Language: English

Published: New York, New York: American Montessori Society, 1983

Language: English, Norwegian

Published: [Oslo, Norway]: Statens spesiallärerhögskole, 1982

Language: English

Published: Deventer, The Netherlands: Saxion Progressive Education University Press, 2022

Edition: 1st edition

ISBN: 978-94-92618-56-6

Abstract/Notes: This set of proceedings from the Association Montessori International (AMI/USA) 1996 conference contains the conference schedule and 20 presentations.

Language: English

Published: Washington, D.C.: American Montessori International of the United States (AMI/USA), 1997

Abstract/Notes: The Erasmus+ KA201 project PEARL “Emotional Empathic Proximal Learning-Educational Environment” (2018-1-IT02-KA201-048515) is a project that aims to develop and validate an educational model, innovative and replicable at an international level, aimed at the very first childhood, 0–6 years, which favors the growth of children through an empathic and emotional proximal learning educational environment based on group activities. With PEARL Education Model, it is aimed to develop an emotional, emphatic and proximal learning environment. In this article, The PEARL Education Model, its features and experimental design of the project is introduced. To get more information about the project, visit: https://pearl-project.org/ webpage.

Language: English

Published: Ankara, Turkey, 2021

Abstract/Notes: Paper presented at the 2nd Montessori Study Conference, Washington, D.C., July 1966.

Language: English

Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1970

Abstract/Notes: There is very little research about children with Autism in Montessori early childhood education in Aotearoa New Zealand. This study examined parents’ and teachers’ perspectives of children with Autism attending Montessori early childhood education environments. This thesis documents literature that explores and critiques Montessori philosophy and the teaching of children on the Autism spectrum. The purpose of this study was to gain insights into the Montessori teaching approach in early childhood education, as a supportive environment for children with Autism in the early years. However, I discovered that the Montessori environment is less than ideal if the teachers do not understand Autism Spectrum Disorder and do not make allowances for the symptoms that present themselves. It was my intention to explore the factors that complemented both Montessori and the support of children with Autism with an approach that is conducive to learning and encourages positive behavioural patterns. The findings revealed three main indicators being identified as important. These were social competence, language and communication, and individual interests and sensory implications. However, not all findings were positive. The parents all agreed that the teachers needed to be flexible and understanding in their approach, and many Montessori teachers are strict in their routine and are not prepared to sway from their teaching method to assist a child with Autism. This study suggests that Montessori early childhood teachers would benefit from professional development in the areas of including children with special needs, particularly Autism Spectrum Disorder, particularly in regards to understanding the unique characteristics of children with Autism and how they can effectively use the Montessori philosophy, equipment and prepared environment to support each child’s learning and development. Suggestions for future professional learning for Montessori teachers include the provision of professional development in including children with “special needs”, particularly Autism Spectrum Disorder for Montessori early childhood teachers. It is not only the Montessori philosophy and the prepared environment that supports the child with Autism, but the teacher’s awareness of the child’s needs and a willingness to be flexible in their approach.

Language: English

Published: Auckland, New Zealand, 2015

Abstract/Notes: A systematic review of evidence for the efficacy of environment-based interventions on the affect, behavior, and performance of people with Alzheimer’s disease and related dementias was conducted as part of the American Occupational Therapy Association’s Evidence-Based Literature Review Project. Thirty-three reports met inclusion criteria. Results suggest that ambient music, aromatherapy, and Snoezelen® are modestly effective in reducing agitation but do not consistently have long-term effects. Visually complex environments that give the illusion of barriers deter people from wandering to unsafe places but do not reduce the urge to wander. Evidence that bright light therapy can aid in regulating mood and the sleep–wake cycle and thus help people remain awake during the day is preliminary. Montessori-based programming can be useful in matching activities to the person’s remaining skills. Further research is needed to evaluate the long-term effect, contraindications, and best dosages of these interventions.

Language: English

DOI: 10.5014/ajot.2011.002600

ISSN: 0272-9490, 1943-7676

Language: English

Language: English

ISSN: 1522-9734