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Article
Begin Simply, Simply Begin: Sustaining an Art Area in the Elementary Classroom
Publication: Montessori Life, vol. 8, no. 3
Date: 1996
Pages: 27–28
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Language: English
ISSN: 1054-0040
Doctoral Dissertation
Young Children's Mathematical Spatial Reasoning in a Montessori Classroom
Available from: Université d'Ottawa / University of Ottawa
Americas, Canada, Mathematics education, Montessori method of education, North America, Reasoning in children
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Abstract/Notes: The object of this research was to investigate young children's mathematical spatial reasoning in a Montessori classroom. Spatial reasoning is an important part of children's mathematical learning and development; however, opportunities for rich spatial reasoning are not readily available in the classroom. Rather, there is a focus on numeracy at the expense of geometry where activities for spatial development are usually found. Montessori designed a sensory curriculum around children's development, yet spatial reasoning in a Montessori classroom has not been fully investigated. This was a qualitative study using some tools of ethnography. The theoretical framework was Radford's sensuous cognition (2013, 2014) which allowed for an understanding of human development as cultural with the body essential to that development. The data, captured by video, were the children's semiotic traces (Bartolini Bussi and Baccaglini-Frank (2015, p. 393) which are the visible productions of the children's spatial reasoning such as their movements, text, drawings, and speech. The analysis found that the children had ample opportunities for engaging in challenging mathematical problems which required their spatial reasoning. These engaging activities resulted in the children using a wide range of spatial skills as they reasoned mathematically. The children's movement, the main semiotic trace generated by the children, was crucial to their spatial reasoning. This investigation concluded the pedagogical practices created a rich and dynamic environment for the children's spatial development. Practices included the use of well-designed mathematical manipulatives, engagement in the manner of guided play, co-operative learning with peers of mixed ages, extensive time for activities, and assessment based on observations of individual children.
Language: English
Published: Ottawa, Canada, 2022
Article
Using Graphing Calculators in the Montessori Middle School Classroom
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 2
Date: Spring 2003
Pages: 42–43
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Language: English
ISSN: 1054-0040
Doctoral Dissertation
The Characteristics of Problem Solving Transfer in a Montessori Classroom
Available from: Baylor University Libraries
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Abstract/Notes: The purpose of this case study was to examine the use of problem solving strategies and instruction within the Montessori model of learning and to determine if problem solving and transfer occurred. The following research questions were investigated: (1) What Montessori model characteristics are similar to the characteristics reported in the problem solving research which facilitate transfer? (2) In what ways does problem solving within the Montessori classroom transfer? (3) What are the factors that influence problem solving transfer in a Montessori classroom? The site for the study was a fourth through sixth grade level classroom in a private, non-profit Montessori school. Participating in the research were 16 students, two teachers, and a parent of each of the students. The study was conducted over a eight month time period. Data collection and analysis involved both qualitative and quantitative methods. The qualitative data were gathered through video-taping of 24 classroom lessons, audio-taping interviews with the students, teachers, and parents and curriculum document analysis. Quantitative instruments included the TONI-3: Test of Nonverbal Intelligence, 3rd Edition, the Problem Solving and Thinking Processes scale, the Flanders Interaction Analysis Categories-Modified, and the Engagement Check. These are the findings: (a) as implemented in this study, the Montessori model of learning, did incorporate instructional strategies that facilitated problem solving and transfer; (b) instances of problem solving, problem solving transfer, and knowledge transfer did occur; and (c) six specific instructional and curriculum strategies influenced the opportunities for problem solving and transfer in the classroom. This research contributes to the field by studying transfer with elementary age students in the natural setting of a classroom and by providing a framework for examining the factors which encourage problem solving.
Language: English
Published: Waco, Texas, 2002
Article
The Value of the Mixed-Age Classroom: Lessons from Sydney
Publication: The National Montessori Reporter, vol. 29, no. 3
Date: 2005
Pages: 9–11
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Language: English
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
Article
Environmentally Enriched Classrooms and the Cognitive and Perceptual Development of Negro Preschool Children
Available from: APA PsycNet
Publication: Journal of Educational Psychology, vol. 63, no. 1
Date: 1972
Pages: 15-21
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Abstract/Notes: Evaluated the effects of placing additional equipment in preschool classrooms on the cognitive and perceptual development of 123 Negro preschool children. Students were randomized into 6 experimental and 6 control classes. Pre- and post-tests of the Stanford-Binet IQ, Wechsler Preschool and Primary Scale of Intelligence Performance IQ, and 4 subtests of the Illinois Test of Psycholinguistic Abilities were administered. Both desirable and undesirable effects resulted from the environmental enrichment. Results suggest that certain claims about the cognitive and perceptual value of play materials should be reconsidered.
Language: English
DOI: 10.1037/h0032249
ISSN: 0022-0663, 1939-2176
Report
The Assistant in a Montessori Classroom
Available from: National Center for Montessori in the Public Sector
, Laura Flores Shaw (Contributor)
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Language: English
Published: West Hartford, Connecticut, 2015
Book
Our Peaceful Classroom
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Language: English
Published: Altoona, Pennsylvania: Parent Child Press, 1991
Book
Nurturing the Spirit in Non-Sectarian Classrooms
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Language: English
Published: Altoona, Pennsylvania: Parent Child Press, 1996