Abstract/Notes: Este artículo se deriva de la investigación realizada en Trabajo de Grado para optar al título de Licenciadas en Educación Preescolar en la Fundación Universitaria Luis Amigó y ha sido denominada “La Estimulación de los Sentidos en la Actividad Pedagógica con Niños y Niñas de 3 a 5 años de edad para el beneficio del Desarrollo Cognitivo en el Colegio Montessori de Medellín en el año 2016”. En éste se abordarán las categorías: “actividades docentes para la estimulación sensorial”, “tiempo y frecuencia de la estimulación sensorial respecto a los dispositivos básicos del aprendizaje” y por último “estrategias para la estimulación sensorial”.  Esta investigación fue realizada bajo el paradigma cualitativo y se inscribe en el tipo de estudio descriptivo, cuenta con una muestra de 28 niños y niñas de los grados maternal, pre-jardín y jardín del colegio Montessori de Medellín; los datos fueron recolectados por medio de entrevistas semi-estructuradas, observaciones participantes y no participantes. Uno de los hallazgos más importantes de la presente investigación fue la identificación de factores externos que intervienen directamente en el desempeño de los dispositivos básicos del aprendizaje en los niños y las niñas en las actividades implementadas para la estimulación sensorial. [This article is derived from the research "La Estimulación de los Sentidos enla Actividad Pedagógica con Niños y Niñas de 3 a 5 años de edad para el beneficio del Desarrollo Cognitivo en el Colegio Montessori de Medellín en el año 2016". Where the categories "educational activities for sensory stimulation", "time and frequency ofsensory stimulation on the basic learning devices" and finally "strategies for sensory stimulation" will be addressed.This research was conducted under the qualitative paradigm and fits into the type of descriptive study and has a sample of 28 children of maternal degrees, pre-kindergarten and Montessori school garden Medellin; Data were collected through semi-structured interviews, participant observation and non-participants. The most important finding of this research was the identification of externalfactors directly involved in the performance of the basic devices of learning in children.]

Language: Spanish

ISSN: 2172-7775

Abstract/Notes: Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross-sectional analyses in kindergarten (N = 176; Mage = 5–6) and longitudinal analyses over the 3 years of preschool (N = 70; Mage = 3–6) showed that the adapted Montessori curriculum was associated with outcomes comparable to the conventional curriculum on math, executive functions, and social skills. However, disadvantaged kindergarteners from Montessori classrooms outperformed their peers on reading (d = 0.68). This performance was comparable to that of advantaged children from an accredited Montessori preschool.

Language: English

DOI: 10.1111/cdev.13575

ISSN: 0009-3920, 1467-8624

Abstract/Notes: Maria Montessori's work is intimately grounded in her detailed teaching practices and the logic of their sequence, along with their underlying ideas and values, particularly in the area of language arts. There are no studies, however, which comprehensively analyze her language arts curriculum for children from three to seven as it was applied by the practitioners who fostered, interpreted, and promoted her work in America in two periods of its popularity: 1909-1921 and 1953-1963. This lack of comprehensive analysis blurs the fundamental identity and contextual coherence of Montessori's work and obscures the significant and ongoing contribution made to American education through her language arts curriculum. An analysis of Montessori's published work and those written about her was made in order to achieve a description of her language arts curriculum for the purpose of comparing her work to that of her American sponsors. To determine how Montessori's curriculum was interpreted and applied, the literature on the history of the Montessori movement was reviewed and five leaders were identified: Ann George, Alexander Graham Bell, Clara Craig, Helen Parkhurst, and Nancy McCormick Rambusch. Their writings and other primary sources were analyzed with reference to Montessori's curriculum. In some cases interviews were conducted and Montessori classrooms were observed over an extended period of time. The analysis of the activity of the leaders, within their contemporary social and educational settings revealed how Montessori's curriculum became detached from her original experimental context and was reshaped because of lack of understanding or of agreement with the sys~ tematic purpose of her educational material in the development of language arts skills, and because of varying intentions and views on how and what children should learn. The findings of the study also contribute to existing studies on the reasons for the decline of Montessori's practices by the end of the first period, and for success in the revival of her work in the second period. In addition, conclusions contribute to the unified body of knowledge needed to thoroughly identify the Montessori educational model practiced and researched by educators.

Language: English

Published: Durham, North Carolina, 1984

Abstract/Notes: The Montessori educational method has seen great success in recent years. The media portrays this method in a very favourable

Language: English

ISSN: 2454-6186

Abstract/Notes: This meta-analysis examines the effects of Montessori Education (ME) on five dimensions of development and learning in preschool and school-age children. It includes data from 33 experimental or quasi-experimental studies comparing ME with other pedagogical approaches (268 effect sizes; n = 21,67). These studies were conducted in North-America, Asia and Europe, and published between 1991 and 2021. Effect size estimated using Hedges’ unbiased g, and a 3-level multilevel meta-analytic approach applied due to the dependency among the effect sizes obtained from the same study. Results showed that ME’s effects on development and learning are positive and vary from moderate to high, depending on the dimension considered: cognitive abilities (g = 0.17), social skills (g = 0.22), creativity (g = 0.25), motor skills (g = 0.27), and academic achievement (g = 1.10). Analyses of different moderators did not reveal differences by school level, type of publication and continent.

Language: English

DOI: 10.1016/j.cedpsych.2023.102182

ISSN: 0361-476X

Abstract/Notes: Report by the President of the Kingstone on Thames Institute for Comparative Studies of History, Philosophy and Sciences (England)

Language: English, Italian

Published: Roma, Italy: Ente Opera Montessori, 1950

Language: Italian

Published: Roma, Italy: Ente Opera Montessori, 1956

Language: Italian

Published: Roma, Italy, 1950

Language: Korean

ISSN: 1226-9417

Language: Korean

ISSN: 1598-1649, 2671-812X