For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Learning Management with Montessori by Bringing the Trisikkhā Principles, Precepts, Concentration and Wisdom to Integrate in Learning Management
Available from: ASEAN Journal of Religious and Cultural Research
Publication: ASEAN Journal of Religious and Cultural Research, vol. 6, no. 2
Date: 2023
Pages: 10-14
Asia, Montessori method of education - Criticism, interpretation, etc., Southeast Asia, Thailand
See More
Abstract/Notes: This academic article reflects the thoughts from attending the workshop, promotion of learning management based on the Montessori concept uses writing from real experience in the practice as an observer from the early childhood classroom and first-class classrooms that provides teaching with the Montessori concept. The results reflected the ideas from direct experiences from the workshop participants, showing that the atmosphere in the classroom arrangement was bulging good ventilation, beautiful colors, work, interior colors feel cool and comfortable. The room has a fan enough light shelf arrangement separated into media; beautiful, durable, beautiful colors arranged from top to bottom. Characters are clearly visible and durable. Teachers interact with children in order to allow children to concentrate on themselves. The role of the teacher is to be a mentor to guide the children towards achieving their goals. The students and the students’ joint activities to achieve common goals. The result of the observation made the children absorb the threefold principle, namely, the child had precepts indicating that the collection of things was organized, neat, not separating the workpiece, compassionate to help friends, concentration and mindfulness having determination to complete the work. Intellectually, children are knowledgeable, ppossessing the ability to think step by step, distinguish work pieces assemble words and be able to solve problems easily by yourself.
Language: English
ISSN: 2587-0017
Article
Integrating the Science of Reading with Montessori
Available from: Montessori Public
Publication: Montessori Public, vol. 7, no. 2
Date: Spring 2023
Pages: 6-7
See More
Language: English
Article
Give Me a Montessori Military School... with Daycare and Post-Graduate Options
Publication: School and College, vol. 33, no. 9
Date: 1994
Pages: 38
See More
Language: English
ISSN: 1045-3970
Book Section
Talking with Parents: Conferences and Communications
Available from: ERIC
Book Title: The Relevance of Montessori Today: Meeting Human Needs-Principles to Practice: Proceeding of the AMI/USA National Conference, Bellevue, Washington, July 25-26, 1996
Pages: 50-52
AMI/USA National Conference (Bellevue, Washington, 25-26 July 1996), Americas, North America, United States of America
See More
Language: English
Published: New York: American Montessori Internationale of the United States (AMI/USA), 1997
Article
Montessori Okullarında Mekânı Kavramlarla Okumak / Reading The Space With Concepts In Montessori Schools
Available from: DergiPark Akademik
Publication: Sanat ve Tasarım Dergisi (Anadolu Üniversitesi) / Journal of Art and Design (Anadolu University), vol. 10, no. 1
Date: 2020
Pages: 82-105
Architecture, Classroom environments, Design, Learning environments, Montessori method of education - Criticism, interpretation, etc.
See More
Abstract/Notes: Alternative education methods which occured as a reaction to the traditional education systems are approaches that are child centered and that focus on practical learning and accept each child as a unique individual. Montessori Method, one of the alternative education approaches, differs from other alternative education methods by being an approach giving maximum freedom to the child, reflects the education principles not only to the education method but also to the physical environment of the child, and advocates that the strongest relationship in education is established between the child and the environment. This study, in which the main principles of Montessori Method were determined via conceptual analysis, aims to examine the effects and reflections of generated concepts on space organization. For this purpose, five Montessori schools from different countries, designed by different architects in different years, which can be reached through visual, written, and drawn documents are discussed. / Geleneksel eğitim sistemine tepki olarak ortaya çıkan alternatif eğitim metotları, özgürlükçü, çocuk odaklı, deneysel öğretimi esas alan ve her çocuğu ayrı bir birey olarak kabul eden yaklaşımlar olarak dikkat çekmektedir. Bu alternatif eğitim yaklaşımlarından biri olan Montessori Metodu ise, çocuğa maksimum bağımsızlık veren, eğitim ilkelerini sadece eğitim yöntemine değil, çocuğun fiziksel çevresine de yansıtan ve eğitimdeki en güçlü ilişkinin çocuk ile ortam arasında kurulduğunu savunan bir yaklaşım olmasıyla diğer alternatif eğitim metotlarından ayrılmaktadır. Montessori Metodu’nun temel değerlerinin kavramsal analiz yoluyla belirlendiği çalışma kapsamında, oluşturulan kavramların mekân örgütlenmesi üzerindeki etkilerinin ve yansımalarının irdelenmesi hedeflenmiştir. Bu amaçla alanyazında yer alan, görsel, yazılı ve çizili belgelerine ulaşılabilen, farklı ülkelerde bulunan, farklı yıllarda ve mimarlar tarafından yapılmış olan beş adet Montessori okulu ele alınmıştır. Çalışmada elde edilen kavramların bu okullar üzerinden okuması yapılarak eğitim yöntemi ile eğitim mekânı arasında güçlü bir ilişkinin olduğu ortaya konulmuştur.
