Abstract/Notes: Children are at risk of becoming adults who are unable to live, work and thrive together within communities across the United States of America due to lack of respect for themselves, other humans and things in the world which goes along with social courtesies. The researcher was an early childhood education teacher who holds a Montessori certification. For six weeks, the participants in the study were able to focus on Grace and Courtesy lessons in which they participated by observing the teacher modeling care of self, care of others, and care of things with careful attention with, mindful movement, and language. The researcher used pre and post-questionnaires, observations, and questions prepared by the researcher to measure the impact of the Grace and Courtesy lessons. The intervention findings show that focusing on Grace and Courtesy led to a more peaceful learning community. Future research could focus more on the language that promotes a socially respectful environment, a more extended intervention period, and other data collection forms.

Language: English

Published: St. Paul, Minnesota, 2022

Abstract/Notes: This article aims to understand the first summer course animated by the French Jesuit Father Pierre Faure, which took place in mid-1975, in the city of Guadalajara, Mexico. Initially, it contextualizes the circulation of personalized and community pedagogy as proposed by Pierre Faure in Latin America, particularly in Mexico. The text focuses on the main pedagogic aspects explored by Faure in his lectures, which are the core of this course. In the light of Marta Carvalho’s historiographic perspective, the summer course is regarded as a strategy for the circulation of personalized and community pedagogy. The 1975 summer course was remarkable due to Father Faure’s pioneering presence in Guadalajara, which attracted educators from Mexico and other countries. / Este artículo tiene como objetivo comprender el primer curso de verano animado por el padre jesuita francés Pierre Faure, que tuvo lugar a mediados de 1975, en la ciudad de Guadalajara, México. Inicialmente, se contextualiza la circulación de la pedagogía personalizada y comunitaria propuesta por Pierre Faure en América Latina, particularmente en México. El texto se centra en los principales aspectos pedagógicos explorados por Faure en sus conferencias, que son el núcleo de este curso. A la luz de la perspectiva historiográfica de Marta Carvalho, el curso de verano se considera una estrategia para la circulación de la pedagogía personalizada y comunitaria. El curso de verano de 1975 fue notable debido a la presencia pionera del padre Faure en Guadalajara, que atrajo a educadores de México y de otros países.

Language: English, Portuguese

DOI: 10.14393/che-v21-2022-114

ISSN: 1982-7806

Language: Japanese

ISSN: 0913-4220

Language: English

Language: English

Language: English

Abstract/Notes: Abstract Aim. Montessori activities were implemented in nursing care of older adults in the home environment with the aim of creating meaningful, inclusive, and failure-free daily activities that improve their quality of life. Material and methods. In-depth comparative case studies with exploratory methods were used based on structured interviews and observation of four purposely selected older adults with and without dementia in the home environment. The data was collected using the Montessori methodology, which was divided into five phases. Results. Diff erent types of activities and roles were developed based on the individual’s abilities and interests. The participants felt more independent and self-confident in the performance of planned activities and satisfied that they are busy during the day and engaged in activities that contribute to their better mobility and health. Conclusions. Implemented activities can facilitate the inclusion of older adults in the daily routine of family life, increase the quality of life and the possibility of self-care in the home environment.

Language: English

DOI: 10.2478/pielxxiw-2023-0038

ISSN: 2450-646X

Abstract/Notes: Montessori-based Activity Programming (MAP) was adapted for Veterans Affairs (VA) Community Living Centers (CLCs) and aims to increase independence and meaningful engagement in residents with cognitive impairment. The Montessori model prioritizes offering choice, knowing and harnessing a resident’s abilities, and enabling them to carry out purposeful roles and activities. Any perceived deficit in cognitive functioning is “circumvented” by preparing the environment to support maximum independence. The implementation of MAP-VA in VA Western NY CLC involved 3 lodges, 52 staff, 16 champions, and 65 CLC residents. Standardized implementation measures demonstrated improvements over six months in five domains assessing development of a resident-directed community. Hypothesized outcomes included improved national percentile quality improvement (QI) rankings related to psychological symptoms and medications (e.g., depressive symptoms and use of antipsychotic/antianxiety medications) and physical functioning (e.g., less falls and ability to move independently). Scores six months prior to the implementation of MAP-VA (April, 2018 to September, 2018) were compared with scores during six months of implementation post training (November, 2018 to March, 2019). Compared to pre-intervention QI measures related to psychological symptoms, a clinically meaningful trajectory of symptom decrease was observed with rankings during implementation (e.g., depressive symptoms, amount of antipsychotic medications). Likewise, compared to pre-intervention QI rankings regarding physical functioning, post-training rankings showed a trajectory of improvement (e.g., help with ADLs, ability to move independently). Implementation of the MAP-VA intervention demonstrates preliminary evidence for improvement in QI measures related to psychological symptoms and physical functioning. Implications for QI efforts in VA CLCs will be presented.

Language: English

DOI: 10.1093/geroni/igz038.3448

ISSN: 2399-5300

Abstract/Notes: [...]Montessori prescribed it. A prepared adult allows children to practice essential executive functions and self-regulation skills like working memory, mental flexibility, and self-control. According to the Harvard University Center on the Developing Child, opportunities to develop these skills have lifelong benefits to the child. According to a study in the Journal cf Child and Family Studies (2012), factors like income and parent education levels did not have a significant impact on children's self-regulation skills.

Language: English

ISSN: 1054-0040

Language: English