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Article
Money Management: A Practical Life Exercise for Montessori Children
Publication: Tomorrow's Child, vol. 17, no. 2
Date: 2009
Pages: 12–14
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Language: English
ISSN: 1071-6246
Article
Montessori Apparatus for Children [advertisement]
Available from: New York University
Publication: The Masses, vol. 8, no. 7
Date: May 1916
Pages: 2
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Language: English
Article
Rethinking the Elementary Mind: Do Children Between Ages 6 and 12 Need More Structure than Montessorians Have Assumed?
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 7, no. 4
Date: Summer 1995
Pages: 1
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Language: English
ISSN: 1071-6246
Doctoral Dissertation
Pilgrims and Guides: A Phenomenological Study of Montessori Teachers Guiding and Being Guided by Children in Public Montessori Schools
Available from: University of Maryland Libraries
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Abstract/Notes: This study explores the experiences of public school Montessori teachers. Max van Manen’s methodology for hermeneutic phenomenological research provides a framework for the study, and the philosophical writings of Gadamer, Abram, and Levinas guide the textual interpretations. Voices of curriculum theorists, in conversation with Maria Montessori’s words, reveal possibilities for understanding the experiences of Montessori public school teachers in the context of contemporary curriculum discourse. Six public school Montessori teachers engage with the researcher in a series of open-ended conversations. These elementary school teachers work with majority minority student populations in three different urban school districts. They range in age from mid-30s to early 60s, and have between 5 and 33 years of teaching experience in public Montessori schools. Their conversations illuminate the experience of teaching in public Montessori schools in three main themes. The teachers tell of being transformed and drawn-in to a way of life as they take Montessori training. They speak of the goodness of work that calls children to concentrate their energies and grow into active, caring and responsible people. Finally, they reflect on boundaries of difference encountered in the hallways and meeting places of public schools, and the shadows cast by state tests. The study suggests a need for Montessori teachers in public schools to participate in open-hearted conversations with parents, non-Montessori educators and administrators about what they are trying to do in their classrooms. It also reveals that decisions made by school administrators have a powerful effect on the ability of Montessorians to create engaging, child-centered learning environments. Finally, the study suggests a need for teachers, administrators, teacher-educators, and policy makers to embrace the questions and possibilities for creative growth inherent in tensions between the conflicting paradigms of adult-driven technical/scientific educational schema and the Montessori developmentally-based teaching style.
Language: English
Published: College Park, Maryland, 2007
Article
Activity Ideas for Children
Publication: Montessori International, vol. 10, no. 6
Date: Jul 2001
Pages: 39
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Abstract/Notes: Introduction to new feature series
Language: English
ISSN: 1470-8647
Article
Effect of Environmental Factors On Growth and Morbidity of Urban Montessori Children Receiving Supplementation
Available from: Taylor and Francis Online
Publication: Ecology of Food and Nutrition, vol. 31, no. 3-4
Date: 1994
Pages: 269-276
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Abstract/Notes: The roles of morbidity and environmental conditions in determining nutritional status were investigated in urban Montessori school children. In all, 265 children (30–60 months) were observed for weight, height, morbidity status and their household environmental conditions including hygiene, overcrowding, waste disposal methods and general housing background. The same sample was observed again after six months to assess their growth. Mean weight and height of all the children were 13.0 ± 1.4 kg and 95.9 ± 5.3 cm respectively. Relative gain in weight was observed to be 60–70 gms/kg during the six months period. Children were receiving total supplementation of about 170 kcal and about 5 g of protein per day. The children were divided into two classes according to their living conditions. Six factors formed the basis of scores which were used to classify all households into good and average environmental conditions. Those with better environmental conditions were associated with better nutritional status of children. The number of days lost due to sickness per ill child were smaller in houses with better scores. Relative gain in weight was negatively correlated with days lost due to illness suggesting synergistic effects of duration of illness and environment on nutritional status.
Language: English
DOI: 10.1080/03670244.1994.9991368
ISSN: 0367-0244
Master's Thesis
Accommodative Activity or Symbolic Play: An Examination of Children's Use of Montessori Didactic Material
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Language: English
Published: Halifax, Nova Scotia, Canada, 1976
Article
Children of the Earth
Publication: Montessori Today (London), vol. 1, no. 1
Date: Jan/Feb 1988
Pages: 21, 23
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Language: English
ISSN: 0952-8652
Article
Where It's Fun to Learn: Montessori School Holds New York Children Overtime
Publication: Kansas City Star (Kansas City, Missouri)
Date: Nov 10, 1914
Pages: 13
Americas, Early childhood care and education, Early childhood education, Montessori schools, North America, United States of America
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Language: English
Book
Moral Development in Montessori and Traditional Preschool Children: Does School Type Make a Difference?
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Abstract/Notes: This study investigates the moral development of thirty 5-year-old children in Montessori and traditional preschools. Data for the study were derived from five sources: an intelligence test; a perspective taking task; an altruism/helping task; an altruism/sharing task; and an interview for exploring moral reasoning. Two 30 to 45 minute sessions were used for data gathering. Comparisons were made between school type and across the total sample in regard to altruistic behavior, specifically helping and sharing; moral judgement, specifically positive justice reasoning; and cognitive perspective taking. Positive justice reasoning and altruistic behavior were not found to be affected by exposure to a Montessori or traditional school environment. Rather, results indicated that developmental influences alone determined reasoning and behavior, thus confirming developmental theories of moral growth, and suggesting as well that direct intervention or teaching may be more effective than environment in spurring moral growth.
Language: English
Published: [S.I.]: [s.n.], 1979