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Book

Montessori Strategies for Children with Learning Differences: The MACAR Model (Montessori Applied to Children At Risk)

Children with disabilities, Inclusive education, Learning disabilities, Montessori method of education

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Language: English

Published: Santa Rosa, California: Parent Child Press, 2019

ISBN: 978-0-939195-62-6 978-0-939195-63-3

Article

The Education of Normal Children Together with Children Suffering from Various and Multiple Handicaps

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1976, no. 1/2

Pages: 18–28

Children with disabilities, Inclusive education, Theodor Hellbrügge - Speeches, addresses, etc., Theodor Hellbrügge - Writings, ⛔ No DOI found

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Abstract/Notes: Lecture given in Frankfurt, Germany, 1975

Language: English

ISSN: 0519-0959

Master's Thesis (Action Research Report)

Cooperative Activities to Reduce Aggression in Young Children

Available from: St. Catherine University

Action research

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Abstract/Notes: I investigated the effect of introducing cooperative games during recess to reduce aggressive behaviors in preschool-age children. The action research was done at an intentionally culturally and socio-economically diverse Montessori school in St. Paul, Minnesota. The 23 children involved were all children from the three to six age group who take daily naps. I recorded every aggressive incident I saw before, during, and after the intervention. I also recorded what cooperative activities I introduced for the intervention. Once before and after the intervention I asked the children if they enjoyed recess. I recorded observational notes such as weather conditions, and what activities the children chose each day. The data did not show that the cooperative games had a significant effect on the number of aggressive incidents recorded. Many more boys than girls were involved in aggressive incidents. There was no significant change in how the children reported their enjoyment of recess. Aggressive behavior could possibly be reduced through another action research project with a longer intervention period, a conflict resolution plan, and more purposeful activities for the children outside.

Language: English

Published: St. Paul, Minnesota, 2016

Article

✓ Peer Reviewed

I bambini alla conquista di sé con la vita pratica / Niños a la conquista de sí mismos con la vida práctica / Children conquering themselves with the practical life

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 3, no. 3

Pages: 75-96

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Abstract/Notes: L’autrice studia il campo di applicazione delle attività della «vita pratica» sviluppate da Maria Montessori, che costituiscono i fondamenti principali nella Casa dei Bambini (3-6 anni). Queste sono sovente considerate meno importanti delle altre attività in quanto non sono strettamente congiunte all’apprendimento accademico di base. Dopo averne spiegato le origini, l’autrice presenta varie definizioni, soffermandosi sulla differenza tra i «giochi di far finta» e le attività della vita pratica. Dopo aver commentato le classificazioni più importanti, presenta gli obiettivi che queste attività raggiungono affinché la personalità del bambino si sviluppi in maniera integrale. Ciò viene mostrato tramite numerosi esempi osservati in tutto il mondo. È dimostrato che le attività della «vita pratica» rispondo alle profonde necessità che il bambino ha di muoversi e lavorare facendo uso delle sue grossolane abilità motorie. Si sottolinea il nesso tra questo lavoro e lo sviluppo del pensiero matematico, che mostra come queste attività sviluppano le funzioni esecutive del cervello. Spesso l’adulto, cercando di evitare di far stancare il bambino, produce l’effetto contrario e dunque non gli permette di produrre lavori autentici, come al bambino piacerebbe. Vengono analizzate le preparazioni necessarie dell’ambiente e del modo di presentare queste attività. C’è un interesse particolare nell’analisi e nell’economia dei movimenti, temi prediletti da Maria Montessori. L’autrice descrive anche i principi più importanti che devono guidare la selezione dei materiali, che diversamente da altre aree del lavoro non sono scientifiche e dunque lasciano maggiori opportunità di creatività alle maestre. / La autora investiga el campo de aplicación de las actividades de la “vida práctica” desarrolladas por Maria Montessori, que constituyen la base fundamental en la Casa dei Bambini (3-6 años). Éstas son muchas veces consideradas menos importantes que otras actividades porque no están íntimamente ligadas al aprendizaje académico básico. Después de explicar sus orígenes, la autora presenta varias definiciones, para, a continuación, centrarse en las diferencias entre el “juego simbólico” y las actividades de la vida práctica. Después de comentar las clasificaciones más importantes, se presentan los objetivos que logran estas actividades para que la personalidad del niño se desarrolle de una forma integral. Se ilustra a través de numerosos ejemplos observados en todo el mundo. Está demostrado que las actividades de la “vida práctica” responden a las profundas necesidades que el niño tiene de moverse y trabajar usando sus habilidades motoras gruesas. Se hace hincapié en la conexión entre este trabajo y el desarrollo del pensamiento matemático, que muestra cómo estas actividades desarrollan las funciones ejecutivas del cerebro. Muchas veces el adulto, tratando de evitar cansar al niño, produce el efecto contrario y así, no permite al niño producir trabajos auténticos como al niño le gustaría. Se analiza también la preparación necesaria del ambiente y del modo de presentar estas actividades. Hay un interés particular en el análisis y la economía de movimientos, temas preferidos por Maria Montessori. La autora también describe los principios más importantes que deben guiar la selección de materiales que, en contra de lo que sucede en otras áreas de trabajo no son científicos, por lo tanto, dejan más oportunidades de creatividad a las profesoras. / The author investigates the scope of “Practical Life” activities developed by Maria Montessori that are mainly found in the Children’s House (3-6 years). These are often regarded less important than other activities because they are not closely linked to basic academic learning. After explaining their origin, the author presents several definitions, pausing to focus on the distinction between “pretend” games and practical life activities. After commenting on the major classifications, she presents the objectives that these activities accomplish so that the personality of the child is developed in an integral way. This is illustrated with numerous examples observed from around the world. It is shown that practical life activities respond to the deep needs that the child has to move and work using their gross motor skills. The link between this work and the development of mathematical thinking is also noted, showing how these activities develop the executive functions of the brain. Many times the adult, trying to avoid tiring out the children, produces the opposite effect and therefore does not allow the children to produce authentic work as they would have liked. The necessary preparations of the environment and the way of presenting these activities are analyzed. There is a particular appeal to the analysis and economy of movements, themes that are dear to Maria Montessori. The author also describes the main principles that should guide the choice of materials, which, unlike that of other areas of work, is not scientific and therefore leaves more opportunity for creativity to teachers.

