Abstract/Notes: Max is a 3-year-old healthy boy who was brought to the pediatrician's office by his mother for frequent temper tantrums at home. His teachers at the Montessori school are concerned about his communication skills. He is very talkative with his peers, but he constantly speaks about Thomas the Tank Engine. His peers seem to be uninterested in his repetitive stories. His teachers believe that Max has difficulty separating fantasy and reality. At home, his mother describes Max as “difficult to control.” When placed in time-out, he hits, kicks and scratches his mother. He has a large vocabulary, but mostly speaks in phrases directly from cartoons. For example, he repeats a particular phrase from a program in which the main character grows in size with fury every time he gets angry and says, “I hate it, leave me alone.” Before this exposure, the mother reports that her son had never used the word “hate.” Max watches 5 hours of children's programs on television every day; he is not exposed to any news programs. Frequently, he watches the same episode of a program many times. Max's mother believes that he can watch as much TV as he wants as long as it is “good programming,” so he only watches PBS kids shows and the Disney channel.

Language: English

DOI: 10.1097/DBP.0b013e3181d83173

ISSN: 0196-206X

Language: Italian

ISSN: 0030-5391

Abstract/Notes: This research study was conducted to see and understand the importance and positive effects of multi-age grouping classrooms on children’s social and emotional development. Themulti-age grouping study emphasize that a child can learn and become more confident in a group of  fellows of different ages in a better way than of in the same age group. The Research works on different social and emotional aspects in a child’s life through discussing views of educationalists and psychologists. Some of them have been noted in literature review, then there is an analysis and conclusion too. There is an interview conducted with a head of a pre-school which follows system of mixed-age classroom and a questionnaire has been made to get reviews of the teachers. The findings concluded that the children getting education in multi-age grouping are far more active socially and emotionally than the children in regular same age group classrooms, however it is also needed to give awareness regarding the system of education as it is not very common in our society.

Language: English

DOI: 10.5281/zenodo.4701151

ISSN: 1068-3844

Abstract/Notes: Il Metodo sperimentato da Maria Montessori fra la fine dell’Ottocento e la metà del Novecento è oggi sempre più richiesto e apprezzato da genitori e insegnanti, ed è soggetto a rinnovate letture e ricerche da parte degli studiosi, perché risponde alle attuali esigenze dell'educazione nella nuova realtà sociale multietnica, nell'era della 'globalizzazione'. Tutto il suo metodo scientifico rappresenta una strada maestra per gli educatori alla pace e all'intercultura di oggi. / The method pioneered by Maria Montessori in the late 800's and mid '900 is now increasingly demanded and appreciated by parents and teachers. Subject of renewed interpretations and ongoing research by scholars, it responds to the current needs of education in the new multi-ethnic reality of the age of 'globalization'. Her whole scientific method represents a major reference for today's educators to peace and inter-culture

Language: Italian

DOI: 10.12897/01.00068

ISSN: 2240-9580

Language: English

ISSN: 0026-0150

Language: English

ISSN: 0885-4173, 2160-0023

Abstract/Notes: Research and statistics are a vital part of the social work curriculum. However most social work students have difficulty grasping the basic concepts of these topics for a variety of reasons. Maria Montessori, the noted child psychologist and educator, is credited with formulating the concept of manipulatives: objects that can be used to concretize abstract processes in order to improve learning and retention. This article describes techniques for teaching the principles of hypothesis generation, sampling, statistical regression, and tests of significance (t-test and ANOVA) using small colored candies as manipulatives. Suggestions are provided for stimulating class discussions.

Language: English

DOI: 10.1300/J067v20n01_10

ISSN: 0884-1233

Abstract/Notes: This study examines teaching and learning economics and entrepreneurship through a student-run Montessori middle school store. By designing and managing a school store, students created a 'community of practice' to learn economics concepts in their daily environment. Questions guiding this study were: (a) How do students' social-interactions in a Montessori middle school student-operated business demonstrate economics content knowledge? (b) How do students' social-interactions in a Montessori middle school student-operated business demonstrate economics skills? (c) How do students' business roles in the store develop their understanding of economics principles? Findings indicate that: (1) student activities in the school store promoted learning through social interaction; (2) the type and number of business roles a student assumed created opportunities for economic learning; (3) student entrepreneurs expressed specific knowledge of economics concepts, and, (4) students' decision-making and ownership affected behavior. Additionally, features of Kohlberg's (1985) concept of Just Community supported the learning environment. This study can provide social studies teachers and teacher-educators with a model for learning economics (or social studies) concepts through a curricular-based student-run enterprise.

Language: English

ISSN: 0885-985X, 2352-2798

Abstract/Notes: Children of kindergarten age develop very quickly. With proper stimuli, they should reach the appropriate level of school readiness around the age of six. The subject of the study carried out in one of Cracow’s kindergartens was to determine the level of school readiness in terms of social development. Tests were carried out among five-year-olds attending a kindergarten based on the pedagogic principles of Maria Montessori. The author wished to know what social skills were developed by the children within the context of an alternative method of interaction. The test group included 22 children from four mixed-age groups. The school readiness evaluation was carried out twice in the school year 2012/13, with the use of the categorised observation technique. The results show that within one year’s time of preparation for school the children made significant progress, but – due to their age and biological development – not all the required skills were shaped at the highest possible level. In the second test only 13.6% children obtained the highest grade in all the test indicators. More than 78% children obtained the high or medium level, which means that the skills tested have not been fully shaped. Children need more time for improving and reinforcing these skills. Social and emotional development is strictly related to the process of growing up. Therefore, certain skills cannot be shaped faster. These include an adequate reaction to new situations, overcoming difficulties, as well as performing and planning tasks on one’s own. The test results confirm that the Montessori educational context faclitates the shaping of such skills as independence of action, making good contacts with adults and peers, or preparing and tidying up the workplace. It was a partial and pilot study.

Language: English

ISSN: 2084-7998

Abstract/Notes: One goal of Erdkinder schools is for students and teachers to provide academic assistance to their peers, particularly to less-knowledgeable ones. However, traditional educational evaluations do not provide a means to investigate the exchange of academic help. This study piloted the use of social network analysis to describe academic assistance relationships within a Montessori secondary school. Using a network survey, social network data concerning the exchange of academic help were collected from 23 students and 8 teachers. The results show that while students provide help to both fellow students and teachers, teachers are the main source of assistance for students. In some subjects, a few students and teachers neither provided nor received assistance, indicating another area for improvement. The results of a multiple regression quadratic assignment procedure (multiple regression-QAP) show that for most subjects, their willingness to help others was not significantly influenced by their own personal level of knowledge. Thus, more-knowledgeable individuals do not provide more assistance to less-knowledgeable peers. To adhere to Erdkinder principles, this school should encourage more-knowledgeable students to recognize their responsibility to help others and to actually help those who need support. This pilot yielded valuable information, and social network analysis warrants further study within holistic education.

Language: English

DOI: 10.17161/jomr.v4i1.6639

ISSN: 2378-3923