Abstract/Notes: Montessori learning classrooms, defined as an arranged environment, provide learners to opt for their work freely and construct their own learning. Thus the roles of the teacher differ from the roles of the teachers in traditional schools whereas the child is in the center in Montessori method based schools. The objectives of the communication and collaboration between the child and the teacher is determined correspondingly. This study aims at determining the differences between Montessori Method and Traditional Teaching in communication and collaboration with the child at primary schools.
Language: English
Article
✓ Peer Reviewed
Effects of Traditional Versus Montessori Schooling on 4- to 15-Year Old Children's Performance Monitoring
Abstract/Notes: Through performance monitoring individuals detect and learn from unexpected outcomes, indexed by post-error slowing and post-error improvement in accuracy. Although performance monitoring is essential for academic learning and improves across childhood, its susceptibility to educational influences has not been studied. Here we compared performance monitoring on a flanker task in 234 children aged 4 through 15, from traditional or Montessori classrooms. While traditional classrooms emphasize that students learn from teachers' feedback, Montessori classrooms encourage students to work independently with materials specially designed to support learners discovering errors for themselves. We found that Montessori students paused longer post-error in early childhood and, by adolescence, were more likely to self-correct. We also found that a developmental shift from longer to shorter pauses post-error being associated with self-correction happened younger in the Montessori group. Our findings provide preliminary evidence that educational experience influences performance monitoring, with implications for neural development, learning, and pedagogy.
Abstract/Notes: Montessori Education is over a century old. Since its inception, Montessori schools have been opened worldwide. While most are pre-schools serving three- to six-year-old children, many people are not aware that Montessori spoke and wrote about middle level education before her death in 1952. Her concept for the Erdkinder, an intentionally designed learning environment for the adolescent ages 12 to 15, is described in this essay.
Language: English
ISSN: 2379-4690
Article
✓ Peer Reviewed
Is It Time To Revisit Multiage Teams in the Middle Grades?
Abstract/Notes: Discusses the benefits of structuring middle schools around randomly formed multiage teams that do not depend on assessing students' developmental stages. Considers the benefits of forming an extended school family, diversity, instructional issues, scheduling and planning, and parent support. (JPB)
Abstract/Notes: This research offers a theoretical comparative analysis of the Montessori Method and integrative teaching. Current trends call for incorporation of an integrative approach into educational practice. From the constructivists’ cognitive perspective kno...
Abstract/Notes: Si assiste oggi a un paradosso conflittuale nei confronti dell’infanzia: da una parte si rivolge un’attenzione particolare ai bisogni autentici dell’infanzia, da quando – nel secolo scorso – è stata “scoperta”, come evidenziano, tra gli altri, gli studi montessoriani; dall'altra, la società adulta idealizza oltremisura la figura del bambino, nascondendo di fatto un sotteso e crescente processo mercantilistico e tecnologico di negazione dei suoi reali valori. Le pedagogie contemporanee, denunciando questo fenomeno, auspicano sempre più l’esercizio del diritto a un’educazione di qualità, grazie alla quale l’infanzia sia messa nelle condizioni di vivere le sue reali potenzialità espressive e creative. / Today we are assisting to a conflicting paradox in regard of childhood: On the one hand there is a special attention to the authentic needs of childhood since – in the last century – it has been “discovered”, which can be evinced especially from the essays of Montessori, among others. On the other hand the adult society idealizes infinitely the figure of the child, in fact hiding an implicit and growing mercantilistic and technological process of negation of its real values. The contemporary pedagogy, by exposing this phenomenon, is asking more and more for the practice of the right to an education of quality in order to bring childhood in the right conditions to live its real potential of expressiveness and creativity.
Abstract/Notes: Il presente contributo, a seguito di recenti studi in ambito statunitense, ancora poco diffusi in Italia, richiama come la specifica metodologia Montessori sembri permettere, più di altre metodologie educative-didattiche, lo sviluppo di importanti funzioni neuropsicologiche, le cosiddette Funzioni Esecutive, considerate fondamentali predittori del successo scolastico, lavorativo e personale, riportando, così, alla necessità di prendere in considerazione, anche nel nostro Paese, le linee scientifiche individuate dalla studiosa italiana e la loro applicazione in training formativi, attualizzati nei vari contesti scolastici, per sperimentazioni controllate e studi evidence based. A tale proposito vengono indicate alcune suggestioni prospettiche. / Referring to recent studies in the USA, still not very diffused in Italy, this paper recalls how the specific Montessori Method, more than other educational methodologies, allows the development of important neuropsychological functions: the Executive Function, that are considered key predictors of success in the school, in the work and in the life. These studies bring the need to take into consideration, also in our country, the scientific lines identified by the Italian scientist and their application in educational trainings, in various classroom settings, for controlled trials and evidence-based studies. In this regard, some suggestions perspective are given.
