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Article
Early Day Games: Child's Play - Adult's Work
Publication: Rawhide Press, vol. 12, no. 11
Date: Oct 1981
Pages: 14
Americas, Indigenous communities, Indigenous peoples, Montessori schools, North America, United States of America
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Language: English
ISSN: 0300-6328
Article
Moment of Peril: Other Adults [question]
Publication: Montessori Observer, vol. 23, no. 4
Date: Nov 2002
Pages: 3
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Language: English
ISSN: 0889-5643
Article
Challenges for Children Living in an Adult's World
Publication: Montessori NewZ, vol. 39
Date: Sep 2005
Pages: 10
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Language: English
Article
Children’s Automatic Evaluation of Self-Generated Actions is Different from Adults
Available from: Wiley Online Library
Publication: Developmental Science, vol. 24, no. 3
Date: 2021
Pages: e13045
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Abstract/Notes: Performance monitoring (PM) is central to learning and decision making. It allows individuals to swiftly detect deviations between actions and intentions, such as response errors, and adapt behavior accordingly. Previous research showed that in adult participants, error monitoring is associated with two distinct and robust behavioral effects. First, a systematic slowing down of reaction time speed is typically observed following error commission, which is known as post-error slowing (PES). Second, response errors have been reported to be automatically evaluated as negative events in adults. However, it remains unclear whether (1) children process response errors as adults do (PES), (2) they also evaluate them as negative events, and (3) their responses vary according to the pedagogy experienced. To address these questions, we adapted a simple decision-making task previously validated in adults to measure PES as well as the affective processing of response errors. We recruited 8- to 12-year-old children enrolled in traditional (N = 56) or Montessori (N = 45) schools, and compared them to adults (N = 46) on the exact same task. Results showed that children processed correct actions as positive events, and that adults processed errors as negative events. By contrast, PES was similarly observed in all groups. Moreover, the former effect was observed in traditional schoolchildren, but not in Montessori schoolchildren. These findings suggest that unlike PES, which likely reflects an age-invariant attention orienting toward response errors, their affective processing depends on both age and pedagogy.
Language: English
DOI: 10.1111/desc.13045
ISSN: 1467-7687
Article
Change Has Changed: Children Need Wise Adults to Cope
Publication: Public School Montessorian, vol. 10, no. 4
Date: Summer 1998
Pages: 12-13
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Language: English
ISSN: 1071-6246
Article
Fostering Independence in Montessori Settings: Raising Agentic Children or Simply Adults-in-Training?
Available from: Research Gate
Publication: International Montessori Institute Working Paper Series, no. 2022-4
Date: 2024
Pages: 14-26
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Language: English
Article
Parents and Adults in the House of Children Unite Around the Child
Publication: Around the Child, vol. 8
Date: 1963
Pages: 40-42
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Language: English
ISSN: 0571-1142
Article
Montessori for Adults: How Do We Raise Innovators?
Available from: ProQuest
Publication: Montessori Life, vol. 34, no. 4
Date: Winter 2023
Pages: 54-57
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Abstract/Notes: [...]the first time my parents heard about Montessori education was when I stumbled upon it as an adult through social justice work. How can we expect future teachers to create a Montessori prepared environment if they've never experienced what it's like to learn in a student-led, individualized, joyful learning space? Instead of glossing over unpleasant aspects of our society that limit our collective freedom, we tackle some of the most pressing issues, like racism and oppression, head on in order to build a culture of equity, justice, and belongingness. Julie has synthesized her life as an artist, art educator, and Montessori teacher to create a concrete way teachers can share art with children.
Language: English
ISSN: 1054-0040
Article
La Méthodologie Montessori Appliquée dans L'Enseignement des Langues aux Adultes [Montessori Methodology Applied in Language Teaching for Adults]
Available from: Central and Eastern European Online Library
Publication: Limba Și Literatura: Repere Identitare În Context European [Language and Literature: Identity Landmarks in a European Context], no. 20
Date: 2017
Pages: 250-256
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Abstract/Notes: De nos jours, on vit dans un monde globalisant où les gens ont la liberté de mouvement, dans leur recherche d'avoir part d'une vie meilleure. L'apprentissage des langues étrangères est encore plus une nécessité évidente dans notre société moderne et les adultes se confrontent avec des blocages psychologiques, tout comme ceux de limite du temps, qui les empêchent à acquérir de nouvelles aptitudes de communication.
Language: French
ISSN: 1843-1577, 2344-4894
Article
The Importance of Cursive Handwriting Over Typewriting for Learning in the Classroom: A High-Density EEG Study of 12-Year-Old Children and Young Adults
Available from: Frontiers in Psychology
Publication: Frontiers in Psychology, vol. 11
Date: 2020
Pages: Article 1810
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Abstract/Notes: To write by hand, to type, or to draw – which of these strategies is the most efficient for optimal learning in the classroom? As digital devices are increasingly replacing traditional writing by hand, it is crucial to examine the long-term implications of this practice. High-density electroencephalogram (HD EEG) was used in twelve young adults and twelve 12-year-old children to study brain electrical activity as they were writing in cursive by hand, typewriting, or drawing visually presented words that were varying in difficulty. Analyses of temporal spectral evolution (time-dependent amplitude changes) were performed on EEG data recorded with a 256-channel sensor array. For the young adults, we found that when writing by hand using a digital pen on a touchscreen, brain areas in the parietal and central regions showed event-related synchronized activity in the theta range. Existing literature suggests that such oscillatory neuronal activity in these particular brain areas is important for memory and for the encoding of new information and, therefore, provides the brain with optimal conditions for learning. When drawing, we found similar activation patterns in the parietal areas, in addition to event-related desynchronization in the alpha/beta range, suggesting both similarities but also slight differences in activation patterns when drawing and writing by hand. When typewriting on a keyboard, we found event-related desynchronized activity in the theta range and, to a lesser extent, in the alpha range in parietal and central brain regions. However, as this activity was desynchronized and differed from when writing by hand and drawing, its relation to learning remains unclear. For the 12-year-old children, the same activation patterns were found, but to a lesser extent. We suggest that children, from an early age, must be exposed to handwriting and drawing activities in school to establish the neuronal oscillation patterns that are beneficial for learning. We conclude that because of the benefits of sensory-motor integration due to the larger involvement of the senses as well as fine and precisely-controlled hand movements when writing by hand and when drawing, it is vital to maintain both activities in a learning environment to facilitate and optimize learning.
Language: English
ISSN: 1664-1078