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Book Section
Le giovani leve del lavoro e l'assistenza ai disoccupati [Young workers and assistance to the unemployed]
Book Title: L'orientamento professionale come educazione civica: atti del 5. Congresso nazionale Montessori, Messina, 19-21 settembre 1959 [Professional guidance as civic education: proceedings of the 5th Montessori National Congress, Messina, 19-21 September 1959]
Pages: 343-357
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Language: Italian
Published: Roma, Italy: Vita dell'infanzia, 1960
Master's Thesis (Design)
A Montessori Approach to Workforce Development and Future-Ready Adult Learning
Available from: OCAD University
Adult education, Montessori method of education, Workplace literacy
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Abstract/Notes: This research explores principles from the Montessori method to inspire a guiding framework that can be employed to enhance the delivery of adult upskilling and re-skilling initiatives. Humanity is witnessing a technological revolution and recovering from the ongoing global pandemic that began in 2020. The effects of COVID-19 extended far beyond physical health, impacting labour market conditions and exacerbating stresses on labour shortages and labour skill gaps. This means that workforce innovation will be critical for economic recovery. Workforce innovation and development involves testing, sharing, and implementing new approaches to employment and training initiatives. More than 100 years ago, amidst the rapid social and economic change that was taking place across Europe, Maria Montessori envisioned a new kind of education that could play a part in a broad social innovation program. She opened the first Casa dei Bambini (Children’s House), aiming for the recovery of an entire community in San Lorenzo, Rome. At the time, San Lorenzo was known as the “shame of Italy”; with the introduction of the Montessori method, it soon became a beacon of hope for the community and the world. The Montessori Method was built on six primary principles: observation; freedom with limits; respect; hands-on learning; independence; and a prepared environment that is designed for children to choose freely from several developmentally appropriate activities. For Montessori, education (which she conceived of as active learning experience in the form of work) was integral to the growth of the child and the formation of a new world. This core philosophy is not restricted to children, however; Montessori’s core principles have been explored in adult learning; as part of designing and delivering healthcare programs for older adults around the world; and in language and social programs for adults at risk of social isolation in Europe. This major research project will focus on exploring how the core principles of the Montessori Method can be applied to support future-ready adult learning to inspire workforce innovation and development in Canada. With a goal of supporting upskilling and re-skilling design innovation, and of prioritizing skills-training and development offerings for groups who face the greatest number of barriers (including racialized women and skilled recent immigrant talent), this study uses a heuristic inquiry approach to explore the question of how employment and skills training programs might learn from, and leverage the core principles of, the Montessori method to respond to and meet the skills gaps and labour shortages in Canada. Through a literature review and Causal Layered Analysis (CLA), this research project offers a Montessori-inspired, principle-focused guide to supporting future-ready adult learning environments.
Language: English
Published: Ontario, Canada, 2023
Article
The Magic of the Work Cycle
Publication: Montessori Education, vol. 6, no. 5
Date: Jan 1995
Pages: 20–21, 24
Three-hour work cycle, Work periods
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Language: English
ISSN: 1354-1498
Article
Montessori Explained: The Work Cycle and False Fatigue
Publication: Montessori Courier, vol. 5, no. 1
Date: Apr 1993
Pages: 20–21
Three-hour work cycle, Work periods
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Language: English
ISSN: 0959-4108
Article
The Uninterrupted Three-Hour Work Cycle!
Publication: Montessori Leadership, vol. 8, no. 3
Date: Sep 2007
Pages: 40–41
Three-hour work cycle, Work periods
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Abstract/Notes: Excerpt from IMC School Accreditation Handbook
Language: English
Article
The Work Cycle
Publication: Montessori International, vol. 11, no. 4
Date: Jul 2002
Pages: 14–15
Three-hour work cycle, Work periods
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Language: English
ISSN: 1470-8647
Article
Protecting the Three Hour Work Cycle
Publication: Tomorrow's Child, vol. 16, no. 4
Date: 2008
Pages: 5–10
Three-hour work cycle, Work periods
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Language: English
ISSN: 1071-6246
Master's Thesis
The Implementation of Practical Life Works Targeting School-Specific Skills
Available from: MINDS@UW River Falls
Action research, Montessori method of education, Practical life exercises, Three-hour work cycle, Work periods
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Abstract/Notes: The purpose of this action research project was to study the implementation of practical life skills targeting school-specific skills. This study took place in a Children’s House classroom at a public Montessori school located in an urban city in the Midwest. The classroom housed a total of 19 students, consisting of pre-k and kindergarten children ranging from the age of four to six. Originally constructed as a traditional school, the building itself often inhibits independence for the school’s youngest learners. In this study, the researcher sought to increase student independence by implementing a serious of “school-specific” Practical Life tasks. The students were asked to practice the tasks as a part of their daily work cycle. Students then documented their work on Seesaw with their district-issued iPad. Over the course of six weeks, quantitative and qualitative data was collected to determine the impact of these activities on student independence levels at school. The results of this study indicate that students were capable of completing more school-specific tasks independently following the six-week study. The final pages of the paper present a thorough analysis of the further research and action steps of this study/paper. The paper concludes with some suggestions pertaining to potential opportunities for family/educator partnerships.
Language: English
Published: River Falls, Wisconsin, 2022
Master's Thesis (Action Research Report)
Breathing and Behavior: The Effects of Mindfulness Practices on Work Completion and Self- Regulation in the Upper Elementary Montessori Classroom
Available from: St. Catherine University
Action research, Three-hour work cycle, Upper elementary, Work periods
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Abstract/Notes: The purpose of this study was to determine the effects of a mindfulness curriculum and practices on student self-regulation and work completion. The study took place in a large suburban school in western Canada with 19 participants in a grade four, five and six Montessori classroom. The intervention took place over a period of six weeks, during which the researcher led mindfulness lessons using the MindUp curriculum. Additionally, students took part in mindfulness and yoga practices daily and weekly, respectively. Data was collected using student journals, an observational tally, student work cycle folders, and student pre and post surveys. The data shows an increase in mindful and self-regulated behavior as well as improved work completion rates. It is recommended that future studies focus on a broader subject base as well as a more longitudinal period of intervention and data collection.
Language: English
Published: St. Paul, Minnesota, 2020
Master's Thesis
Background Music in a Montessori Classroom: Does Music Help Children Focus During the Work Cycle in an Early Childhood Montessori Classroom?
Available from: MINDS@UW River Falls
Classroom environments, Early childhood care and education, Learning environments, Montessori method of education, Music and children, Three-hour work cycle, Work periods
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Abstract/Notes: This action research project was created to study the different behaviors (focused and unfocused) that occurred when different types of music were played in the background of an early childhood Montessori classroom. The study took place at a private Montessori school located in the southeastern part of Wisconsin. There was a total of 26 children in the classroom which consisted of grades 3K through Kindergarten, with ages ranging between two and a half to six-years old. Over a six-week period, three different music conditions were implemented (two weeks at a time) into the background of the classroom environment; no music, classical music and Disney music. Focused and unfocused behaviors were observed and documented during each music condition. Quantitative and qualitative data collections were used and then analyzed to determine if music aids or deters a child’s focus. The results of the study showed that music does aid in helping a child focus during the work cycle of an early childhood Montessori classroom; specifically, the three-year olds showed the most increase in focused behavior when music played in the background. The effects of music on independent versus group work was also considered during this action research project as well as how to determine which music to include or avoid when playing music in the background of an early childhood classroom.
Language: English
Published: River Falls, Wisconsin, 2020