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536 results

Article

Early Literacy in the Montessori Toddler Setting: Supporting Learning through the Sensitive Periods

Publication: Tomorrow's Child, vol. 21, no. 2

Pages: 16–18

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Abstract/Notes: includes photo

Language: English

ISSN: 1071-6246

Article

Learning to be Friendly with Error

Publication: Tomorrow's Child, vol. 21, no. 3

Pages: 18

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Abstract/Notes: includes photo

Language: English

ISSN: 1071-6246

Article

Love of Learning Montessori School's Infant/Toddler Program: The Silver Lining To Our Family's Nanny Crisis

Publication: Tomorrow's Child, vol. 22, no. 2

Pages: 6

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Language: English

ISSN: 1071-6246

Article

Learning Through Doing: Why Our Children Need Hands-on STEM Curriculum

Publication: Tomorrow's Child, vol. 23, no. 1

Pages: 13–15

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Language: English

ISSN: 1071-6246

Book

Learning from the Child: Excerpts from Inaugural and Valedictory Addresses of the 25th and 26th Indian Montessori Training Courses, Hyderabad, 1960-62

Albert Max Joosten - Speeches, addresses, etc., Albert Max Joosten - Writings, India, Indian Montessori Training Course (25th, Hyderabad, India, 1960-1961), Indian Montessori Training Course (26th, Hyderabad, India, 1961-1962), South Asia, Trainings

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Language: English

Published: Amsterdam, The Netherlands: Association Montessori Internationale, n.d.

Article

Montessori and Learning Disabilities

Publication: The National Montessori Reporter, vol. 5, no. 1

Pages: 4

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Language: English

Report

Perceived Effects of State-Mandated Testing Programs on Teaching and Learning: Findings from a National Survey of Teachers

Available from: Google Scholar

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Language: English

Published: Boston, Massachusetts, 2003

Article

✓ Peer Reviewed

Teaching Effectiveness in the Utilization of Montessori Approach in Early Childhood Basic Science Learning in Ika South Local Government Area (LGA) in Delta State

Available from: Center for Humanities and Innovation Studies

Publication: International Journal of Humanities and Innovation (IJHI), vol. 6, no. 1

Pages: 26-31

Africa, Early childhood care and education, Early childhood education, Montessori method of education, Montessori schools, Nigeria, Science - Study and teaching, Sub-Saharan Africa, West Africa

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Abstract/Notes: Most learners find science challenging, which may be because of the methodology used in the early years that presents it as difficult and abstract. On the other hand, the Montessori Method uses a hands-on approach to teaching science from the early years. This study, therefore, looks at the effect of the teachers' utilization of the Montessori approach to early childhood education in Ika South Local Government Area (LGA) of Delta State, Nigeria. Two research questions and hypotheses were raised. The research design adopted for the study was a descriptive, pre-test, post-test, quasi-experimental method used to test the differences between the pupils' learning experiences in the two groups. The Taro Yamane formula was used to get the sample size, and a stratified random sampling technique was used to select 77 teachers and 40 nursery pupils, comprising ten each in experimental and control groups, in two schools in Ika South LGA of Delta State. The instruments to be used for this study will be self-designed multiple-choice achievement test questions in early years' science and four-point Likert-type self-structured questionnaires. The result indicates that teachers' knowledge and utilization of the Montessori approach to teaching pre-primary science is more effective than the conventional teaching method. Some suggestions were made for the way forward

Language: English

DOI: 10.33750/ijhi.v6i1.177

ISSN: 2614-6169

Article

Learning to Write by the Montessori Method

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1986, no. 4

Pages: 7-16

Montessori materials, Montessori method of education, Moveable alphabet, Writing - Instruction and study

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Language: English

ISSN: 0519-0959

Conference Paper

Montessori-based Design of Long-term Child-Robot Interaction for Alphabet Learning

Available from: ACM Digital Library

Asia, Central Asia, Human-computer interaction, Information and communications technology (ICT), Kazakhstan, Language acquisition, Language education, Montessori method of education, Moveable alphabet, Reading, Robotics in education, Technology and children

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Abstract/Notes: The transition of the Kazakh alphabet from Cyrillic to Latin, set to be fully implemented by 2031, poses unwanted challenges to early and continuous literacy development and acquisition of the new script. This creates a need to design innovative learning solutions to boost children's motivation in acquiring the new Kazakh Latin alphabet. The Montessori method has proven itself effective for young children to engage in self-directed and developmentally appropriate literacy acquisition. These core ideas have been carefully adopted to establish design principles for the robotic system that is adhering to the principles of the Montessori pedagogy. This paper proposes a robotic system named Moveable -l-pbi and details its interaction design life cycle from understanding users and establishing requirements to designing, and implementing robot behaviours and validating them with the Montessori practitioner. This process was iterative that involved several cycles of piloting the system with children of targeted age groups and redesigning the learning activities. With the aim to evaluate the proposed system and to find the most cognitively rewarding way of learning the alphabet, we conducted a mixed-subject design experiment with 60 Kazakh children aged 8-10 years old from a local public school where we compare the proposed Moveable -l-pbi robotic system with a baseline Montessori human teacher. The results demonstrate the potential of the robot as a Montessori teacher in providing foundational letter acquisition over multiple sessions. Implications for improving the interaction design and activities are discussed based on the findings.

Language: English

Published: New York, New York: Association for Computing Machinery, Mar 2023

Pages: 691–695

DOI: 10.1145/3568294.3580175

ISBN: 978-1-4503-9970-8

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