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Article
I Discorsi Inaugurali del Corso per la Preparazione delle Educatrici Secondo il Metodo Montessori [The Inaugural Speeches of the Course for the Preparation of Educators According to the Montessori Method]
Available from: HathiTrust
Publication: La Coltura Popolare: Organo dell'Unione Italiana dell'Educazione Popolare, vol. 4, no. 22
Date: Dec 31, 1914
Pages: 1012-1013
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Language: Italian
ISSN: 0011-2801
Book
The Montessori Index: Compiled From the Books of Maria Montessori and Authors of Books Related to the Montessori Method of Education
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Language: English
Published: Chicago, Ill.: Virginia B. Fleege, 1987
Article
Children's Learning Village Montessori Child Care Center: Innovative Approach to Child Care Centers
Publication: Hocak Worak, vol. 25, no. 24
Date: Dec 30, 2011
Pages: 4
Americas, Indigenous communities, Indigenous peoples, Montessori method of education, North America, United States of America
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Language: English
Article
From Care of Others and the Environment to Community Service and Social Responsibility: The Emergence of the Social and Ethical Self in the Montessori School
Publication: NAMTA Journal, vol. 33, no. 1
Date: Winter 2008
Pages: 321–336
Child development, Ethics, Montessori method of education, Moral development, North American Montessori Teachers' Association (NAMTA) - Periodicals, Socialization
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Language: English
ISSN: 1522-9734
Book Section
Montessori and the Process of Education: Readiness for Learning; The Geneva School; The Importance of Structure; Intuitive and Analytic Thinking; Aids to Teaching; Motives for Learning
Book Title: Education for Human Development: Understanding Montessori
Pages: 50-63
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Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020
ISBN: 978-90-79506-35-4
Series: Montessori Series , 11
Doctoral Dissertation
Learning to Fly: The Impact of Project-Based Learning on Development of the 4Cs in the Elementary Grades
Available from: University of Massachusetts Global - ScholarWorks
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Abstract/Notes: Purpose: The purpose of this qualitative phenomenological study was to investigate the impact of project-based learning on K-5 students’ development of the 4Cs (Critical Thinking, Communication, Creativity, Collaboration) as perceived by elementary charter school teachers. Methodology: A phenomenological design was selected to address the research questions for this study. Through purposeful sampling, 12 charter elementary teachers who met a pre-determined set of criteria (including the routine integration of project-based learning within their instructional programs) were selected to participate in virtual, semi-structured interviews. All teachers were employed by charter schools located in six counties within California. The interviews were conducted using a researcher-developed protocol. Artifacts in the form of student work, planning documents, and project overviews were also collected and evaluated. Once organized, the researcher coded and analyzed the data for themes. Findings: Data analysis revealed that the participating teachers regularly integrated 4Cs skills into their instructional practice. When planning PBL (collaboratively or independently), specific skills might be targeted, but all four skills were often assumed as necessary for project success. Prior to project implementation, teachers worked to build a classroom culture so that students felt safe and understood the expectations of project work. Cycles of inquiry began with a driving question or challenging problem that students worked (primarily in teams) to answer or solve. Students then presented their learning in varied ways to different audiences. Assessment was challenging for most 4C areas, with communication being the skill most frequently assessed formally due to its inclusion in the Common Core State Standards. Conclusions: The implementation of project-based learning supports the development of critical thinking, communication, creativity, and communication by providing ample opportunities for students to practice and build capacity. Additionally, students develop a sense of ownership, agency, and empowerment as learners and can make authentic connections to their lives. PBL also develops real-world skills that are transferable well beyond the classroom. Finally, COVID-19 eliminated PBL during remote learning with some exceptions. Communication and collaboration were most impacted. Recommendations: Ten areas of further research were recommended to increase the body of knowledge related to these variables.
Language: English
Published: Irvine, California, 2022
Book
The Montessori Approach and the Education of the Deaf Preschool-Child: Can This Approach, Based on Intrinsic Motivation and That Prepares the Environment for Intentionality in Learning, Aid Cognitive Development and Therefore General Development?
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Language: English, Norwegian
Published: [Oslo, Norway]: Statens spesiallärerhögskole, 1982
Doctoral Dissertation (Ed.D.)
The Power of Play: A Case Study on How Play-Based Learning Can Affect the Oral Language and the Social and Emotional Development of Students in the Kindergarten Classroom
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: With the passing of NCLB in 2001, pedagogy in the kindergarten classroom has changed exponentially. The requirement for a rigorous academic curriculum has replaced the play-based learning that used to be synonymous with the kindergarten classroom. Since the beginning of kindergarten, researchers have worked to prove the importance of play in the classroom and the role of the educator in these play-based learning scenarios. Many studies have found a correlation between play and child development, but this has not been enough to change the minds of educators and school districts across the United States. This qualitative case study explored teachers’ perceptions and classroom interactions during play through a triangulation of data including video recordings, interviews, and observations to explore the effect play might have on the social, emotional, and oral language development of kindergarten students in a district that is already implementing free play centers in the classroom. Varying beliefs among the educators and multiple scenarios of social, emotional, and oral language development skills being used by students during these free play sessions were explored. Key themes that emerged from the data included a range of understanding amongst the teachers, the need for regular professional development on how to implement play in the classroom, and the importance dramatic play has on social, emotional, and oral language development for kindergarten students.
Language: English
Published: Springfield, Missouri, 2022
Report
The Evaluation and Implications of Research with Young Handicapped and Low-Income Children at the Institute for Research on Exceptional Children at the University of Illinois
Available from: ERIC
Americas, Children with disabilities, Inclusive education, North America, Poor children, United States of America
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Abstract/Notes: This study to determine effects of preschool training of mentally retarded children from low-income families asks three major questions: 1. Does preschool training displace the rate of development of such children? 2. Does rate of growth continue at an accelerated rate, or does it return to the original rate of development during primary school years? 3. Are the results similar for children living in different environments? Five intervention programs are outlined: 1. Traditional nursery school; 2. Community Integrated program; 3. The Montessori method; 4. Karnes structured cognitive plan; and 5. The Bereiter-Englemann(B-E). As a result of the program, some children in the demonstration center no longer function in the retarded range. Behavior has improved and several have entered a public school or preschool for normal children. It is suggested that mothers of infants might accomplish more at home with guidance, since professional tutoring is not feasibly practical, and children with higher IQ need special early programming to attain their potential. (RG)
Language: English
Published: Urbana-Champaign, Illinois, 1973
Book Section
Societal Responsibility and the Child: The Child, Society, and the World: Unpublished Speeches and Writings of Maria Montessori
Book Title: The Bloomsbury Handbook of Montessori Education
Pages: 105-112
Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Maria Montessori - Writings, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History
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Abstract/Notes: Maria Montessori’s work discussed in the chapter, The Child, Society and The World – Unpublished Speeches and Writings, is based on her original speeches between 1930 and 1950. The writings cover a wide range of topics organized into six sections. Two sections speak directly to parents and teachers, urging them to respect children’s interests and occupations which allows them to build concentration and develop self-discipline. Another section considers diverse topics including social education, religious education, fantasy and fairy tales, and Montessori’s lesson on silence. The last section of the chapter outlines Montessori’s ultimate pedagogical aim: a new and better world achieved through the child based on what Montessori describes as cosmic education.
Language: English
Published: New York, New York: Bloomsbury Academic, 2023
ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1
Series: Bloomsbury Handbooks