Language: English

Language: English

ISSN: 1522-9734

Abstract/Notes: A look at the Montessori method of education, which encourages self-directed activity on the part of the child and clinical observation on the part of the teacher. Includes extensive footage of preschool and elementary-age children in the classrooms of Ruffing Montessori School. Originally produced for television in 1973.

Runtime: 30 minutes

Language: English

Published: Cleveland, Ohio, 1996?

Abstract/Notes: Seniors with dementia living in nursing homes are often faced with boredom and loneliness due to lack of meaningful engagement and personalized activities. We applied Montessori method to design an interactive table for elderly home residents and evaluated the design with four female residents and a nurse. This method offers a range of levelled interactions to meet the needs at different stages and cognitive decline levels of the residents with dementia. The table initiates interaction with an increasing level of complexity that magnifies the rewarding effects and social connectedness among the residents. The qualitative evaluation during a pilot study indicated that the interactions with the table reduced agitation of the elderly participants and increased the instances of positive social behaviours.

Language: English

Published: Dordrecht, The Netherlands: Springer, 2018

Pages: 49-58

DOI: 10.1007/978-3-319-73062-2_4

ISBN: 978-3-319-73061-5 978-3-319-73062-2

Language: English

ISSN: 1071-6246

Abstract/Notes: This applied dissertation was designed to understand the experience of participants as they engaged in a process of transforming attitudes about teaching and learning through participation in a Montessori teacher-training program with a blended design. Participants were surveyed regarding their previous experiences in education as both student and educator, previous experiences in Montessori education, and previous experiences with distance education programs. Research questions guiding the study:Particular aspects such as self-directed learning, facilitating relationships, and learning in social contexts have been known to be considered best practice in constructivist program design, but what is the phenomenological experience of adult participants as they grapple with transforming best practice in teaching and learning with their own pre-kindergarten to eighth-grade students? 2. How do individual participants perceive the blended program influenced a personal transformation of teaching and learning? How does the perceptual transformation compare to others? 3. How do administrators perceive the blended program influenced changes to the overall school culture as a result of faculty participation in the program? 4. How consistent are standards of best practice in constructivist settings with individual perceptual transformations and perceptions of changes to school culture as well as to interactions with students?A comparative design was carried out for the study. Participant and administrator questionnaires were analyzed for patterns and insights regarding descriptions of change experienced during a blended distance education (DE) course using constructivist methodology. A final analysis of the data revealed that participants had various experiences with traditional education as students and as educational professionals. Most participants reported a lack of confidence teaching within the traditional system and subsequent relief when learning the constructivist, Montessori pedagogy and methodology. One surprising finding was that some educators were predisposed to using constructivist principles in teaching before any formal training. Another significant finding was that adults were able to guide school-age students in becoming self-directed and autonomous as learners. A third finding was that there were specific advantages of a blended DE training program design that were not present in other models of DE or face-to-face teacher training.

Language: English

Published: Fort Lauderdale, Florida, 2013

Abstract/Notes: Aims. To investigate the efficacy of applying a Montessori intervention to improve the eating ability and nutritional status of residents with dementia in long-term care facilities. Background. An early intervention for eating difficulties in patients with dementia can give them a better chance of maintaining independence and reduce the risk of malnutrition. Methods. An experimental crossover design was employed. Twenty-nine residents were chosen from two dementia special care units in metropolitan Taipei. To avoid contamination between participants in units using both Montessori and control interventions, two dementia special care units were randomly assigned into Montessori intervention (I1) and routine activities (I2) sequence groups. A two-period crossover design was used, with 15 residents assigned to Montessori intervention sequence I (I1, I2) and 14 residents assigned to Montessori intervention sequence II (I2, I1). On each intervention day, residents were given their assigned intervention. Montessori intervention was provided in 30-min sessions once every day, three days per week, for eight weeks. There was a two-week washout period between each intervention. Results. There was a significant reduction in the Edinburgh Feeding Evaluation in Dementia score for the Montessori intervention period but not for the routine activities period, while the mean differences for the Eating Behavior Scale score, self-feeding frequency and self-feeding time were significantly higher than those of the routine activities period. Except for the Mini-Nutritional Assessment score post-test being significantly less than the pre-test for the routine activities period, no significant differences for any other variables were found for the routine activities period. Conclusion. This study confirms the efficacy of a Montessori intervention protocol on eating ability of residents with dementia. Adopting Montessori intervention protocols to maintain residents’ self-feeding ability in clinical practice is recommended. Relevance to clinical practice. Montessori-based activities could provide caregivers with an evidence-based nursing strategy to deal with eating difficulties of people with dementia.

Language: English

DOI: 10.1111/j.1365-2702.2011.03858.x

ISSN: 1365-2702

Language: English

Language: Italian

ISSN: 0042-7241

Abstract/Notes: Die hier ermöglichten Schaffensprozesse kombiniert mit dem kindlichen kreativen Potenzial sind die Basis für künstlerisch aktive Kinder. Bildnerisches Gestalten als wichtige kindliche Ausdrucksform, Unterstützung der feinmotorischen Koordination, Wecken von Experimentierfreude und Entdecken des eigenen Gefühls für Ästhetik sind Notwendigkeiten für die Kreativität. [The creative processes made possible here combined with the child's creative potential are the basis for artistically active children. Artistic design as an important form of expression for children, support for fine motor coordination, arousing the willingness to experiment and discovering one's own feeling for aesthetics are necessities for creativity.]

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2020

Edition: 2nd ed.

ISBN: 978-3-451-37828-7 3-451-37828-0

Series: Montessori-Praxis (Herder)