–6, during three consecutive scholastic calendar years in addition to fostering development of self-control and other positive social behaviors, the child is expected to be cognitively ready for formal school learning at the end of the intervention program.

Language: English

Published: Miami, Florida, 1999

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Abstract/Notes: Paper presented at the 18th International Montessori Congress, Munich, Germany, July 1977.

Language: English

Published: [S.I.]: [s.n.], 1977

Abstract/Notes: Paper presented at the 18th International Montessori Congress, Munich, Germany, July 1977.

Language: English

Published: [S.I.]: [s.n.], 1977

Abstract/Notes: This paper presents a case study, directed the area of speech therapy with a focus on the development of reading and writing based on the Montessori method. Children with difficulties in the writing process coming to a speech therapist, and often the trauma with reading and writing is so great that the therapeutic process does not have many results. The montessorian method aims education of will and attention with which the child is free to choose the material to be used, in addition to providing cooperation. Objective: To deepen the study of the Montessori method and analyze the contributions to this therapeutic practice in written language changes. Methodology: This research is a case study, with participation of a male subject 10 years and 11meses with reading and writing changes, attended at the Clinical School of Speech Therapy at the Federal University of Santa Catarina (UFSC). The study was submitted to the ethics committee in research of the University of the State of Santa Catarina (UDESC) and approved under number 1011754. The Montessori method was used during the therapeutic process in order to highlight the contributions to this speech. Results: We observed and analyzed the evolution of the patient in the development of self-correction, maturity and trust yourself, based on the stimulation of the sensory areas especially sight, touch and hearing, principles worked in Montessori method to improve the acquisition of reading and writing. F. presented a very major breakthrough and greater clarity about the sounds and the corresponding grapheme, managing to produce words correctly alone, important to emphasize that these are words that have inferences correctly, ie, correspondence grapheme-phoneme, which is easy to understand. Conclusion: The main difference with the Montessori therapy approach is the use of materials which are attractive and most often to stimulate sensory written by various directions and be obtained with greater ease. The research showed that it is important not to exceed the steps of the method that enables the development of self-knowledge and self-correction, so that the child acquires confidence to overcome the obstacles developing a sense of pride in their achievements. It was noticed that to use the Montessori method is necessary to know it, so its use permeates consider the maturational development of the child, which is presented individually, and stimulate it with diversified activities, in which the same feel will to carry them through the environmental stimuli, such practices can bring considerable development for speech therapy therapeutic practices. / O presente trabalho apresenta um estudo de caso, direcionado a área da fonoaudiologia com o foco no desenvolvimento da leitura e da escrita com base no método Montessori. As crianças com dificuldades no processo da escrita chegam ao fonoaudiólogo, e muitas vezes o trauma com a leitura e escrita é tão grande, que o processo terapêutico não tem muitos resultados. O método Montessoriano tem por objetivo a educação da vontade e da atenção, com o qual a criança tem liberdade de escolher o material a ser utilizado, além de proporcionar a cooperação. Objetivo: Aprofundar o estudo sobre o método Montessori e analisar as contribuições deste para a prática terapêutica nas alterações de linguagem escrita. Metodologia: Esta pesquisa é um estudo de caso, com participação de um sujeito do sexo masculino de 10 anos e 11meses com alterações de leitura e escrita, atendido na Clínica Escola de Fonoaudiologia na Universidade Federal de Santa Catarina (UFSC). O trabalho foi submetido ao comitê de ética em pesquisa da Universidade do Estado de Santa Catarina (UDESC), e aprovado sob o número 1.011.754. Foi utilizado o método Montessori durante o processo terapêutico a fim de evidenciar as contribuições deste para fonoaudiologia. Resultados: Foram observadas e analisadas as evoluções do paciente no desenvolvimento da autocorreção, maturidade e confiança de si mesmo, com base na estimulação das áreas sensoriais especialmente visão, tato e audição, princípios trabalhados no método Montessori para melhorar o processo de aquisição da leitura e escrita. F. apresentou um avanço muito grande e uma maior clareza quanto aos sons e os grafemas correspondentes, conseguindo produzir palavras corretamente sozinho, importante ressaltar que essas são palavras que tem inferências da forma correta, ou seja, correspondência de grafema-fonema, que é de fácil compreensão. Conclusão: O principal diferencial da terapia com a metodologia Montessoriana é a utilização de materiais que são atrativos e na maioria das vezes sensoriais para estimular a escrita por vários sentidos e ser adquiridos com maior facilidade. A pesquisa evidenciou que é importante não ultrapassar as etapas do método que possibilita o desenvolvimento do autoconhecimento e autocorreção, para que a criança adquira confiança para ultrapassar os obstáculos desenvolvendo o sentimento de orgulho pelas suas conquistas. Percebeu-se que para utilizar o método Montessori é preciso conhecê-lo, assim sua utilização perpassa por considerar o desenvolvimento maturacional da criança, que se apresenta de modo individual, além de estimulá-la com atividades diversificadas, na qual, a mesma, sinta vontade de executá-las, por meio dos estímulos do meio, tais práticas podem trazer um desenvolvimento considerável para as práticas terapêuticas fonoaudiológicas.

Language: Portuguese

Published: Florianópolis, Brazil, 2015

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Language: English

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: The child psychiatric ward at Aurora Hospital, Helsinki, has since 1977 experimentally used the Montessori method in therapy groups of 5–13 year old children. Those who have benefited most are children with neurological „soft signs”: insufficient visual, auditive or spatial perceptual ability, clumsiness, hyperactivity, emotionally impulsive or immature or speech retarded children. A surprise for the Montessori therapists was that even children with borderline type contact and reality disturbances were able to benefit—however, the treatment in these cases required more time.

Language: Swedish

DOI: 10.1080/00291463.1982.10636808

ISSN: 0029-1463

Abstract/Notes: The following article looks at the role movement and sensorial stimuli do play in the educational approaches of Dr. Maria Montessori and Dr. Emmi Pikler as well as the Sensorial Integration and Psychomotor Therapy. The author of this paper has been studying, applying, and teaching all four approaches for many years and used her expertise in all four approaches to look at whether independent scientific research proves the effectiveness of movement and sensorial stimuli for reaching therapeutical as well as educational goals and to also provide scientific evidence for the fact that all four approaches focus on the role of these two factors, which means that this is a comparative study utilizing existing research papers. The methods of applying movement and sensorial stimuli in the four approaches mentioned above are being compared and linked to recent scientific findings concerning the role of movement and sensorial stimuli for the efficacy of education and therapy. This article compares the four approaches based on scientific research on the various methods as well as independent research which looks and the impact of movement and sensorial stimuli as well as a method of application and its effectiveness. It has been found that sensorial stimulation and movement are closely connected and that these play a major role in all four approaches although the methods of application are quite different. One example might be that the Montessori method purposefully teaches specific movements in specific ways while only Sensory integration therapy also utilizes passive movement as a sensorial stimulation. All four approaches rely on the self-motivation of the child and do not apply any kind of pressure.

Language: English

DOI: 10.35923/JES.2021.2.02

ISSN: 2457-8673