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Doctoral Dissertation (Ph.D.)
Self Concept, Emotional Intelligence, and Frustration of High School Children with Montessori and Traditional Method of Education Background
Available from: Shodhganga: Indian Theses
Asia, Comparative education, Emotional intelligence, India, Montessori method of education - Criticism, interpretation, etc., Self-esteem in children, South Asia
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Language: English
Published: Dharwad, India, 2017
Article
Montessori-Inspired Self-Care for Children: A Conversation with Naralys Sinanis
Publication: Tomorrow's Child, vol. 27, no. 4
Date: May 2021
Pages: 15-16
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Language: English
ISSN: 1071-6246
Article
Artistic Expression and the Unfolding Self: Expressive Adults, Expressive Children
Publication: NAMTA Journal, vol. 24, no. 3
Date: 1999
Pages: 5-18
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Discusses the role of Montessori education in developing lifelong skills for creativity. Considers self-expression the key to recovering human authenticity and spirit. Urges teachers and parents to develop this inner self in themselves and their children as a barrier against contemporary materialism, hurried life, and alienation caused by high-tech communications, suggesting a new definition of creativity. (JPB)
Language: English
ISSN: 1522-9734
Doctoral Dissertation
Knowledge and attitudes of Montessori teachers of young children as a context for guiding normalization and self-construction process
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The purpose of this study was (1) to investigate the degree of agreement between AMI trained Montessori teachers' knowledge and attitudes and Montessori's recommendations for guiding the process of normalization among young children and (2) to discover the reasons for differences from those recommendations. Normalization is the central process in the Montessori method. Except for a study by this investigator (Zener, 1993) guiding the process of normalization had not been researched since Montessori's work some forty-five to eighty-five years ago. Therefore, this investigation also provided current teacher experiences of guiding the process of normalization. One hundred sixty five Montessori teachers attending various regional and national conferences were surveyed with knowledge and attitude scales. Semi-structured interviews were conducted with 10% of the participants. Mean scale scores from 4.0 to 5.0 on a five degree Likert scale and a SD less than 1.0 were projected as satisfactory levels of agreement with Montessori's recommendations. Descriptive statistics were used to analyze the scales, and content analysis was used to analyze the interviews. T-tests and ANOVAS indicated that demographic variables were not significant to the results. The study concluded that AMI trained Montessori teachers reflected a satisfactory degree of agreement with the recommended knowledge and attitudes (M = 4.25, SD =.31 and M = 4.50, SD =.34 respectively). Knowledge and attitude correlated (p $<$.01). Reasons for differences among teachers' knowledge and attitudes about guiding the process included using other aspects of Montessori theory, disagreement with Montessori, difficulty in carrying out the theory in practice, misinterpretations of scale items, and misunderstandings about Montessori's recommendations for guiding the process of normalization. Implications for children, teachers, parents, school administration, and teacher education included validation of teachers for the high level of consistency in their reflections on guiding the process of normalization. Recommendations for future research included developing a more complete theoretical understanding of the process of normalization, particularly the importance of respecting children's spans of concentration.
Language: English
Published: College Park, Maryland, 1994
Article
Spaces for Children: Listing to Young Children about Their Early Childhood Environments
Publication: Montessori International, vol. 84
Date: Jul 2007
Pages: 16–17
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Language: English
ISSN: 1470-8647
Article
Children’s Preference for Real Activities: Even Stronger in the Montessori Children’s House
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 4, no. 2
Date: 2018
Pages: 1-9
Americas, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: In the United States, children are often given the opportunity to engage in pretend activities; many believe this kind of play benefits children’s development. Recent research has shown, though, that when children ages 4 to 6 are given a choice to do the pretend or the real version of 9 different activities, they would prefer the real one. The reasons children gave for preferring real activities often concerned their appreciation of the functionality; when children did prefer pretend activities, their reasons often cited being afraid of, not allowed to, or unable to do the real activity. Given that children in Montessori classrooms have more experience performing real, functional activities, in this study we asked if this preference for real activities is even stronger among children in Montessori schools. We also asked children to explain their preferences. The data are from 116 3- to 6-year-old children (M = 59.63 months, SD = 12.08 months; 68 female): 62 not in Montessori schools and 54 in Montessori schools. Children explained their preferences for pretendand real versions of 9 different activities. Children in Montessori schools preferred real activities even more than did children in other preschools, but all children explained their choices in similar ways. The implications of these results are discussed with regard to play in preschool classrooms.
Language: English
ISSN: 2378-3923
Article
Montessori Elementary Is Different: What Children Study, What Children Do
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 2
Date: Spring 2003
Pages: 8-10
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Language: English
ISSN: 1054-0040
Article
Peer Interactions During Storybook Reading on Children’s Knowledge Construction: An Experimental Study on K2 and K3 Children
Available from: Frontiers in Education
Publication: Frontiers in Education - Educational Psychology, vol. 9
Date: 2024
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Abstract/Notes: This study explored the effects of peer interactions on kindergarten children’s construction of conservation and conflict resolution knowledge during storybook reading. Previous studies have identified that peer interactions can support the meaning-making processes of children in social relationships and problem-solving, but little is known about whether the interaction with mixed-age or more competent peers is more important in supporting knowledge construction. Sixty-four younger children in K2 and older children in K3 with similar socioeconomic backgrounds were recruited from a Montessori kindergarten in Kunming, China. An experimental design was applied to explore age group and conserver dominance effects on conservation and conflict resolution. Children were assigned randomly to eight groups in three 30-to-40-minute intervention sessions. Each session had a different theme for the children to learn about conservation and conflict resolution concepts and a hands-on activity to practice and discuss. ANOVAs were performed to test group effects, while multiple regression analyses were conducted to explore individual variations in age and pre-test scores in predicting post-test scores. Conservation knowledge was significantly better among children who differed in age groups in the post-test, but differences were not found in conflict resolution knowledge. Groups balanced with equal conservers and non-conservers improved the best, suggesting that peer social interactions can facilitate conservation and conflict resolution construction. These results provide new insights for early childhood educators to support peer interactions and children’s development. Implications, limitations, and future research are discussed.
Language: English
DOI: 10.3389/feduc.2024.1253782
ISSN: 2504-284X
Article
Montessori Children Grow Up: Why I Was a Montessori Child and Why My Children Are Now
Publication: The National Montessori Reporter, vol. 28, no. 2
Date: 2004
Pages: 8–10
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Language: English
Article
Children in Space: Building with Children in Mind: An Architectural Perspective
Publication: Tomorrow's Child, vol. 1, no. 2
Date: Mar 1993
Pages: 3–6
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Language: English
ISSN: 1071-6246