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Article
Review (English): Christine Quarfood, The Montessori Movement in Interwar Europe: New Perspectives
Available from: Umeå University (Sweden) Library
Publication: Nordic Journal of Educational History, vol. 11, no. 1
Date: 2024
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Abstract/Notes: Book review of, "The Montessori Movement in Interwar Europe: New Perspectives" by Christine Quarfood.
Language: English
DOI: 10.36368/njedh.v11i1.1033
ISSN: 2001-9076, 2001-7766
Article
Food for Thought
Publication: Montessori Education, vol. 5, no. 6
Date: Mar 1994
Pages: 14–15, 19
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Language: English
ISSN: 1354-1498
Article
Children and Food Preparation
Publication: Montessori Voices [Montessori Aotearoa New Zealand], no. 73
Date: Apr 2014
Pages: 14–15
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Abstract/Notes: includes recipe
Language: English
ISSN: 1178-6213, 2744-662X
Article
The Habit of Specializing in Children's Food
Available from: ISSUU
Publication: Tomorrow's Child, vol. 24, no. 1
Date: Jan 2016
Pages: 13–14
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Abstract/Notes: includes photo
Language: English
ISSN: 1071-6246
Article
Daily Living Activities, Food Preparation
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 6, no. 3
Date: Winter 1970-1971
Pages: 39-52
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Abstract/Notes: Reprint from v. 1, no. 3 (May 1966)
Language: English
ISSN: 0010-700X
Article
Food for Thought: Speculation on the Role of Nutrition in Montessori Classrooms
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 12, no. 2
Date: Winter 2000
Pages: 25
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Language: English
ISSN: 1071-6246
Article
Good Food: Make Sure It Stays at the Top of the Agenda
Publication: Public School Montessorian, vol. 19, no. 1
Date: Fall 2006
Pages: 22
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Abstract/Notes: School wellness legislation
Language: English
ISSN: 1071-6246
Article
Evaluating Student Food Selections After a Nutrition Education Intervention in a Montessori Community School
Available from: The Annals of Family Medicine
Publication: The Annals of Family Medicine, vol. 20, no. Supplement 1
Date: Mar 2022
Pages: Submission 3129
Montessori schools, Nutrition education
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Abstract/Notes: Context: Schools are unique sites for nutrition education interventions due to their ability to provide educational activities as well as meals, allowing for observation of behavior change. Nutrition education and physical activity awareness programs implemented in the school setting have the potential to positively impact students’ eating habits. Eating habits are developed at a young age, but few efforts have been made to deliver and assess education interventions in the pre-K through grade 3 age group. Objective: The purpose of this study was to evaluate student food selections before and after a nutrition education intervention was implemented in a Montessori school. Human Subjects Review: Approved as non-regulated research by the UTSW IRB. Study Design: Retrospective exploratory analysis. Setting: A single Montessori community school with students in grades pre-K through grade 3. Instrument: Aggregate lunch food selection data, including total food items offered and total food items left over, via daily production records. Main Outcome Measures: Records were collected from three school years to compare the food acceptability – the percent of food item taken from the total offered - of fruit (F), vegetable (V), F&V, 0% milk, 1% milk, and all milks before and after the implementation of the intervention program. Food acceptability served as a proxy for food consumption. Results: In all years, fruit (82.88%) and all milks (81.74%) were well accepted by students, but vegetables (62.00%) were not. The study found that from year 1 to year 2, there were statistically significant (p <0.0001) decreases in intake in all categories. This trend continued when comparing year 1 to year 3. Conclusions: Prior studies show that even in successful interventions, when vegetable or F&V intake does increase, changes are minimal. These findings corroborate the difficulties prior studies have demonstrated in changing students’ food selections for the better, particularly regarding vegetable consumption. This analysis of production records showed a decline in acceptability of foods over the three years. It is unclear if these changes are directly related to the instructional program, due to the presence of confounding factors. Future studies should attempt to reevaluate nutrition education and subsequently conduct a plate-waste study for a more accurate representation of food consumption before and after an intervention.
Language: English
ISSN: 1544-1709, 1544-1717
Article
Associations Between Cultural Food Competence and Classroom Nutrition Practices in Montessori Teachers
Available from: ScienceDirect
Publication: Journal of the Academy of Nutrition and Dietetics, vol. 123, no. 9, Supplement
Date: Sep 2023
Pages: A22
Cultural awareness, Montessori method of education - Teachers, Nutrition education, Teachers
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Abstract/Notes: Learning Outcome: Upon completion, participants will be able to describe the relationship between Montessori teachers’ cultural food competence, teacher-parent communication and classroom nutrition practices. || Objective: Assess relationships between Montessori teachers’ cultural food competence, teacher-parent nutrition communication, perceived nutrition beliefs and classroom nutrition practices || Design: Pre-test data was obtained from participants enrolled in The T.E.A.C.H. Study, a nutrition program for Montessori teachers, using validated questionnaires to assess nutrition knowledge (NK), nutrition teaching self-efficacy (NTSE),teaching practices, teacher-parent communication (TPC), classroom food practices, & cultural food competence (CFC). ||Participants: Teachers (n=98) were recruited from Montessori schools across the US. Subjects were predominantly female (98%), White (84.7%), non-Hispanic (57.1%). || Statistical Analysis: Descriptives and correlations conducted using SPSS v.26 || Results: CFC was positively associated with TPC (r=.396, p<.001), NTSE (r=.233, p=.021), & providing nutrition education (r=.292, p=.004). However,few teachers "strongly agreed" that they provide nutrition education in their classrooms (14.3%), while the majority had low CFC (67.4%) and reported low amounts of TPC (77.8%). Furthermore, teachers had low NK (average score: 65%)which was positively correlated with NTSE (r=.478, p<.001) and low-fat/sugar food intake (r=.295, p=.003). NK was inversely associated with TPC (r=.270, p=.007), sugary drinks intake (r=-.249, p=.014), using food rewards (r=-.507, p<.001) & permitting unhealthy foods (r=-.356, p<.001). || Conclusion: Montessori teachers’ cultural food competence may impact teacher-parent communication and classroom practices. Teachers with higher cultural competence were more likely to discuss nutrition with parents and provide nutrition education; however, paradoxically nutrition knowledge was inversely associated with teacher-parent communication. With ethnic diversity increasing in schools, cultural nutrition programs would be beneficial to improve teachers’ classroom nutrition practices and parent communication.
Language: English
DOI: 10.1016/j.jand.2023.06.066
ISSN: 2212-2672
Article
Food Balancing and the Staying Power of Eating
Publication: Tomorrow's Child, vol. 24, no. 3
Date: Sep 2016
Pages: 25
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Abstract/Notes: includes 1 figure
Language: English
ISSN: 1071-6246