Abstract/Notes: The paper focuses on the way in which Montessori perspectives can contribute to the field of educational research in diverse environments, with special reference to researches on intersectionality in learning environments. The paper will begin with a description of the intercultural relevance of individualization in Montessori pedagogy. This will be followed by a short outline of a postcolonial perspective on Montessori work. The paper will, finally, focus on the role played by individual differences and shared experience within Montessori learning environments. / Il contributo si focalizza sulle modalità con cui una prospettiva montessoriana può contribuire alla ricerca pedagogica in contesti eterogenei, con particolare riferimento alle ricerche sull’intersezionalità negli ambienti di apprendimento. Il testo inizia con una descrizione della possibile rilevanza interculturale delle posizioni montessoriane sull’individualizzazione. Verrà poi brevemente presentata una chiave di lettura postcoloniale su alcuni aspetti dell’opera montessoriana. Infine, il contributo si soffermerà sul ruolo svolto, entro gli ambienti di apprendimento montessoriano, dalla relazione fra valorizzazione delle differenze individuali e condivisione di esperienze comuni.
Abstract/Notes: In Montessori, the aim to promote the greatness of humanity is central. The education of the human personality has to have strong roots in the movement and the senses which are essential elements of the cognitive process, in the attention, in the desire to do well with accuracy and self-control, in the conquest of the levels of independence and of the self-knowledge and of others. All this is accessible through sensory, cognitive and social experiences in appropriate environments to the developmental stages. / In Montessori centrale è il motivo di promuovere la grandezza dell’umanità. Questo richiede che la costruzione della personalità umana abbia radici salde individuate nel movimento e nella sensorialità, alimento dei processi cognitivi; nell’attenzione; nel desiderio di far bene, con esattezza e autocontrollo; nella progressiva conquista di livelli di indipendenza, di conoscenza di sé e degli altri attraverso esperienze sensoriali, cognitive, sociali in ambienti adeguati alle fasi dello sviluppo.
Abstract/Notes: Le acquisizioni della ricerca psicopedagogica forniscono una nuova chiave di lettura della pedagogia montessoriana, consentendo di comprenderne gli elementi di attualità e il contributo recato alla qualità del processo educativo. Aspetti specifici di questo contributo sono: la nuova visione dell'infanzia e dei suoi bisogni educativi; l'identificazione di requisiti scientifici per l'organizzazione dell'ambiente d'apprendimento; la valorizzazione dei processi cognitivi e affettivo-motivazionali dell'alunno. / The research in educational psychology offers a new interpretation key of the Montessori pedagogy allowing to understand its topicality and its contribution to the educational process quality. Specific aspects of such a contribution are: the new view of childhood and its educational needs; the identification of scientific requisites for the learning environment organization; the valorization of the pupil's cognitive, affective and motivational processes.
Abstract/Notes: Straipsnyje pateikiama alternatyvių ugdymo įstaigų samprata, išryškinamas poreikis kurti alternatyvias ugdymo įstaigas. Siekiama parodyti jų istorinę raidą, atskleisti ištakas ir sąsajas su XX a. pradžios naujosiomis ir progresyviomis mokyklomis Vakarų Europoje ir JAV. / The article presents the conception of alternative schools, emphasizes the need to establish alternative educational institutions. Also the tips of alternative schools are presented: independent, religious community, some private, humanistic schools - M. Montessori, Waldorf, experimental schools, alternative state schools - „magnet", charter and others (other classifications exist too). The main attention is paid to Montessori and Waldorf schools. The author discloses the historical development of alternative schools, discovers historical sources and the connections with new and progressive schools of the beginning of XX century in the Western Europe and USA.
Abstract/Notes: Maria Montessori and Lev Vygotsky believed that children learn best through having personal experiences and social interactions with the people and the environment around them (Lawrence & Snow, 2011; Montessori, 1995; Vygotsky, 1978). Students lose important general classroom instructional time and learning opportunities when they are pulled out to receive reading intervention lessons. When teachers collaborate and approach reading intervention in a connected way, while providing explicit instruction to the students, learning is capitalized. Grounded in the Sociocultural theory, this study and project aimed to address the learning needs of students who struggle with reading in the primary grades of the general education classroom. Anchored in culturally responsive teaching techniques, the research in this project highlight ways teachers are able to respect the diverse student populations housed in American classrooms in respectful and motivating ways. The methods used in this study was in the form of qualitative and quantitative research through conducting surveys. Survey participants were Lead Teachers, Teacher Assistants, and Reading Specialists in a Montessori Setting. The results of the feedback received from the surveys tailored the handbook of resources that will help meet the reading needs for students who struggle with learning how to read. Additionally, this study provides recommendations in addressing reading motivation and identifying the responsibilities of literacy professionals at the school and network level that are rooted in International Literacy Association Standards.
Language: English
Published: Sacramento, California, 2022
Article
Resources: Earthquake Idea
Mindy Holte
(Author)
Publication: AMI Elementary Alumni Association Newsletter,
vol. 37, no. 2
Date: 2003
Pages: 14–15
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Language: English
Article
Resources: 1999 Edition
[unspecified] (Author)
Publication: El Boletin [Consejo Interamericano Montessori]
