Abstract/Notes: In an effort to improve the quality of education received by the nation’s children, research has been conducted to identify factors that contribute to student success. Research indicates that teacher training and credentials are related to higher student achievement. This paper explores the literature regarding teacher effectiveness and then compares practices of effective teachers with the training received by Montessori teachers. The results were used to identify a gap in the teacher-training program. This information was substantiated by data collected using an online survey. The survey also measured the percent of Delaware Montessori teachers who have their state teaching certification as well as their interest in a potential Montessori teacher education graduate program. With this information, a school-university graduate partnership was designed. The graduate program would result in educators becoming dual certified, both Montessori certified and state licensed and certified. This executive position paper advocates for the establishment of a school-university partnership between the Delaware Institute for Montessori Education (DIME) and the College of Education at Wilmington University for the purposes of creating a pathway to a graduate degree and dual certification for qualified Montessori educators.
Ashley Mushamba
(Author)
, Sonya Franklin Burney
(Author)
, Jacqueline Kent
(Author)
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Abstract/Notes: This mixed methods study examined the impact of School Y’s Montessori approach on their students’ academic achievement, perceptions of executive functioning skills, and the school’s culture. The purpose of this study was to determine the impact of length of enrollment on academic achievement in a Montessori upper elementary and middle school classroom. Administrator, parent, student, and teacher perceptions of the impact of School Y’s Montessori approach on students’ executive functioning were examined. The stakeholders’ perceptions of School Y’s culture were also identified. There were three main findings of the study: 1) there was no statistically significant relationship between the number of years students have been enrolled and their academic scores on both the Stanford Achievement Test and the OLSAT, 2) executive functioning skills were attributed to student success, and 3) cultural practices included individual instruction, mastery, real-life learning, positive discipline, peace education, a strong sense of community, parent education and support, mindfulness in the classroom, and an emphasis on environment. Additional findings showed the NCE results of both the Stanford and the OLSAT were above grade level expectations across all grade levels and subjects. These results could be an indication that the Montessori approach used by School Y was preparing the students for success in the subjects assessed. The findings were inconclusive because there was no statistically significant relationship between the number of years students have been enrolled and their academic scores on both the Stanford Achievement Test and the OLSAT. However, their results were above grade level expectations across all grade levels and subjects.
Language: English
Published: Nashville, Tennessee, 2017
Doctoral Dissertation (Ed.D.)
Strategies to Support Classroom Integration Among New Elementary Montessori Students: Qualitative Case Study
Abstract/Notes: Elementary students transferring from traditional education classrooms to a Montessori school lack executive function skills (EFS) and struggle with academic performance and disrupt classes. The specific problem is the lack of strategies and support from school administrators to address an overwhelming number of new elementary Montessori students needing EFS improvement. The purpose of this qualitative exploratory case study was to explore teachers' and school administrators' perceptions of strategies to support teachers regarding EFS development among new Montessori students in grades first through sixth in a single Southwestern Montessori school. The theoretical framework was primarily Vygotsky's social constructionism. The research question involved: What are teachers' and school administrators' perceptions regarding strategies used to support teachers in developing EFS among new Montessori students in grades first through sixth in a Southwestern Montessori school? The sample included four administrators, eight classroom teachers, and four student support teachers. Individual semi-structured interviews were conducted, and 2 focus groups were employed: 1 for administrators, and a separate 1 for teachers/support personnel. Findings indicated the need for improved vetting of potential students during the admission process, additional classroom resources, and improvements to the parental education module. Future research is needed to explore the potential for an issue-based strategic planning model to foster collaboration between school administration and teachers.