Language: Italian

ISSN: 2255-0666

Article

✓ Peer Reviewed

We in Our Turmoil: Theological Anthropology Through Maria Montessori and the Lives of Children

Available from: The University of Chicago Press Journals

Publication: The Journal of Religion, vol. 95, no. 3

Pages: 318-336

Feminism, Maria Montessori - Biographic sources, Spirituality

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Abstract/Notes: A few decades ago, a small stone of concern about whom theology excludes began rolling through the field of theology. It gained momentum as it gathered questions, including important ones in theological anthropology: What is the significance of the fact that almost all preserved writings pondering what it means to be human originate from monastic—and often privileged—men? And then: How might theological anthropology look different if authored by and attentive to different bodies? Various feminists and liberationists have identified the way patriarchy, whiteness, and power have determined theological discussion, and slowly mainstream theology has opened to these concerns. But there is another class of humans whose bodies have been insufficiently acknowledged in theological discourse: children. This neglect is especially grievous if Maria Montessori is right that children name not just one group of humanity among others, nor a phase on the path to adulthood, but an entire pole of humanity, one that must be kept in balance with the adult. By her lights, the child and adult are not just successive phases in an individual life but are “two different forms of human life, going on at the same time, and exerting upon one another reciprocal influence.” If childhood constitutes a “form of human life” rather than simply incomplete human life or a transitional phase preparing for adulthood, then the dearth of serious theological reflection on children should alarm scholars as a woeful imbalance in theological anthropology. In what follows, I continue the work of feminist and liberationist theologians by noting the importance of children to theological reflection. I do so, in particular, by establishing Montessori as a figure worthy of theological consideration. She did not profess to be a theologian, but Montessori’s observations of children can help us articulate a supple theological anthropology that offers a sophisticated and persuasive approach to original sin despite initial impressions. Her images of original sin depict a chain connecting the sin of Eden to the sin of Calvary to those neglecting “the least of these,” as she makes plain the way we are responsible for a fallenness that is yet beyond us. Montessori’s remarks on the nature and Christ-likeness of children advance a doctrine of original sin that helps to make sense of the darkness in the world even as she identifies sources of hope within it.

