Abstract/Notes: Pretend play is common in childhood. Yet by age 4, children shown pretend and real activities in a book said they would choose to do the real activity over the pretend one. The present studies extended this research, examining children’s actual behavior in laboratory and school settings (Study 1, n = 32, M = 59.32 months; and Study 2, n = 16, M = 54.08 months), their choices about pretend roles (Study 3, n = 50, M = 59.48 months), and parents’ perspectives on what children prefer (Study 4, n = 83). As in prior work, 4-year-olds preferred real activities from a book; by 5, children also engaged more with real activities. In contrast, 3- to 4-year-olds preferred pretend roles and 5- to 6-year-olds were ambivalent. Parents correctly predicted children’s preference for real activities, but they did not predict that children’s reality preferences increase with age.

Language: English

DOI: 10.1080/15248372.2019.1709469

ISSN: 1524-8372

Language: English

ISSN: 0045-3846

Language: English

ISSN: 0449-3486

Language: English

Abstract/Notes: In 2020, Montessori teachers and families across the world had to adjust as schools were closed because of the rapid onset of the COVID-19 pandemic. Those working in the Montessori classroom, which typically favors a hands-on approach and limited use of technology, had to devise new ways to engage with students in the virtuallearning environment. How do teachers perceive that the transition to online learning affected their instruction? This descriptive case study examined the ways in which a school’s Lower and Upper Elementary Montessori teachers adjusted their instruction to meet student needs online, as well as the benefits and challenges that the teachers felt they and the students experienced as a result.

Language: English

DOI: 10.17161/jomr.v7i2.15469

ISSN: 2378-3923

Abstract/Notes: Published by Cleveland Montessori Association (Cleveland, Ohio). Reprinted from Jubilee (September 1953), p. 46-53.

Language: English

Abstract/Notes: The purpose of this phenomenological qualitative research project was to study how individual student conferencing could impact student’s perceptions of individualized goal attainment. The study took place in a public Montessori elementary school in a suburban Midwestern city. In total, twenty students in grades four through six participated in the study; students ranged in age from nine to twelve years old. Over the course of the study, data was collected through two surveys and individual student conferences in which students were asked to set academic as well as work habit goals. These goals were intended to be worked on throughout a twelve day work cycle, until the students’ next individual conference with the teacher. Both quantitative and qualitative data were collected through the pre and post study surveys as well as the individual student conferences. The results of this data show that a majority of students in the study report that individual student conferences help them achieve their goals. This study also examined another question regarding how these conferences can inform teaching practices as the teacher gains knowledge and insight throughout the process of surveying and conferencing with students.

Language: English

Published: River Falls, Wisconsin, 2022

Abstract/Notes: Montessori-based activities use a person-centred approach to benefit persons living with dementia by increasing their participation in, and enjoyment of, daily life. This study investigated recreation staff and multidisciplinary consultants’ perceptions of factors that affected implementing Montessori Methods for Dementia™ in long-term care homes in Ontario, Canada. Qualitative data were obtained during semi-structured telephone interviews with 17 participants who worked in these homes. A political economy of aging perspective guided thematic data analysis. Barriers such as insufficient funding and negative attitudes towards activities reinforced a task-oriented biomedical model of care. Various forms of support and understanding helped put Montessori Methods for Dementia™ into practice as a person-centred care program, thus reportedly improving the quality of life of residents living with dementia, staff and family members. These results demonstrate that when Montessori Methods for Dementia™ approaches are learned and understood by staff they can be used as practical interventions for long-term care residents living with dementia.

Language: English

DOI: 10.1177/1471301215625342

ISSN: 1741-2684, 1471-3012

Abstract/Notes: The aim of this study is to examine the relationships between the visual perception and drawing skills of children in the Montessori preschools. In this regard relational secreening model was used. The study group was composed of 83 children in Montessori preschools located in Ankara province. The data of research was collected by using the Bender Gestalt Visual motor Perception Test developed by Bender (1983) and Goodenough-Harris Draw-aPerson Test developed by Goodenough and revised by Harris (1963). It was detected that as the visual perceptions of children increased, the drawing skills also increased. / Montessori eğitim kurumlarındaki okul öncesi dönem çocuklarının görsel algı ve çizim becerileri arasındaki ilişkinin incelenmesi amaçlayan bu çalışmada ilişkisel tarama modeli kullanılmıştır. Çalışma grubunu Ankara’da bulunan Montessori eğitim kurumlarına devam eden 83 okul öncesi dönem çocuğu oluşturmaktadır. Çalışmada araştırmacılar tarafından geliştirilen ve çocukların sosyo-demografik bilgilerini sorgulayan bilgi formu, Bender (1938) tarafından geliştirilen ve Türkçe’ye uyarlaması Yalın (1980) ve Somer (1988) tarafından yapılan “Bender-Gestalt Görsel Algı Testi” ve Goodenough (1926) tarafından geliştirilip Harris (1963) tarafından yeniden düzenlenen “Goodenough-Harris Adam Çizme Testi” kullanılmıştır. Araştırma sonucunda çocukların görsel algı ve çizim becerileri arasında pozitif yönlü düşük düzeyde anlamlı bir ilişinin var olduğu görülmüştür.

Language: Turkish

ISSN: 2147-9844

Abstract/Notes: Early Childhood and Care Education (ECCE) has attracted global focus as governments of members of United Nations (UN) strive to meet target 4.2 of the Sustainable Development Goals (SDGs), to ensure that all girls and boys have equal access to quality care and preprimary education by 2030. ECCE specialists and stakeholders in Nigeria are involved in various ways, including the organization of workshops for caregivers and teachers to meet the target. In this paper, we present the perceptions of trainees on their learning experiences in a 3-day workshop organized for caregivers/teachers, focusing on child-centered approaches/methodologies in early years. Using a descriptive survey design, all the trainees rated the extent they learnt the methodologies in a Likert-questionnaire. The results suggested that the trainees’ perceptions on the learning of all the methodologies were positive and were neither influenced by their teaching experiences nor their age. Furthermore, their positive perceptions were highest for the following approaches/methodologies: Using circle time; Developing children’s physical domain; Making children learn through play; and Developing children’s cognitive domain. Moreover, their perceptions were lowest for the following: Developing practical ideas for including communities/parents in the classroom; Principles of Montessori approach; Preparing assessment report in early years. Based on the result of this study, we concluded that the workshop enhanced the competence and confidence of the trainees to render care and teach in their schools and made recommendations for sustaining the gains.

Language: English

ISSN: 2782-7666