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Article
Un Campement d'Enfants: La Nursery-School de Deptford [A Children's Camp: Deptford Nursery-School]
Available from: Bibliothèque Nationale de France (BNF) - Gallica
Publication: La Nouvelle éducation, no. 24
Date: Apr 1924
Pages: 32-35
England, Europe, Great Britain, Montessori materials, Northern Europe, United Kingdom
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Abstract/Notes: Includes a mention of the Montessori materials.
Language: French
ISSN: 2492-3524
Article
Dear AMI-EAA [Question about work conferences with children]
Publication: AMI Elementary Alumni Association Newsletter, vol. 28, no. 3
Date: 1996
Pages: 6
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Language: English
Article
It's OK to Be Uncool: Montessori Teachers and Parents Can Conspire for the Health of Children
Publication: Public School Montessorian, vol. 10, no. 4
Date: Summer 1998
Pages: 10
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Language: English
ISSN: 1071-6246
Master's Thesis
Background Music in a Montessori Classroom: Does Music Help Children Focus During the Work Cycle in an Early Childhood Montessori Classroom?
Available from: MINDS@UW River Falls
Classroom environments, Early childhood care and education, Learning environments, Montessori method of education, Music and children, Three-hour work cycle, Work periods
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Abstract/Notes: This action research project was created to study the different behaviors (focused and unfocused) that occurred when different types of music were played in the background of an early childhood Montessori classroom. The study took place at a private Montessori school located in the southeastern part of Wisconsin. There was a total of 26 children in the classroom which consisted of grades 3K through Kindergarten, with ages ranging between two and a half to six-years old. Over a six-week period, three different music conditions were implemented (two weeks at a time) into the background of the classroom environment; no music, classical music and Disney music. Focused and unfocused behaviors were observed and documented during each music condition. Quantitative and qualitative data collections were used and then analyzed to determine if music aids or deters a child’s focus. The results of the study showed that music does aid in helping a child focus during the work cycle of an early childhood Montessori classroom; specifically, the three-year olds showed the most increase in focused behavior when music played in the background. The effects of music on independent versus group work was also considered during this action research project as well as how to determine which music to include or avoid when playing music in the background of an early childhood classroom.
Language: English
Published: River Falls, Wisconsin, 2020
Article
The Montessori Method of Teaching Hearing Children [part 2]
Available from: HathiTrust
Publication: The Volta Review, vol. 14, no. 3
Date: Jun 1912
Pages: 154-168
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Language: English
ISSN: 0042-8639
Article
I figli della guerra saranno gli artefici della pace? [Will the children of war be the builders of peace?]
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 32, no. 11-12
Date: Jul-Aug 1983
Pages: 3-4
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Language: Italian
ISSN: 0042-7241
Master's Thesis (Action Research Report)
The Effects of Peace Education on Children's Prosocial Behavior in an Early Childhood Classroom
Available from: St. Catherine University
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Abstract/Notes: The purpose of this paper is to describe the effects of peace education on children’s prosocial behavior. This action research implemented peace education for six weeks in an early childhood classroom of 19 children, in the U.S., ages three to six. Qualitative data including interviews, observational logs, field notes, and a journal were collected. Quantitative data included a tally sheet of incidents and surveys of the children. The research concluded that peace education affected children’s prosocial behavior, increasing the number of prosocial behavior incidents, raising children’s awareness, knowledge, and skills for prosocial behavior, while positively impacting children’s prosocial behavior in the community. Further study was recommended to reinforce the findings by implementing peace education for a longer period of time, applying it in other classrooms, modifying activities and approaches to reach more children, such as those with special needs and behavioral problems, and educating parents in peace education at home.
Language: English
Published: St. Paul, Minnesota, 2019
Article
Holidays + Children + Toys: Make It a Winning Combination
Publication: Montessori Life, vol. 4, no. 4
Date: 1992
Pages: 12–13
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Language: English
ISSN: 1054-0040
Article
Maria Montessori: Teacher of Unteachable Children
Publication: Reclaiming Children and Youth, vol. 7, no. 4
Date: 1999
Pages: 201-211
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Language: English
ISSN: 1089-5701
Article
Stimulating the Development of Rhythmic Abilities in Preschool Children in Montessori Kindergartens with Music-Movement Activities: A Quasi-Experimental Study
Available from: Springer Link
Publication: Early Childhood Education Journal, vol. 52
Date: 2024
Pages: 563-574
Early childhood care and education, Early childhood education, Elementary school students, Montessori method of education, Montessori schools, Movement education, Music education, Preschool children, Rhythm
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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.
Language: English
DOI: 10.1007/s10643-023-01459-x
ISSN: 1573-1707