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Article
A Beacon in East Harlem [East Harlem Children's Center Montessori School, New York]
Publication: AMS News, vol. 2, no. 1
Date: 1971
Pages: 2
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Language: English
ISSN: 0065-9444
Article
Children's Reading; The Montessori Method
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Jul 4, 1925
Pages: 287
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Language: English
ISSN: 0040-7887
Report
Behavior Patterns of Mildly Retarded Children in Open Classrooms
Children with disabilities, Developmentally disabled children, Inclusive education, People with disabilities
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Abstract/Notes: The classroom behavior and academic achievement of 32 educable retarded children (EMR) with a mean age of 11.24 years were studied in two types of open classrooms, graded and multi-age, and compared to that in a special education class. The three different instructional environments were found to generate characteristically different patterns of classroom behavior over a four-month interval as measured by time-sampling procedures. The results generally supported the assumption that open-space, integrated classrooms facilitate greater social interaction on the part of EMR students. The frequency of task-relevant behavior was higher in the special education class compared to that found in the two open classrooms. All three groups of EMR children made comparable gains in academic achievement. (Author)
Language: English
Published: Raleigh, North Carolina, 1973
Article
Supporting Sensory-Sensitive Children in a Sensory-Intensive World
Available from: ProQuest
Publication: Montessori Life, vol. 29, no. 1
Date: Spring 2017
Pages: 34-39
Children with disabilities, Inclusive education, Sensory disorders in children, Sensory integration dysfunction in children
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Abstract/Notes: For American children with educational challenges, the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (or DSM-5) (American Psychiatric Association, 2013), is critically important because inclusion of a disorder in the DSM-5 allows for treatment and support to be paid for by the child's public school district if it interferes with his or her educational achievement. Early parent observation of sensory differences is often a child's first reported sign of autism, occurring as early as 9-12 months of age (Murray-Slutsky & Paris, 2000; Baranek, 2002). * Sensory profiles can distinguish among children with autism, children with ADHD, and children without those diagnoses (Tomchek & Dunn, 2007; Yochman, Parush, & Ornoy, 2004). * Well-developed sensory integration has strong correlation with academic achievement and cognitive processing. Early detection and management of sensory challenges can tie to predicting later academic performance deficits (Parham, 1998; Koenig & Rudney, 2010). * In a review of studies examining links between SI and ADHD, sensory-motor abilities of children with ADHD were lower than those of a control group. Other literature examines connections with disorders ranging from fragile X syndrome, mood disorders, behavioral disorders, and nonverbal learning disabilities (NVLD) to physically based conditions, such as premature birth, prenatal drug exposure, cerebral palsy/spina bifida/ Down syndrome, language delay, and other learning disabilities, as well as environmentally caused deficits, including abuse, neglect, or trauma.
Language: English
ISSN: 1054-0040
Article
Effects of Traditional Versus Montessori Schooling on 4- to 15-Year Old Children's Performance Monitoring
Available from: Wiley Online Library
Publication: Mind, Brain, and Education, vol. 14, no. 2
Date: 2020
Pages: 167-175
Comparative education, Europe, Montessori method of education - Evaluation, Neuroscience, Switzerland, Western Europe
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Abstract/Notes: Through performance monitoring individuals detect and learn from unexpected outcomes, indexed by post-error slowing and post-error improvement in accuracy. Although performance monitoring is essential for academic learning and improves across childhood, its susceptibility to educational influences has not been studied. Here we compared performance monitoring on a flanker task in 234 children aged 4 through 15, from traditional or Montessori classrooms. While traditional classrooms emphasize that students learn from teachers' feedback, Montessori classrooms encourage students to work independently with materials specially designed to support learners discovering errors for themselves. We found that Montessori students paused longer post-error in early childhood and, by adolescence, were more likely to self-correct. We also found that a developmental shift from longer to shorter pauses post-error being associated with self-correction happened younger in the Montessori group. Our findings provide preliminary evidence that educational experience influences performance monitoring, with implications for neural development, learning, and pedagogy.
Language: English
DOI: 10.1111/mbe.12233
ISSN: 1751-228X
Article
The spontaneous intelligence of children
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1967, no. 1-2
Date: 1967
Pages: 9-12
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Language: English
ISSN: 0519-0959
Article
Forcing Children's Faculties; Dr. Montessori's Views
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Jun 23, 1923
Pages: 297
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Language: English
ISSN: 0040-7887
Article
Raundo tēburu 0 ~ 3-saiji / ラウンド・テーブル 0~3歳児 / A Nursery of Children from 0 to 3
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 39
Date: 2006
Pages: 127-131
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Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.
Language: Japanese
ISSN: 0913-4220
Book
The Joyful Child: Michael Olaf's Essential Montessori for Children from Birth to Three Years
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Abstract/Notes: This publication presents ideas and practical suggestions for caregivers of infants and toddlers from the Montessori Birth to Three Program and contains a catalog of recommended toys and materials for the home and child care setting. The topics discussed include parenting, the Montessori educational philosophy, child development during the first year, family life, toys, puzzles, music, language, art, plants and animals, culture, science and math, and the prepared environment. (KB)
Language: English
Published: Arcata, California: Michael Olaf Company, 1999
ISBN: 978-1-879264-05-2
Article
Past and Present: The Picture for Every Montessori Children's House
Publication: Montessori Today (London), vol. 1, no. 1
Date: Jan/Feb 1988
Pages: 5
Children's House (Casa dei Bambini), Maria Montessori - Writings, Montessori method of education - History
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Language: English
ISSN: 0952-8652