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Article
Children’s Preference for Real Activities: Even Stronger in the Montessori Children’s House
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 4, no. 2
Date: 2018
Pages: 1-9
Americas, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: In the United States, children are often given the opportunity to engage in pretend activities; many believe this kind of play benefits children’s development. Recent research has shown, though, that when children ages 4 to 6 are given a choice to do the pretend or the real version of 9 different activities, they would prefer the real one. The reasons children gave for preferring real activities often concerned their appreciation of the functionality; when children did prefer pretend activities, their reasons often cited being afraid of, not allowed to, or unable to do the real activity. Given that children in Montessori classrooms have more experience performing real, functional activities, in this study we asked if this preference for real activities is even stronger among children in Montessori schools. We also asked children to explain their preferences. The data are from 116 3- to 6-year-old children (M = 59.63 months, SD = 12.08 months; 68 female): 62 not in Montessori schools and 54 in Montessori schools. Children explained their preferences for pretendand real versions of 9 different activities. Children in Montessori schools preferred real activities even more than did children in other preschools, but all children explained their choices in similar ways. The implications of these results are discussed with regard to play in preschool classrooms.
Language: English
ISSN: 2378-3923
Article
Parent Enrollment at Model Children's House [Powder Mill Children's House, Beltsville, Maryland]
Publication: Montessori Observer, vol. 11, no. 6
Date: Nov 1990
Pages: 1, 4
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Language: English
ISSN: 0889-5643
Article
Children Helping Children in New York [Shoreham-Wading River Middle School, Long Island]
Publication: Montessori Observer, vol. 7, no. 6
Date: Nov 1986
Pages: 1, 4
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Language: English
ISSN: 0889-5643
Book Section
Written Language: The Old Methods of Teaching Reading and Writing; My First Experiments with Defective Children; First Experiments with Normal Children
Book Title: The Discovery of the Child
Pages: 199-216
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Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.
Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017
ISBN: 978-90-79506-38-5
Series: The Montessori Series , 2
Article
Children in Space: Building with Children in Mind: An Architectural Perspective
Publication: Tomorrow's Child, vol. 1, no. 2
Date: Mar 1993
Pages: 3–6
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Language: English
ISSN: 1071-6246
Article
Gardens Nurture Environmental Empathy in Young Children
Publication: The National Montessori Reporter, vol. 23, no. 2
Date: 1999
Pages: 8
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Language: English
Blog Post
Respect, Empathy, and Nonviolent Communication: A Look into Montessori Teaching
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Abstract/Notes: Elly McCarthy is a teacher at Pacific Crest School, a Montessori school in Ballard. RadioActive’s McKenna Kilayko talked with Elly about practicing empathy-based communication and interaction in the classroom.
Language: English
Published: Mar 21, 2023
Dataset
Children's Concentration and Empathy Scale
Available from: DOI.org (Crossref)
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Language: en
Master's Thesis (Action Research Report)
A Toddler Mentor Program with Elementary Students to Improve the Development of Empathy
Available from: St. Catherine University
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Abstract/Notes: The purpose of this action research project was to determine if there would be improved development of empathy in elementary students as a result of involvement in the Toddler Mentor Program. The study took place in a 6-9 year Montessori Elementary Classroom. There were eight participants, which were first and second year students in the classroom. The age range was 6-7 years old. The elementary students spent twenty minutes as a mentor in the Toddler classroom once a week. Data was collected by teacher observation pre, during and post project in three different environments, the elementary classroom, the toddler classroom and recess. The students were interviewed following all visits of the toddler classroom and also participated in group discussions. The results showed an increase in empathetic behaviors over the time as a whole group. Individually, the girls displayed consistent empathy in the toddler classroom and the boys showed the most improvement over time. In conclusion, the Toddler Mentor Program provided the students the opportunity to focus on social-emotional skills such as being helpful, kind, respectful, and acknowledging other’s feelings. In order to identify long-term effects outside the classroom more research is recommended.
Language: English
Published: St. Paul, Minnesota, 2015
Article
Investigating the Structure of the Children's Concentration and Empathy Scale Using Exploratory Graph Analysis
Available from: Hogrefe
Publication: Psychological Test Adaptation and Development, vol. 2, no. 1
Date: 2021
Pages: 35-49
Attention in children, Child development, Developmental psychology, Executive function
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Abstract/Notes: The current paper investigates the structural validity of the Children's Concentration and Empathy Scale (CCES), which was designed based on Montessori's developmental theory to assess, using teacher ratings, the coherence of attention-related characteristics (concentration, empathy, and normalization) in children from 1.5 to 12 years old. The dimensionality analysis was carried out using exploratory graph analysis (EGA), and the stability of the items and factors were checked using a bootstrap version of EGA, and the results contrasted to exploratory factor analysis. The results point to a four-factor structure (emotion regulation, fantasy, task engagement, and empathy) after eliminating items with low replicability across bootstrapped samples. Beyond pointing to ways to improve the CCES, our paper presents a number of data analytical strategies that can be useful for studies investigating the structural validity of measurement instruments and demonstrates how EGA can effectively be used in the scale construction and validation process. Our manuscript and results are fully reproducible and are available on the Open Science Framework.
Language: English
DOI: 10.1027/2698-1866/a000008
ISSN: 2698-1866