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Book
Maria Montessori Writes to Her Grandchildren: Letters from India, 1939-1946
Asia, India, Maria Montessori - Biographic sources, Maria Montessori - Correspondence, Maria Montessori - Writings, South Asia
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Abstract/Notes: In October 1939, while the “storm of war was gathering in Europe”, Maria and Mario Montessori set off to India to deliver a training course and lecture tour. When Italy became involved in the war, the British rule of India did not give the Montessoris permission to leave; they were to spend close to seven years in India, which would become a defining period in Montessori’s outlook on life and education.The letters Montessori wrote to her four teenage grandchildren in Holland give a completely new, private insight into that compellingly interesting period. We see a woman who is deeply connected to her family and friends. We also see her strong commitment to bringing progress and fighting illiteracy in India, which grew into an enduring love for the country and its people. Montessori’s colourful descriptions of her journey and life in India, her worries about her grandchildren in war-torn Europe, and her son’s imprisonment make a fascinating read.
Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020
ISBN: 978-90-79506-49-1 90-79506-49-4
Master's Thesis (Action Research Report)
Fostering Emotion Regulation in Lower Elementary Children through Practical Life Exercises
Available from: St. Catherine University
Action research, Lower elementary, Montessori method of education, Practical life exercises
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Abstract/Notes: This action research investigated how integrating practical life exercises and self-regulation lessons could foster emotion regulation in lower elementary children. Twenty First and Second grade students in a public Montessori school participated in this four-week study. Quantitative data tools included students’ feelings self assessments, parent questionnaire, feelings check-in, and tallies of student behavior. Qualitative tools included students’ feeling journals, my observation journal, and children’s practical life reflection. Data analysis indicated that teaching children to identify their feelings and offering choices of calm down activities in the practical life area gave children the tools to recalibrate themselves. By the end of the study, an increasing number of children checked in daily as feeling happy, calm, and focused. Introducing social emotional lessons in September alongside classroom rules, routines, and expectations along with calm down tools equips children with a preventative rather than remedial repertoire of tools to emotionally regulate themselves to be successful learners for life.
Language: English
Published: St. Paul, Minnesota, 2021
Article
Montessori Milestones [Montessori Children's House of Morristown (NJ); Debbie Blackburn]
Publication: Montessori Life, vol. 4, no. 3
Date: 1992
Pages: 17–18
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Abstract/Notes: "New Jersey school establishes innovative cultural arts center".
Language: English
ISSN: 1054-0040
Article
Cognitive Performance in Montessori and Nursery School Children
Available from: Taylor and Francis Online
Publication: The Journal of Educational Research, vol. 62, no. 9
Date: 1969
Pages: 411-416
Americas, Cognition, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: Cognitive performance was measured in fourteen pairs of children, matched in social class, CA, sex and IQ, selected from a Montessori and from a “traditional” nursery school. No differences were found between the parents in these schools on such measures of social and parental attitudes and behavior as: achievement orientation, traditional family ideology, dogmatism, anomie, parental control behavior, or task oriented vs. person oriented values. The nursery school children were significantly more creative on a measure of non-verbal creativity, were more socially oriented, and less task oriented than the Montessori children.Style of approach to tests was felt to be a critical outcome of the two educational environments. The Montessori children used significantly more physical characteristics to describe commonplace objects, whereas significantly more functional terms were used by the nursery school children in their descriptions. Montessori children’s drawings had people present significantly less often and geometric forms significantly more often than the nursery school children’s drawings.
Language: English
DOI: 10.1080/00220671.1969.10883885
ISSN: 0022-0671
Article
Ecosystems in the Backyard: Preparing a Diverse Outdoor Environment for Primary (Ages Three to Six) Children
Publication: NAMTA Journal, vol. 28, no. 1
Date: 2003
Pages: 195-204
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Chronicles the outdoor work of Lincoln Montessori School in Nebraska in prairie, forest, and indoor greenhouse environments, highlighting the application of prepared environment principles to the natural world. Highlights how implicit to the design are opportunities for caring, including practical life exercises with outdoor tools. Shows how repeating natural cycles and seasons are part of the yearly cycle of children in multi-age groups. (Author/KB)
Language: English
ISSN: 1522-9734
Article
Thinking Positive: What Very Young Children Can Already Do
Publication: Montessori International, vol. 10, no. 5
Date: Apr 2001
Pages: 17–19
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Language: English
ISSN: 1470-8647
Article
Teaching Children Without Class Work: Perfect Discipline Gained Almost Without Effort - System Utilizes Child's Physical Unrest - Method Has Proved Itself Effective
Available from: California Digital Newspaper Collection
Publication: San Jose Mercury (San Jose, California)
Date: May 14, 1912
Pages: 4
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Language: English
Article
Artistic Expression of Children in the Atrium
Publication: The Catechesis of the Good Shepherd, vol. 16
Date: 2001
Pages: 14–17
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Language: English
Master's Thesis (Action Research Report)
The Impact of Vigorous Physical Activity on Preschool and Kindergarten Children's On-Task Behavior and Focus
Available from: St. Catherine University
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Abstract/Notes: This study aims to investigate the impact of daily moderate to vigorous physical activity on preschool and kindergarten-aged children’s on-task behavior and focus. The research took place over four weeks in a Montessori early childhood classroom with 15 children aged three to six. Each day, children participated in 12-15 minutes of physical activity, including running, jumping and marching, vigorous enough for them breathe hard. The researcher used both quantitative and qualitative data tools to examine effects on ability to focus and to be on-task during the following two hours. The increased movement had a positive impact on the children’s transition to the next activity and on the rate of children being on task for up to two hours. Continued research is needed to determine effectiveness on focus.
Language: English
Published: St. Paul, Minnesota, 2021
Article
Computers and Young Children
Publication: Montessori Life, vol. 14, no. 2
Date: 2002
Pages: 5
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Abstract/Notes: Letter to the editor
Language: English
ISSN: 1054-0040