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Article
The Evidence Base for Improving School Outcomes by Addressing the Whole Child and by Addressing Skills and Attitudes, Not Just Content
Available from: Taylor and Francis Online
Publication: Early Education and Development, vol. 21, no. 5
Date: 2010
Pages: 780-793
Article
The Children's House: A Reflection of Our Attitudes
Publication: Montessori Today (London), vol. 1, no. 1
Date: Jan/Feb 1988
Pages: 11-13
Children's House (Casa dei Bambini), Montessori method of education - Criticism, interpretation, etc.
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Language: English
ISSN: 0952-8652
Article
Awareness Programs Help Change Attitudes Toward Disabled Peers
Publication: Montessori Life, vol. 9, no. 3
Date: 1997
Pages: 12–13
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Abstract/Notes: Includes children's book list
Language: English
ISSN: 1054-0040
Book Section
Problemi scolastici: studio del carattere e delle attitudini infantili [Scholastic problems: study of childhood character and attitudes]
Book Title: Convegno nazionale sull'educazione dell'infanzia: atti [National conference on childhood education: proceedings]
Pages: 122-135
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Language: Italian
Published: Roma, Italy: Ente Opera Montessori, 1953
Article
Fostering Positive Interethnic Attitudes in Young Children
Publication: Forza Vitale!, vol. 22, no. 2
Date: 2003
Pages: 15–19
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Language: English
Article
The Computer Gender Gap: Children's Attitudes, Performance, and Socialization
Publication: Montessori Life, vol. 7, no. 4
Date: 1995
Pages: 33–36
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Language: English
ISSN: 1054-0040
Master's Thesis (Action Research Report)
The Affects of Nature Based Learning on Children’s Eco-centric Attitudes
Available from: St. Catherine University
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Abstract/Notes: The purpose of this action research study was to discover if exposure to nature-based education would increase student’s eco-centric views of the environment. The intervention took place over a four week period at a private Montessori school in France. 11 students and their parents participated in the study. Students ranged in age from 2 to 3 years. Qualitative and quantitative data were both collected via a parent questionnaire, pre and post student surveys, daily observations, and a teacher reflection journal. Analysis of the data revealed that the more days a child participated in the nature-based lessons and activities, the more eco-centric development they achieved. Further research could be done during different seasons throughout the year as outdoor time was limited during the winter months. A similar study conducted over a longer period of time may also yield interesting results.
Language: English
Published: St. Paul, Minnesota, 2017
Conference Paper
Is There a Need for Handicraft in Preschool? Attitudes of Preschool Teachers and Parents on Including Handicraft Activities in the Regular Preschool Program
Available from: IATED Digital Library
INTED2020 14th International Technology, Education and Development Conference
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Abstract/Notes: Alternative educational concepts evolved in response to classical educational methods in which children are placed in a passive position and the transfer of knowledge is cultivated as a form of teaching. Models of alternative pedagogy (Montessori, Waldorf, Reggio, Agazzi) advocate developmentally appropriate practices which Bredekamp (1993) describes as a presence of different strategies, i.e., child-oriented behaviours of teachers and responding to the child's individual needs. In order to help each child to grow into a universal and competent individual from preschool age, it is necessary to encourage their imagination and creativity, as well as to acquire habits of cooperation and coexistence with other children. One of the activities which promote these desirable characteristics in children is handicraft. Many studies and findings in the area of neuroscience, multiple intelligences theories, and the aforementioned alternative pedagogical concepts emphasize the importance of handicraft and point out its benefits not only for children but for the entire community. However, such an approach to children's learning and activity is poorly represented in educational institutions. Therefore, the aim of the study was to examine the views of preschool teachers and parents on handicraft activities and its more frequent use in regular preschool programs. The survey was conducted by an anonymous questionnaire on a sample of 316 respondents, preschool teachers (N=141) and parents (N=175). The results of the study show that both preschool teachers and parents agree that certain elements of alternative concepts such as handicraft have a positive impact on the overall development of the child and that they are useful and practical life skills. They also agree that handicraft activities should be used in educational institutions to a greater extent. [Conference Name: 14th International Technology, Education and Development Conference; ISBN: 9788409179398; Place: Valencia, Spain]
Language: English
Published: Valencia, Spain: International Academy of Technology, Education and Development (IATED), 2020
Pages: 1511-1519
ISBN: 978-84-09-17939-8
Book Section
Educazione civica e attitudini professionali [Civic education and professional attitudes]
Book Title: L'orientamento professionale come educazione civica: atti del 5. Congresso nazionale Montessori, Messina, 19-21 settembre 1959 [Professional guidance as civic education: proceedings of the 5th Montessori National Congress, Messina, 19-21 September 1959]
Pages: 137-147
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Language: Italian
Published: Roma, Italy: Vita dell'infanzia, 1960
Doctoral Dissertation
Outside the Prepared Environment: How Montessori Teacher Training Influences Practitioner Attitudes to Technology
Available from: ERIC
Information and communications technology (ICT), Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Teachers - Attitudes, Teachers - Attitudes, Technology and children
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Abstract/Notes: This quantitative causal-comparative research study addresses the question of whether a teacher’s training background is related to a difference in their attitude toward educational technology. This study specifically targeted Montessori Early Childhood Educators during the COVID-19 pandemic and compared their scores on each of nine subscales on the Teacher Attitudes to Computers (TAC) and Teacher Attitudes to Technology (TAT) survey instruments. Participants were recruited from Montessori-specific Facebook groups and were grouped by their own training background, namely face-to-face, blended, and online. In the study, 214 participants took part of which 76 were trained face-to-face, 63 were trained in a blended format, and 64 were trained in an online format. Differences were analyzed using a one-way ANOVA between pairings of each of the three training backgrounds. Differences were found among each of the three groups in terms of their scores on each of the nine subscales of the TAC/TAT, with the widest gap between those who experienced face-to-face training and those who experienced online training. Further research is needed to gain more insight into the specific experiences of Montessori Early Childhood Educators in reference to their attitudes toward technology and their impact on practice during the COVID-19 pandemic and beyond.
Language: English
Published: Lakewood, Colorado, 2022