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Article
Verbal Communication... Finding Your Voice
Publication: Montessori Observer, vol. 12, no. 3
Date: Sep 1991
Pages: 1, 4
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Language: English
ISSN: 0889-5643
Article
The Verbal/Linguistic and Visual/Spatial Intelligences
Publication: NAMTA Journal, vol. 21, no. 2
Date: 1996
Pages: 44-63
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Examines verbal/linguistic and visual/spatial intelligences and their relationship to Montessori education. Aligns Gardner's philosophy of these two intelligences with Montessori's specific counterparts in the prepared environment. Defines assessment in light of observation and the definitive clarity of Montessori activities. Suggests that Montessorians begin to experiment with Gardner's ideas. (MOK)
Language: English
ISSN: 1522-9734
Article
Moment of Peril: Verbal Communication [question]
Publication: Montessori Observer, vol. 28, no. 1
Date: Mar 2007
Pages: 3
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Language: English
ISSN: 0889-5643
Report
Cognitive Style, Exploratory Behavior and Verbal Fluency in Montessori and Non-Montessori Trained Preschoolers [Preliminary Report]
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Language: English
Published: Ontario, Canada, 1971
Article
Maria Montessori (1870-1952): Women's Emancipation, Pedagogy and Extra Verbal Communication
Available from: SciELO
Publication: Revista Médica de Chile, vol. 143, no. 5
Date: 2015
Pages: 658-662
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Abstract/Notes: Maria Montessori is one of the most well-known women in Italian history. Although she was the first woman who graduated in medicine in Italy, she is mostly known as an educator. Her teaching method -the Montessori Method- is still used worldwide. Because she could not speak English during the imprisonment in India, there was a big obstacle for her communication with children. However, the need to adopt a non-verbal communication, led her to a sensational discovery: children use an innate and universal language. This language, made of gestures and mimic, is called extra verbal communication.
Language: English
DOI: 10.4067/S0034-98872015000500014
ISSN: 0034-9887
Article
Private Speech in Two Preschools: Significance of Open-Ended Activities and Make-Believe Play for Verbal Self-Regulation
Available from: ScienceDirect
Publication: Early Childhood Research Quarterly, vol. 13, no. 4
Date: 1998
Pages: 637–658
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Abstract/Notes: Contextual influences on private speech were examined in two preschools differing in the learning environments they provide for children. Observations of 3- to 5-year-olds were made during free-choice periods in a Montessori and a traditional (play-oriented) program. Consistent with Vygotsky's theory that make-believe play serves as a vital context for the development of self-regulation, the incidence of private speech was much higher during open-ended activities, especially fantasy play, that require children to determine the goal of the task, than during closed-ended tasks with predetermined goals. In line with previous research, the more direct involvement, or external regulation, teachers displayed, the lower the rate of children's private speech. In addition, transitions (as opposed to involvement in activities) were linked to reduced private speech, whereas engagement with peers, in the form of associative play, predicted greater self-directed language. Diminished make-believe play, greater teacher direct involvement, and heightened time spent in transitions largely accounted for the lower incidence of private speech in the Montessori compared with the traditional preschool. Contextual factors also contributed to a drop in private speech at age 5. Implications for fostering children's verbal self-regulation during early childhood are considered.
Language: English
DOI: 10.1016/S0885-2006(99)80065-9
ISSN: 0885-2006, 1873-7706
Article
Verbal Techniques
Available from: Internet Archive
Publication: Montessori Observer, vol. 29, no. 3
Date: Sep 2008
Pages: 2-4
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Language: English
ISSN: 0889-5643
Article
Moment of Peril: Verbal Communication [answer]
Publication: Montessori Observer, vol. 28, no. 2
Date: May 2007
Pages: 3
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Language: English
ISSN: 0889-5643
Article
Analysis of Two Early Childhood Education Settings: Classroom Variables and Peer Verbal Interaction
Available from: Taylor and Francis Online
Publication: Journal of Research in Childhood Education, vol. 23, no. 2
Date: 2008
Pages: 193-209
Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: Descriptive and ecobehavioral analyses were used to explore the daily activity contexts in classroom settings reflecting two distinct models of early childhood education. Activity context, social configurations, teacher behavior, and child behavior were explored, with specific consideration given to peer verbal behavior as an indicator of social interaction. Twenty-four children between the ages of 3 and 6 years enrolled in a Montessori classroom and 26 children between the ages of 3 and 5 years enrolled in a traditional preschool classroom were observed over a 3-month period using the Ecobehavioral System for Complex Assessment of Preschool Environments (ESCAPE; Carta, Greenwood, & Atwater, 1986). Overall, activity context, social configurations, teacher behavior, and child behavior varied across settings in ways consistent with program philosophies. However, levels of peer verbal interaction did not vary significantly.
Language: English
DOI: 10.1080/02568540809594655
ISSN: 0256-8543, 2150-2641
Book
Direct Verbal Instruction Contrasted with Montessori Methods in the Teaching of Normal Four-Year-Old Children
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Abstract/Notes: This study compares the effects of Montessori methods of instruction and methods of direct verbal instruction. Montessori methods rely on the ability of the child to learn through physical interaction with inanimate objects and minimize verbal behavior by teacher and student, while the direct verbal method works mainly through language use, both in the teacher's presentation and the child's responses. In this research project, the Montessori group was made up of 17 upper-middle class 4-year-olds who had already participated in the program for a year. The direct verbal group, called the Academic Preschool, was comprised of 18 4-year-olds from backgrounds similar to those of the Montessori group. All the children were pre- and posttested on the Illinois Test of Psycholinguistic Abilities and posttested on the Wide-Range Achievement Test (reading, arithmetic and spelling). There were no significant between-group differences at pretest, and posttest total ITPA scores were about the same as the pretest scores. The subtest differences in the second testing favored the Academic Preschool on tests involving abstraction and the Montessori group on tests of simple recognition or memory. The Academic preschool children outscored the Montessori children in all areas of the Achievement Test.
Language: English
Published: [S.I.]: [s.n.], 1969