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A Case Study of Drama Integration with Drama in Early Childhood in the United States / 미국 유아교육에서 드라마와 수학의 통합교육과정에 관한 질적 사례연구
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 15
Abstract/Notes: This research examines integrated drama curriculum for first-grade students taught by a drama specialist and a first-grade classroom teacher during a 6-week drama program at a private school in the Midwestern United States. Specifically, how drama is integrated with math, what unique knowledge and content of drama are delivered, and what roles drama serves in an integrated program are explored through a qualitative case study. During the drama sessions students` kinesthetic exploration and representation, re-creation of the story, and on-stage performance enabled them to reinforce math learning as well as experience art forms of drama. Adopting their learning of basic knowledge and skills of drama performance, the students used their body for communication and elaboration of their ideas with creativity. Based on the findings, important contributions to a successful integration are suggested. / 본 연구는 미국 중서부 지역의 한 사립학교에서 이루어진 6주간의 드라마 프로그램에서 드라마 특별교사와 담임교사가 초등학교 일학년 학생들에게 가르치는 통합 드라마 교육과정을 살펴보았다. 구체적으로, 드라마가 수학과 어떻게 통합되는지, 드라마의 어떤 지식과 내용이 가르쳐지는지, 또한 드라마가 통합 프로그램에서 어떠한 역할을 수행하는지를 질적 사례 연구를 통해 살펴보았다. 드라마 수업 동안, 아동들은 신체운동 탐색과 표상, 이야기의 재구성, 공연하기를 통해 드라마에서의 기본 지식과 기술들을 배웠으며 수학 학습을 강화하였다. 자신들의 신체를 이용하여 수학 내용에 대해 비언어적으로 표현하는 경험을 다양한 방법으로 체험하였으며, 수학 문제가 포함된 이야기를 토론을 통해 재구성하였다. 이렇게 재구성한 이야기를 공연하는 동안 아동들은 드라마에 관한 기초 지식과 기술들을 적용시켰으며, 상상력을 이용해 자신의 아이디어를 정교화 하였다. 결론에서는 연구 결과에 기초하여 성공적인 통합교육과정에 필요한 요소들이 논의되었다.
Conditions Associated with the Rise and Decline of the Montessori Method of Kindergarten Nursery Education in the United States from 1911-1921
Published: Carbondale, Illinois, 1966
Experiences as Montessori Teachers in the United States
Publication: Sophos: A Montessori Quarterly, vol. 1, no. 3
A Comparison of Preschool Competencies Required by Thai Curriculum as Realized in a United States Play-Oriented Program and a Montessori Program
Available from: ProQuest - Dissertations and Theses
Americas, Comparative education, Early childhood care and education, Early childhood education, Montessori method of education - Evaluation, North America, Play, Thai children, United States of America
Abstract/Notes: This research involved observing children in two programs, Montessori and play-oriented program, in order to determine the extent of children's opportunity to develop competency according to their choice of activities and to identify which program provided more appropriate activities for Thai children. The results showed that children in a play-oriented program had more opportunity to develop competency in language, social science, motor skill, eye-hand coordination, shape and size recognition and discrimination, creativity, problem solving, and imagination than did children in a Montessori program. However, children in a Montessori program had more opportunity to develop competency in mathematics and science than did children in a play-oriented program. Thus, it would be necessary to combine activities from both programs in the Thai curriculum.
Published: Denton, Texas, 1991
Public Montessori Programs in the United States
Publication: Public School Montessorian, vol. 6, no. 3
Date: Spring 1994
Maria Montessori dara una Serie de Conferencias en Los Estados Unidos [Maria Montessori will give a Lecture Series in the United States]
Available from: Chronicling America (Library of Congress)
Publication: Boletín Mercantil de Puerto Rico (San Juan, Puerto Rico)
Date: Dec 10, 1913
ISSN: 2766-7936, 2766-7944
Recent Relations Between Argentina and the United States Since 1900
Available from: ProQuest - Dissertations and Theses
Abstract/Notes: Includes information related to Montessori's visit to Argentina in 1927.
Published: Los Angeles, California, 1929
Beyond Authenticity: Indigenizing Montessori Education in Settler Colonial United States
Book Title: The Bloomsbury Handbook of Montessori Education
Americas, Culturally responsive teaching, Indigenous communities, Indigenous peoples, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
Abstract/Notes: A deep sense of care and reverence honoring children has been central to many Indigenous nations for millennia, long before Maria Montessori first articulated ideas around following the child or the sacredness of childhood. This chapter argues that education, particularly in the United States, including Montessori education, is rooted in ideologies often aimed at erasing Indigenous people. The chapter begins by naming reasons Indigenous communities utilize Montessori practices for reclamation of their children’s education. It then confronts how Montessori has been and, in some instances, continues to be weaponized against Indigenous children and their communities. The chapter concludes with a vision for an Indigenized Montessori practice as a tool for creating culturally sustaining environments honoring, uplifting, and centering the languages, cultures, values, and knowledge of the Tribal Nations in which it is utilized.
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
Origins and Present Status of the Montessori Movement in the United States
Published: Pittsburgh, Pennsylvania, 1963
Characterizing the Conversation: A Historical Re-view of Maria Montessori's Visits to the United States, 1913-1918
Available from: Virginia Tech Libraries
Abstract/Notes: This historical re-view of the events and interactions of Maria Montessori's visit to the United States between the years 1913 and 1918 begins by examining Montessori's personal history, with an emphasis on her educational background leading up to her becoming the first female physician in Italy. After discussing her scientific background briefly, the document specifically addresses several of Montessori's educational concepts. Next, this study examines specific nuances of organization, power and intent found in the educational system of the United States at the time of her visits. Particular emphasis is placed on the implications of industrialization, increasing immigration and the response of the educational establishment to these issues. Interactions and events from her visits in the United States follow. Montessori's influences on and experiences with prominent figures in the U.S. at that time are accentuated through the events that highlight her travels. After detailing each visit in the historical context in which it occurred, the piece continues with the author's discussion of how the dissertation applies to teaching history in the foundations. The piece concludes with conceptual suggestions of ways to increase diverse social awareness and encourage community-based responses of pre-service and in-service public school educators.
Published: Blacksburg, Virginia, 1997