Language: English
Published: Phoenix, Arizona, 2023
Conference Paper
Islamic Religious Education in Montessori Preschool
International Graduate Conference in Islam and Interdisciplinary Studies (IGCIIS)
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Abstract/Notes: This research is based on the importance of developing Islamic Montessori model for religious education learning in Montessori Preschool. The aim of this research is to analyze Islamic religious Education in Montessori Preschool. This article is a preliminary research and development study that orch
Language: English
Published: Matarma, Lombok, Indonesia (Oct 19-20, 2022):
EAI,
May 26, 2023
Publication: International Journal of Early Childhood Community Learning,
vol. 1, no. 1
Date: 2023
Pages: 4-8
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Abstract/Notes: Montessori is a teacher's method in facilitating students to explore their abilities and environment. Children are given the freedom to recognize their respective potentials by practicing at will and promoting independence in learning. The purpose of this study was to determine the application of learning with the Montessori Method in TK IT Cendikia and to find out the things supporting and inhibiting the Montessori method. The research method uses descriptive qualitative data collection through interviews, observation and documentation. The results of the study indicate that the implementation of the Montessori method in TK IT Cendikia has been carried out properly starting from planning with the design of the Daily Program (RPPH), Weekly Program (RPPM), Semester Program (PROMES) and Annual Program (PROTA), implementation of learning using the Montesssori method. , and evaluation of learning. The implementation of the Montessori method in Cendikia IT Kindergarten shows a fairly good implementation which is marked by the development of cognitive, affective, and psychomotor aspects of children
Language: English
Article
✓ Peer Reviewed
Psychology within Montessori pedagogy – theory and practice
Abstract/Notes: In this paper titled Psychology within Montessori pedagogy – theory and practice the authors elaborate a current topic of access to upbringing and education, a theme that encompasses both psychology and pedagogy. Based on her experience as an assistant professor on the subject Educational anthropology and her experience as a pedagogue at a private preschool, which follows a Montessori approach, author Topic provides a theoretical approach to upbringing and education in the educational sector in the city of Mostar. Despite it being a review of a single city, the patterns and behaviors observed can be found in any other place or a city.By nurturing an individual approach to each child and taking into account their needs, children are encouraged to study by themselves, therefore allowing and supporting them to develop self confidence and self actualization. The example given is taken from a kindergarten provides an overview of practices which encourage the child towards healthy growth and development into a confident young people who will be able to form and make good choices in life.Through practical psychology, author Colak, provides us with an answer to the question why is all that important. Through her experiences in work with young people who suffer from consequences of, among other things, an inadequate approach to upbringing and education in their younger age.And to answer why this is important, psychology might have some cues. Author Čolak from her work experience with young people at Psychiatry Clinic in Mostar considers consequences that (according to literature, theory and practice) have some causes in upbringing approach at an earlier age and which behaviors were/are reinforced through evaluation systems and early messages from adults. Working with young people, author Čolak presents case study of female student with extremely low self-esteem and extremely high perfectionism in cognitive-behavioral therapy process. We discuss how and why those are so immensely pathologically connected. Some risk factors (following bio-psycho-social model of illness/wellness) are connected with psychological and social context. Thus, by educating parents and educators so we may have chance to improve mental health of children and later adults.As a conclusion, co-operation and multidisciplinary approach is suggested. Education, psychotherapy and prevention have much in common. Montessori approach is not the only one which deals with it, but in its foundations holds the bases to help us to react in time, both as a profession and as humans too. / W artykule niniejszym autorki odnoszą się do aktualnego problemu dostępu do wychowania i kształcenia, obejmującego zarówno psychologię, jak i pedagogikę. Opierając się na swoim doświadczeniu w zakresie antropologii edukacyjnej oraz jako pedagoga w prywatnym przedszkolu pracującym w oparciu o podejście M. Montessori, Kristina Topić zapewnia teoretyczne podejście do wychowania i edukacji w sektorze edukacyjnym w Mostarze (Bośnia i Hercegowina). Pomimo tego, że tekst dotyczy jednego miasta, zaobserwowane wzorce i zachowania można znaleźć w każdym innym miejscu. Pielęgnując indywidualne podejście do każdego dziecka i biorąc pod uwagę jego potrzeby, zachęca się je do samodzielnego uczenia się, umożliwiając i wspierając w rozwijaniu pewności siebie i samorealizacji. Podany przykład, pochodzący z przedszkola, zawiera przegląd praktyk, które zachęcają dziecko do prawidłowego rozwoju, aby stać się ludźmi, którzy będą w stanie tworzyć i dokonywać dobrych wyborów w życiu. Poprzez psychologię praktyczną, Iva Čolak, formułuje odpowiedź na pytanie, dlaczego wskazane wyżej praktyki są tak ważne. Poprzez swoje doświadczenia w pracy z młodymi ludźmi, którzy cierpią z powodu popełnianych błędów w wychowaniu i kształceniu. W celu odpowiedzi, dlaczego indywidualizacja