Language: English

DOI: 10.1086/681109

ISSN: 0022-4189

Doctoral Dissertation

Per un'educazione al pensiero complesso Metodo Montessori e Philosophy for Children: connessioni e sconfinamenti

Available from: AMS Dottorato - Institutional Theses Repository (University of Bologna Digital Library)

Comparative education, Montessori method of education, Philosophy for Children

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Abstract/Notes: La presente ricerca, di impianto teorico, si prefigge lo scopo di indagare - all’interno della cornice teorica del problematicismo pedagogico - le connessioni tra due proposte educative che concorrono alla promozione dell’esercizio del pensiero complesso già nell’infanzia: il Metodo elaborato da Maria Montessori e la Philosophy for Children sviluppata da Matthew Lipman. Attingendo alla bibliografia scientifica di riferimento, sia nazionale sia internazionale, e a partire dalle connessioni individuate, si arrischiano sconfinamenti in saperi altri: sostando in ambiti di ricerche, apparentemente lontani, vengono interrogate le teorie dell’apprendimento, i rapporti con le tecnologie, fino al confronto con le interessanti conferme che emergono dalle recenti ricerche neuroscientifiche. La scelta dell’oggetto della ricerca nasce da una riflessione relativa all’emergere di fenomeni di negazione dell’infanzia e dei suoi diritti; ra gli altri, il diritto al pensiero. Sembra necessario richiamare alla responsabilità di accompagnare l’infanzia sulle strade della complessità nella cittadinanza GLocale. In questa direzione, le proposte educative prese in esame sembrano offrire, a partire dall’infanzia, modalità diversificate e divergenti delle esperienze di conoscere, sentire, comunicare alle quali poter attingere come bambini e bambine e nelle successive età della vita. Con il presente lavoro di ricerca, che mi ha vista impegnata in diverse forme per tre ricchi e intensi anni, ho tentato di mettere al centro della riflessione l’esercizio del pensiero che emerge come imprescindibile responsabilità educativa a cui i dispositivi propri del Metodo Montessori e della Philosophy for Children possono contribuire a corrispondere. [The research undertaken for this doctoral thesis - within the theoretical framework of pedagogical problematicism - explores the connections between two educational proposals that contribute to the promotion of the exercise of complex thought already since childhood: the Method elaborated by Maria Montessori and the Philosophy for Children developed by Matthew Lipman. With reference to the scientific bibliography, both national and international, this work matches Learning Theories, Studies on New Technologies and Practices in Education, comparing it with the interesting discoveries that emerge from recent neuroscientific research. It seems necessary to recall the responsibility of accompanying childhood on the roads of complexity in GLocal citizenship and, so, to offer children the tools and times for developing the capacity to think critically, to reason around events, and to undertake constructive relations with the environment and with others. With the present research, which has engaged me in different forms for three richly intense years, I have tried to centre my analysis on the exercise of thought as an indispensable educational responsibility to which the devices of the Montessori Method and of the Philosophy for Children can contribute.]

Language: Italian

Published: Bologna, Italy, 2018

Article

Montessori Elementary Is Different: What Children Study, What Children Do

Available from: ProQuest

Publication: Montessori Life, vol. 15, no. 2

Pages: 8-10

⛔ No DOI found

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Language: English

ISSN: 1054-0040

Article

What If Our Children Knew of Bali? A Teacher Reflects on a Culture in Which Children Are Respected

Publication: Tomorrow's Child, vol. 2, no. 1

Pages: 15–16

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Language: English

ISSN: 1071-6246

Article

Montessori for All Children

Available from: ProQuest

Publication: Montessori Life, vol. 28, no. 2

Pages: 9

Children with disabilities, Inclusive education, Montessori method of education, Montessori method of education, People with disabilities, ⛔ No DOI found

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Abstract/Notes: For Montessori schools, the percentage of children with learning needs that require specific attention may be even greater due to Montessori's individualized programs, nurturing teachers, and emphasis on emotional intelligence as well as academic progress.[...]many teacher education programs do not include instruction on working with children who have learning and/ or behavioral differences.In Montessori's era, the children with special needs with whom she worked were called "defective" Today, with the individualized Montessori approach and a master teacher, these children should be perceived as talented and creative in their own right.[...]many teacher education programs do not include instruction on working with children who have learning and/or behavioral differences.

Language: English

ISSN: 1054-0040

Article

Aktion Sonnenschein–Integrated Education of Healthy Children and Children with Multiple and Variable Disorders

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1981, no. 1/2

Pages: 29

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Language: English

ISSN: 0519-0959

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