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Article
The Outdoor Environment
Publication: The National Montessori Reporter, vol. 16, no. 1
Date: 1992
Pages: 17–18
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Language: English
Article
Personal Meaning and a Prepared Environment [Perceptual Psychology]
Publication: The National Montessori Reporter
Date: 1991
Pages: 16–20
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Language: English
Article
An Environmental Curriculum for Montessori Kindergarten
Publication: The National Montessori Reporter
Date: 1990
Pages: 3–6
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Language: English
Article
The Prepared Environment as Faith
Publication: The National Montessori Reporter
Date: 1989
Pages: 18–20
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Language: English
Article
Environmental Education
Publication: The National Montessori Reporter
Date: 1989
Pages: 8
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Language: English
Article
Bringing the Montessori Environment Home
Publication: The National Montessori Reporter
Date: 1989
Pages: 12–15
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Language: English
Article
Fernhaven Studio and Montessori Educational Environments
Publication: The National Montessori Reporter, vol. 6, no. 1
Date: Apr 1982
Pages: 7
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Language: English
Article
The Ramifications of Video Inflence in the Prepared Environment
Publication: Point of Interest, vol. 8, no. 6
Date: Feb 1998
Pages: 1–4
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Language: English
Doctoral Dissertation (Ed.D.)
A Phenomenology of Naturally Embedded Trauma-Informed Practices Within Public Montessori Classroom Environments
Available from: Liberty University Institutional Repository
Generational trauma, Learning environments, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Psychic trauma in children, Public Montessori
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Abstract/Notes: The purpose of this phenomenological study was to describe the lived experiences of 12 classroom teachers in different public Montessori schools in four different geographical regions of the United States. The interview was designed to allow the teachers to describe their Montessorian approach regarding areas of safety, social interaction, and respectful classroom environments to support students who may be experiencing the consequences of childhood trauma. The theories that guided this study were Albert Bandura’s (1977) social cognitive theory and the humanistic or person-centered theory of Carl Rogers (Rogers & Kramer, 1995). These theories facilitated the development of an understanding of fundamental concepts in children’s cognitive, social, and emotional learning and how those are related to classroom behavior concerns. Data were collected via a personal writing prompt and interviews, allowing the teachers to explain how they prepare their classrooms to best support the needs of children who may be dealing with the consequences of childhood trauma. Data were organized into themes to inform teacher preparation programs and ongoing professional development.
Language: English
Published: Lynchburg, Virginia, 2024