podejścia, samodzielność w uczeniu się i wspieranie w rozwoju są ważne, psychologia może dostarczyć pewnych interpretacji. Iva Čolak z perspektywy swojego doświadczenia w pracy z młodzieżą w Klinice Psychiatrii w Mostarze rozważa konsekwencje, które (zgodnie z teorią i praktyką) mają pewne przyczyny w podejściu do wychowania młodych ludzi oraz w zachowaniach, które zostały (bądź są) wzmacniane poprzez systemy oceniania i wczesne informacje zwrotne od dorosłych. Pracując z młodzieżą, przedstawia ona case study studentki o skrajnie niskiej samoocenie i niezwykle wysokim perfekcjonizmie będących przedmiotem terapii poznawczo-behawioralnej. Omówione zostało, jak i dlaczego te zjawiska są powiązane. Niektóre czynniki ryzyka (zgodnie z biopsychospołecznym modelem choroby / dobrego samopoczucia) są powiązane z kontekstem psychologicznym i społecznym. W ten sposób, poprzez edukację rodziców i wychowawców, możemy mieć szansę na poprawę zdrowia psychicznego dzieci i dorosłych. Podsumowując, Autorki sugerują współpracę i interdyscyplinarne podejście. Edukacja, psychoterapia i profilaktyka mają ze sobą wiele wspólnego. Podejście Montessori nie jest jedynym, które zajmuje się relacjami między tymi pojęciami, ale w jego fundamentach znajdują się podstawy, które pomagają reagować na czas.
Language: English
ISSN: 2545-3041
Article
The relationship between spatial form of interior learning space and children behavior
Abstract/Notes: Schools as a microsystem are a critical part of a child’s life at every stage of development. School building research demonstrates that attributes of the facility are linked to critical student outcomes (Maxwell, 2018a). Kindergarten space is one of the key interiors where children spend most of their time out of their homes. Children need a physical environment presenting rich opportunities where they can discover experiences, and stimulate their senses (Yalçın, 2017). This research is generated from the question for the interior design of the earning environment affects the children’s development. To be more precise, which elements affect children’s cognitive development. The theories that dealt with this idea clarified disconnected analysis which produces a knowledge gap. The problem statement of the research is represented by the lack of knowledge that is concerned with the effect of spatial forms in the learning environment on cognitive development. The study came up of researching the characteristics and role of spatial form, including identifying key factors from spatial forms and their visual perception, in creating the physical environment of classroom interior space in-depth to analyze its influence on childrchildren’stive development from 3 to 5 years ago. Document analysis has been applied as the main method of this study. from seven preschools (three Montessori preschools, one Reggio Emilia preschool, one Pikler preschool, and others (Audrey Migliani, 2020, 2021). The designs will be analyzed and summarized to analyze spatial forms which are selected by architects and designers in designing preschool spaces as well as their influences on children’s behavior. Finally, the result of this study could provide educators and designers with significant insight to design priorities of the physical classroom environment of early children space.
Abstract/Notes: The subject of the article is the role of nature in learning as an essential part of the Montessori Philosophy in early childhood education. This article highlights the use of nature-based activities within Montessori’s pedagogical perspective for including content about the natural world in early childhood settings. In this paper, it is aimed to increase the awareness of learning through nature on child development and to disseminate nature-based practices used in line with the Montessori approach in preschools. Firstly, the role of nature as an educational tool is described, followed by an understanding of nature pedagogy and its educational value according to Maria Montessori. Additionally, the article reviews the implementation of nature-based learning activities as an integral part of the educational work in Montessori schools. In this educational stream, nature-related work stands as the main methodical means for early childhood education and supporting the development of children. Nature in itself serves as a kind of special resonance and restorative effect that can help children understand the world and impart meaning to their lives. Subsequently, recommendations for nature-based practices that can be applied in preschools were presented in light of the Montessori philosophy. Article visualizations:
Abstract/Notes: Little humans have great potential, develop optimally by involving teachers, parents and children. Teachers and parents contribute to early childhood education (PAUD) services applying various lessons and curricula according to their basis. In this study, it examines the idea of existentialism according to Maria Montessori in Early Childhood Education. This study used a library research method which refers to the data sources on Montessori existentialism in early childhood education. Research is empirical and theoretical by examining theories on objects and phenomena that are the focus of research from rational expressions of ideas. The results of the study describe the thoughts of children that have an impact on the training of daily life skills, sensory training, and children's language development. then in the concept of PAUD existentialism according to Maria Montessori emphasizes learning and curriculum through children's experiences that naturally involve the roles of teachers, students, and parents. The impact of Montessori existentialist thinking is respect for the child, the mind that absorbs the child, and the environment that is ready. This has an impact on the substance of Montessori-based existentialism.
