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Article
Effectiveness of Montessori Sensorial Training Program for Children with Mild Intellectual Disabilities in Pakistan: A Randomized Control Trial
Available from: Taylor and Francis Online
Publication: International Journal of Disability, Development and Education, vol. 71, no. 1
Date: 2024
Pages: 13-23
Asia, Children with disabilities, Developmentally disabled children, Pakistan, Sensorial education, Sensorial materials, South Asia
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Abstract/Notes: Intellectual disability is a serious lifelong disability that places heavy demands on society and the health system. The study was designed to determine the extent to which the intellectually challenged children are capable of improving their cognitive abilities as well as adaptive functioning through the Montessori Sensorial Training program when introduced in a different setting (i.e. special education school system). With randomised control trial (RCT) of pre-and post-testing, 30 children with mild intellectual disabilities were randomly allocated to Montessori Sensorial Training intervention condition (n = 15) and waitlist control condition (n = 15). The intervention group showed significant improvement in cognitive abilities (i.e. classification, seriation, recognition, ordination, and visual and auditory discrimination) as compared to the control group at post-assessment. Children who received training also showed improvement in communication and self-care domain as compared to the control group. This study provides evidence that Montessori Sensorial Training is not only effective for children going to mainstream schools but also for children with intellectual disabilities. Despite some limitations, the results of the study are encouraging and suggesting that Montessori Sensorial Training is an effective intervention to facilitate self-based learning, independence, and decision-making skills in children with mild intellectual disabilities.
Language: English
DOI: 10.1080/1034912X.2021.2016657
ISSN: 1034-912X
Article
NCME Announces New Affiliates for Teacher Training Programs: San Antonio, Texas; Amarillo, Texas; Condado, Puerto Rico
Publication: The National Montessori Reporter, vol. 3, no. 1
Date: Feb 1979
Pages: 1, 3–4
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Language: English
Article
NZ Research: School Soon a Letdown for Five-Year-Olds
Publication: Montessori NewZ, vol. 15
Date: Sep 1999
Pages: 9
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Language: English
Bachelor's Thesis
Program for a Montessori School
Available from: Texas Tech University
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Abstract/Notes: A school embracing the Montessori method was chosen for my thesis after seeing and feeling the need for a higher, more meaningful method of learning. The principles and goals involved in the Montessori method could be more fully realized if complimented and nourished by a structure designed specifically for and with a deep understanding of the environment that is essential to the learning process. Available from: Proquest Dissertations and Theses
Language: English
Published: Lubbock, Texas, 1969
Article
Montessori Explained: The Ground Rules for Freedom
Publication: Montessori Courier, vol. 4, no. 4
Date: Oct 1992
Pages: 28–30
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Language: English
ISSN: 0959-4108
Article
'Itard and Seguin - Forerunners of Montessori' Dr. Harlan Lane [Invitation to AMS Teachers' Section Luncheon]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 7, no. 1
Date: Winter 1980
Pages: 5
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Language: English
ISSN: 0010-700X
Article
ACE Coalition Intensifies Action for Educational Choice
Publication: Montessori Observer, vol. 16, no. 1
Date: Mar 1995
Pages: 4
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Language: English
ISSN: 0889-5643
Article
AMI/USA Task Force Recommends Changes
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 3, no. 3
Date: Spring 1991
Pages: 26
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Language: English
ISSN: 1071-6246
Book
Montessori for the millennium: Practical Guidance on the Teaching and Education of Children of All Ages, Based on a Rediscovery of the True Principles and Vision of Maria Montessori
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Language: English
Published: Mahwah, New Jersey: Lawrence Erlbaum Associates, 1998
ISBN: 0-8058-3136-3
Article
A Formação Inicial do Pedagogo e o Pibid: Experiências Formativas com o Método Montessori na Educação Infantil e com Alfabetização nos Anos Iniciais do Ensino Fundamental [The Initial Education of the Pedagogue and the Pibid: Formative Experiences with the Montessori Method in Early Childhood Education and with Literacy in the Early Years of Elementary School]
Available from: Universidade Estadual do Oeste do Paraná
Publication: Temas & Matizes, vol. 15, no. 26
Date: 2021
Pages: 320-339
Early childhood care and education, Early childhood education, Elementary schools, Literacy, Montessori method of education - Criticism, interpretation, etc., Montessori schools
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Abstract/Notes: A partir de uma experiência com o Programa Institucional de Bolsas de Iniciação à Docência (PIBID) no desenvolvimento de um dos subprojetos do curso de Pedagogia, da Universidade Estadual do Oeste do Paraná, campus de Francisco Beltrão, que tem atuado junto a este programa há seis anos, o objetivo deste artigo é analisar e discutir as contribuições do referido programa à formação inicial do pedagogo. Para isso, tomamos como referência o processo formativo de um grupo de acadêmicos que acompanhou e participou de atividades pedagógicas em um Centro Municipal de Educação Infantil (CMEI), onde tiveram contato com o método Montessori, e em duas escolas públicas em turmas de alfabetização nos anos iniciais do Ensino Fundamental. Para as análises e reflexões deste trabalho, temos como base nosso olhar de observadoras e coordenadoras do subprojeto que no decorrer do desenvolvimento de atividades semanais com o grupo nos permitiu acompanhar todo o processo formativo dos acadêmicos e ouvir seus relatos sobre suas vivências no programa, além, dos momentos de reflexões sobre a prática de ensino que aconteciam. Algumas constatações sinalizam para o quanto é significativa a inserção dos acadêmicos nas instituições de ensino desde os primeiros anos de sua graduação, consolidando uma relação mais efetiva entre teoria e prática e potencializando experiências formativas mais amplas, ao mesmo tempo que constituindo a identidade de sua atuação profissional com a docência. [Based on an experience with the Institutional Scholarship Program for Teaching Initiation (PIBID) in the development of one of the subprojects of the Pedagogy course, at the State University of Western Paraná, Francisco Beltrão campus, which has been working with this program for six years, the objective of this article is to analyze and discuss the contributions of the referred program to the initial formation of the pedagogue. For this, we take as reference the training process of a group of academics who accompanied and participated in pedagogical activities at a Municipal Center for Early Childhood Education (CMEI), where they had contact with the Montessori method, and at two public schools in literacy classes in the early years of elementary school. For the analyzes and reflections of this work, we are based on our view as observers and coordinators of the subproject that, during the development of weekly activities with the group, allowed us to follow the entire training process of the academics and hear their reports about their experiences in the program, in addition to , of the moments of reflection on the teaching practice that took place. Some findings indicate how significant the insertion of academics in educational institutions is from the first years of their graduation, consolidating a more effective relationship between theory and practice and enhancing broader training experiences, while constituting the identity of their performance professional with teaching.]
Language: Portuguese
DOI: 10.48075/rtm.v15i26.26169
ISSN: 1981-4682