Language: Turkish
DOI: 10.20488/sanattasarim.830694
ISSN: 2146-9059
Article
Dealing with Diversity: Middle-Class Family Households and the Issue of 'Black' and 'White' Schools in Amsterdam
Available from: SAGE Journals
Publication: Urban Studies, vol. 50, no. 6
Date: May 2013
Pages: 1130-1147
Europe, Holland, Netherlands, School choice, Western Europe
See More
Abstract/Notes: The urban middle classes often celebrate the diversity of their neighbourhood. As soon as they have children, however, the desire to display symbolic capital may conflict with the need to reproduce cultural capital through the educational system. In the ethnically diverse Amsterdam schooling context, in which parents have free school choice and school access is not determined by fees, the socio-spatial strategies of school choice could be expected to differ from particularly the UK context. Based on in-depth interviews conducted with white middle-class parents in Amsterdam, this study argues that ethnic diversity is a major concern when they are seeing primary schools for their children, but that middle-class fractions have different socio-spatial strategies for managing it. It is argued that, despite differences in terms of housing market and school policies, the strategies of the Amsterdam middle classes are very similar to other contexts, suggesting homologies of class between national contexts.
Language: English
ISSN: 0042-0980
Article
Playing with Possibilities: Drama and Core French in the Montessori Elementary Classroom in British Columbia, Canada
Available from: University College - Cork, Ireland
Publication: Scenario: A Journal of Performative Teaching, Learning, Research, vol. 13, no. 1
Date: 2019
Pages: 1-20
Americas, Canada, Language acquisition, Montessori method of education, Montessori schools, North America
Article
Exploring South African preschool teachers’ roles and responsibilities with executive functions
Available from: AOSIS Publishing
Publication: South African Journal of Childhood Education, vol. 12, no. 1
Date: 2022
Pages: Article 1141 (9 pages)
Africa, Early childhood care and education, Executive function, Montessori method of education, Preschool education, South Africa, Southern Africa, Sub-Saharan Africa, Teachers
See More
Abstract/Notes: South African studies based on school readiness found that most children who commence formal schooling (from Grade 1) lack the basic skills needed to adapt within the learning environment – these include having challenges to follow instructions, work autonomously or focus on a task. The national guideline for teaching children between birth to 9 years does not specify how early childhood education programmes can facilitate or strengthen executive function (EF) skills through structured play. Structured play, can be understood as play activities that require guidance and instructions for completion. During the activities, the participants have to follow instructions in order to attain the outcome. Hence, there is a need to explore how EF skills can be developed through structured play. From our understanding, EF is an individual’s cognitive ability to regulate thoughts and actions needed to complete a task. Executive function skills assist learners to adjust and work effectively later (Grade 1) in a formal learning environment to perform academically. The study was conducted at preschool sites that follow different educational approaches. They are Montessori, National Curriculum Framework (NCF), Reggio Emilia and Independent Schools Association of Southern Africa (ISASA) preschools. The preschools are situated in affluent suburbs of Pretoria, Gauteng. In this article, learners refer to children aged 4 years in the Grade RRR class. A qualitative multiple case study design was utilised. We interacted with two teachers from four schools who followed different educational approaches. The data collection techniques included individual semi-structured interviews, lesson observation and document analysis, whilst photographs and field notes were taken when the teacher-participants interacted with learners during a planned learning experience. The generated data sets were inductively analysed and interpreted using the theoretical frameworks of sociocultural theory and metacognition. The interpreted data sets revealed that the preschool teacher-participants can facilitate EF using games, songs, movement exercises or racing competitions. The participants explained that indoor, outdoor and learning experiences facilitated EF skills such as self-regulation, working memory and cognitive flexibility during structured play. There is a need for preschool teachers to identify EF in the curriculum and know how to link and intentionally include the skills in daily learning experiences. This will ensure learners acquire EF and apply it in formal learning environments. The contribution to the body of scholarship is the development of guidelines for teachers to intentionally and explicitly develop EF skills using structured play. We confer that teachers play a role in enabling fun, engaging and hands-on activities that promote the acquisition of EF in the early years.
Language: English
ISSN: 2223-7682
Article
Self-Perceptions on Digital Competences for M-Learning and Education Sustainability: A Study with Teachers from Different Countries
Available from: Multidisciplinary Digital Publishing Institute (MDPI)
Publication: Sustainability, vol. 13, no. 1
Date: 2021
Pages: 343
See More
Abstract/Notes: The current international landscape shows that the most common alternative for the continuity of formative learning processes during the coronavirus pandemic has been the use the of e-learning to support children’s learning in environments outside of school. This forced change in teaching methods has consolidated the recognition that the digital skills of teachers are a relevant factor for the sustainability of education, both during the pandemic and in a future post-pandemic period or in other emergencies. In this sense, the objective of this study carried out between May and September 2020 was to determine the perceptions of 427 teachers from 15 countries about their digital competences in working with m-learning in primary education using a Montessori approach. The results of the questionnaire showed that teachers perceive their digital competences as inert and not very effective for innovation compared with the subsistence of traditional pedagogical practices, to deal with unpredictable situations or to generate differentiated adaptations for an inclusive education. The results of this study also serve as empirical support for establishing four training dimensions that can be considered priorities for the construction and implementation of a teacher training model that contributes to the sustainable development of education.
Language: English
DOI: 10.3390/su13010343
ISSN: 2071-1050
Article
Including Children with Mental Retardation in the Religious Community
Available from: SAGE Journals
Publication: Teaching Exceptional Children, vol. 33, no. 5
Date: May/Jun 2001
Pages: 52-58
See More
Abstract/Notes: This article describes practical strategies for promoting inclusion in religious programs. Strategies are provided for including children with mental disabilities, mild mental retardation, moderate mental retardation, and severe to profound mental retardation, and older students with mental retardation. Strategies are also provided for preparing peers and working with families.
Language: English
DOI: 10.1177/004005990103300508
ISSN: 0040-0599, 2163-5684