Language: Indonesian
ISSN: 2985-3915
Article
Achieving Inclusive Education in Early Childhood: From the Viewpoint of an Affinity Between Inclusive Education and Montessori Education
Münchener Funktionelle Entwicklungsdiagnostik als Basis der Münchner Entwicklungstherapie [Munich functional developmental diagnostics as the basis of Munich developmental therapy]
Reglindis Schamberger
(Author)
, Theodor Hellbrügge
(Editor)
, Mario M. Montessori
(Editor)
Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]
Stimulating the Development of Rhythmic Abilities in Preschool Children in Montessori Kindergartens with Music-Movement Activities: A Quasi-Experimental Study
Abstract/Notes: This article examines the effects of Montessori music-movement activities on the development of the rhythmic abilities of 59 children from Montessori preschools, aged between 3 and 6 years. Children were deployed into two experimental groups (EG 1 (n = 20) & EG 2 (n = 22)) and a control group (CG) (n = 17). Our intervention consisted of introducing 15 to 20 min of unstructured movement time, either accompanied by a piano (EG 1) or recording (EG 2), three times a week for four months, whereas the control group carried on the usual Montessori program. We used a quasi-experimental nonequivalent groups design with pretest–posttest. Three tests for measuring rhythmic abilities were used: auditory discrimination of the rhythmic patterns, imitation of spoken rhythmic phrases, and determining the synchronization of movement with the rhythm of the music. The interventions had a positive effect on the development of the rhythmic abilities of children included in the study. The most significant effect was noticed in EG 1, while no effect of non-activity was detected in the control group.
Abstract/Notes: Today, the documentation of children's education and development is an important part of educational work in early childhood education. This book systematises the topic of pedagogical documentation based on current empirical research. The book analyses different pedagogical reasons for documentation and then presents and discusses different procedures of pedagogical documentation in theory and empirical practice : Portfolio, Learning Stories, pedagogical documentation in the room, project documentation and digital pedagogical documentation. Pedagogical documentation is discussed in the tension between a social constructivist understanding of education on the one hand and a diagnostic logic of fostering on the other. The book is intended as a part of pedagogically oriented childhood research, which also wants to contribute to the reflection and improvement of pedagogical practice.
A Developmental Approach to Interpersonal and Moral Awareness in Young Children: Some Theoretical and Educational Implications of Levels of Social Perspective Taking
Robert L. Selman
(Author)
Publication: American Montessori Society Bulletin,
vol. 14, no. 2
Date: 1976
Pages: 1-15
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Language: English
ISSN: 0277-9064
Doctoral Dissertation
The Development of Autonomy in Children: An Examination of the Montessori Educational Model
Abstract/Notes: This descriptive study examined the nature and degree of autonomous behavior among Montessori elementary students. A further aim of the study was to elucidate those elements of the Montessori educational model which may affect the development of autonomy.
The study employed direct observation and comparative analysis to examine the actual classroom experience of Montessori elementary students and traditional elementary students. Thirty third-year students from two accredited Montessori schools and thirty third-grade students from two public schools were included in the sample. The research hypothesis stated that the nature and degree of autonomous behavior was expected to differ between the two groups.
The first stage of the investigation involved ethnographic observations of classroom environments, focusing upon physical space and furnishings, materials, procedures, social interactions, and the role of the teacher. The second stage of the study compared classroom behaviors of the student groups as recorded by independent observers using the Classroom Autonomous Behavior Checklist.
The results of the ethnographic observations demonstrated clear distinctions between the Montessori and traditional classroom environments in all five elements examined. Results of the observations of student behavior indicated that the Montessori students demonstrated significantly higher levels of independence, initiative, and self-regulation, the three constructs used to define autonomy. The nature of autonomous behavior also differed between the two groups with Montessori students initiating more social interaction and employing a more varied approach to task completion and problem solving.
The results of this study confirm the effectiveness of the Montessori method in assisting the development of autonomy among children. As such, this research makes an important contribution toward evaluation of the Montessori model and the validity of its methods. For educators concerned about the lack of motivation and initiative among students in our schools, this study highlights the role of education in the development of autonomy and suggests important considerations in restructuring our educational system to address those concerns.
