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Article
Friendship Across Boundaries
Available from: ProQuest
Publication: Montessori Life, vol. 18, no. 4
Date: 2006
Pages: 50
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Language: English
ISSN: 1054-0040
Article
Operation Cross-Pollination: Perspectives on Dialog with Other Educators
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 10, no. 1
Date: Fall 1997
Pages: 1
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Language: English
ISSN: 1071-6246
Book
Kosmische Erziehung in der Montessori-Pädagogik. Ist die Erde gross?
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Language: German
Published: Aachen, Germany: Montessori-Vereinigung, 2001
Series: Kosmische Erziehung in der Montessori-Pädagogik , 1
Book Section
Mit der Bibel gross werden! "Die Bibel für alle im Haus" - Kriterien für die Auswahl einer Kinderbibel
Book Title: Kinder in Not: Chancen und Hilfen der Montessori-Pädagogik
Pages: 148-157
Montessori method of education
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Language: German
Published: Münster, Germany: Lit, 2009
ISBN: 978-3-643-10387-1 3-643-10387-5
Series: Impulse der Reformpädagogik , 26
Article
Divergent and Convergent Thinking Across the Schoolyears: A Dynamic Perspective on Creativity Development
Available from: Wiley Online Library
Publication: The Journal of Creative Behavior, vol. 57, no. 2
Date: Jun 2023
Pages: 186-198
Child development, Comparative education, Creative thinking in children
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Abstract/Notes: Creative thinking is critical to overcome many daily life situations. As such, there has been a growing interest on how creative thinking develops during childhood. However, little is known about the underlying mechanisms driving its development. Indeed, almost all research has focused on divergent thinking, leaving aside convergent thinking, and did not thoroughly investigate how internal and/or external factors influence their development. Here, 222 children aged from 4 to 12 years old attending either a Montessori or a traditional school performed drawing-based convergent and divergent standardized tasks. In addition, a subset of 41 children were tested using similar tasks for a second session 3 years apart. The results revealed dynamic developmental stages of convergent and divergent thinking. More specifically, a loss of divergent thinking was counterbalanced by a gain of convergent thinking, especially during the fourth-grade slump (8–10 years old). Although Montessori-schooled children showed overall higher creative abilities than traditionally schooled children, no differences were observed in the developmental trajectories of convergent and divergent thinking between the two pedagogies. This suggests that progress and decrease in creative thinking may be mostly due to internal factors such as brain maturation factors than external factors such as peer pressure.
Language: English
DOI: 10.1002/jocb.569
ISSN: 2162-6057
Article
Longitudinal Corroboration of a Cross-Sectional Study of Development of Preschool Children with the Arrow-dot Test
Available from: SAGE Journals
Publication: Perceptual and Motor Skills, vol. 30, no. 1
Date: Feb 1970
Pages: 269-270
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Abstract/Notes: Children in a Montessori preschool were administered a series of tests at the beginning of the school year and retested on the same battery 8 mo. later, at the end of the school year. The children exhibited a mean gain of about 11 points on the Peabody Picture Vocabulary Test IQ. They also exhibited a decline in Impuisivity and an increase in Superego scores, on the average, as measured by the Arrow-Dot Test. These longitudinal results corroborate an earlier cross-sectional analysis; and, as these results follow a prediction from Freudian theory, give indication of construct validity for the test.
Language: English
DOI: 10.2466/pms.1970.30.1.269
ISSN: 1558-688X, 0031-5125
Article
Montessori, the White Cross and Trauma-Informed Practice: Lessons for Contemporary Education
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 8, no. 1
Date: 2022
Pages: 13-28
Montessori method of education, White Cross (Croce Bianca)
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Abstract/Notes: Childhood adversity and trauma are pervasive and have powerful, far-reaching consequences for health and well-being. Recent years have seen increased recognition of the need for trauma-informed practice, which aims to promote understanding, healing, and the prevention of retraumatization. Historical data show that the early Montessori schools were known internationally as healing schools, wherein children affected by adversity or trauma were apparently healed on a considerable scale. This study presents the findings from a documentary analysis of three primary sources, namely, Maria Montessori’s own original accounts, eyewitness accounts, and media reports pertaining to this healing aspect of the early Montessori schools. The findings demonstrate that, first, from the beginning of her career, Montessori worked with children who had experienced significant exposure to adversity or trauma, second, that her Montessori Method was shown to affect healing or recovery in these children, and third, that her long involvement with trauma-affected children directly led to her later attempts to set up an organization to be called the White Cross, which was to incorporate, among other things, a trauma-informed course for teacher–nurses. In this innovative approach to Montessori studies, we argue that Montessori was ahead of her time, that her work is even more relevant today in the context of adversity and trauma research, and that her methods, principles, and approaches may be harnessed and used in ways that promote trauma-informed practice in contemporary education settings.
Language: English
ISSN: 2378-3923
Article
Post-Foundational Thoughts About Learning in Different Registers: Decolonial, Cross-Cultural, and Montessorian
Available from: Wiley Online Library
Publication: Curriculum Inquiry, vol. 36, no. 1
Date: 2006
Pages: 5–13
Article
Contested Childhoods Across Borders and Boundaries: Insights from Curriculum Provisions in Northern Ireland and the Irish Free State in the 1920s
Available from: Wiley Online Library
Publication: British Educational Research Journal, vol. 47, no. 4
Date: 2021
Pages: 1021-1038
Europe, Ireland, Maria Montessori - Biographic sources, Montessori method of education, Montessori schools, Northern Europe, Northern Ireland
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Abstract/Notes: Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and understanding regarding how children were understood, valued and treated at various times by particular societies. This article explores the conceptualisation of children and childhood in the 26-county Irish Free State (South) and the 6-county Northern Ireland (North) in the 1920s following the partition of Ireland, through the lens of educational documentation, primarily national primary school curricula. The focus on both jurisdictions is interesting in the context of partition, exploring the sometimes divergent and often convergent ways in which children were conceptualised across borders and boundaries. This article reveals, using Sorin and Galloway’s framework as a conceptual and analytical tool, that conceptualisations of children were broadly similar in the North and South but differed in their focus and enactment in both fledgling states. These disparities are largely attributable to the very different political, social and religious orientations of both jurisdictions and the use of education as a vehicle for nation-building, as well as identity and gender formation. The article also explores alternative conceptualisations of children in education policy in the North and South by presenting case study ‘outliers’ of educational provision. A century since partition, conclusions and implications are noted that resonate with contemporary elements of convergence and divergence on educational policy and the conceptualisation of children across the island of Ireland.
Language: English
DOI: 10.1002/berj.3708
ISSN: 0141-1926, 1469-3518
Article
From AMS to NCME: [Crystal] Dahlmeier Move Is Evidence of Respect Across Organizations
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 17, no. 3
Date: Spring 2005
Pages: 20
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Language: English
ISSN: 1071-6246