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Article
Research on the Impact of the Emotional Expression of Kindergarten Teachers on Children: From the Perspective of the Class Micro-Power Relationship
Available from: Frontiers in Psychology
Publication: Frontiers in Psychology, vol. 13
Date: 2022
Pages: Article 808847
Asia, China, East Asia, Montessori method of education - Evaluation
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Abstract/Notes: During the preschool years, the socio-emotional responses children receive from interactions with teachers are incorporated into their own social behaviors. This is one of the key ways in which children acquire social and emotional skills. Based on field studies, it can be found that this learning process is not simple imitation of children, but of a more complex context of group interaction. To further clarify the impact of kindergarten teachers’ emotion on the sociometric status and behavior of 3–5 year-old children in their classes, the researchers chose a Montessori mixed-age kindergarten in Beijing as the field site and observed five classes within the kindergarten over a 2-month period in this ethnographic case study. The study found that the power gap between teacher and pupil spreads rapidly to all children in the classroom as a result of the teacher’s emotions, and even stimulates power stratification within the children. In addition, there are differences in the social behaviors between the children of different levels of power. As preschool children are in a critical developmental window when social knowledge is being accumulated and social skills are being acquired, using power relations within the kindergarten classroom as an entry point to analyze the impact of teachers’ emotions on children’s social behavior provides a new breakthrough for the professional development of early childhood education and the better achievement of educational goals.
Language: English
DOI: 10.3389/fpsyg.2022.808847
ISSN: 1664-1078
Book
The Child in the Church: Essays on the Religious Education of Children and the Training of Character
Edwin Mortimer Standing - Writings, Maria Montessori - Philosophy, Maria Montessori - Writings, Religious education
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Language: English
Published: London, England: Sands and Co., 1929
Article
'The Lines That Make the Clouds': The Essence of the Mathematical Mind in the First Six Years of Life
Available from: ERIC
Publication: NAMTA Journal, vol. 39, no. 2
Date: Spring 2014
Pages: 197-215
Arithmetic, Child development, Cognitive development, Early childhood education, Mathematics education, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Ginny Sackett lists many of the universal attributes of the absorbent mind--pattern recognition, order, incarnation, the rules for language, and numeracy. Her essay borders on the metaphysical as it suggests that the mathematical mind is really a non-entity and is responsible for all aspects of knowledge acquisition regardless of the discipline of the inclusion of mathematics. The end of the first plane is characterized by a "third embryonic" period, which is the formation of character and society and adds to the purpose of the mathematical mind. The mathematical context is mentioned around everyday applications, but when coming back to the theory in "Psychogeometry," the principles of the mathematical mind belong to all of Montessori pedagogy, as logical, connected, and propelling spontaneous exploration. [This talk was presented at the NAMTA double theme conference titled "The Essential Montessori Mathematics and Strengthening the Montessori Culture: Public and Private Sectors," (Milwaukee, WI, Oct 27-30, 2011).]
Language: English
ISSN: 1522-9734
Article
The Effect of the Scientific Spirit in Education Upon the Kindergarten in Relation to the Distinctive Characteristics of the Montessori Method
Available from: HathiTrust
Publication: Journal of Education (Boston), vol. 78, no. 4
Date: Jul 24, 1913
Pages: 100-101
Americas, Elizabeth Ross Shaw - Writings, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
Article
The Effect of the Scientific Spirit in Education Upon the Kindergarten in Relation to the Distinctive Characteristics of the Montessori Method
Available from: HathiTrust
Publication: School Journal (New York), vol. 80
Date: Oct 1913
Pages: 372-374
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Language: English
Article
The Mathematical Mind [Birth to Three, The Children's House Child, The Early Primary Child, The Upper Primary Child, The Adolescent]
Publication: Montessori NewZ, vol. 22
Date: Jun 2001
Pages: 9–12, 14
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Language: English
Article
The Effect of the Scientific Spirit in Education Upon the Kindergarten in Relation to the Distinctive Characteristics of the Montessori Method
Available from: HathiTrust
Publication: Journal of Proceedings and Addresses of the 51st Annual Meeting (National Education Association), vol. 51
Date: 1913
Pages: 439-445
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Language: English
Book
The Essential Montessori
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Language: English
Published: New York, New York: Plume, 1997
Edition: Rev. and updated ed
ISBN: 0-452-27796-5
Article
The Whole Is Greater Than the Sum of Its Parts: The Whole Is a Booster Rocket While the Separate Parts Are Only Trampolines: Or, Why We Must Present All the Materials
Publication: AMI Elementary Alumni Association Newsletter, vol. 31, no. 3
Date: 1999
Pages: 10–11
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Language: English
Article
Initiating into the Celebration of the Mystery: Evaluating the Catechesis of the Good Shepherd in Light of the 2020 Directory for Catechesis
Available from: Project MUSE
Publication: Antiphon: A Journal for Liturgical Renewal, vol. 27, no. 3
Date: 2023
Pages: 349-368
Catechesis of the Good Shepherd, Montessori method of education, Religious education
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Abstract/Notes: Catechesis of the Good Shepherd (CGS) is a method that integrates catechetical, intellectual, and theological approaches with experiential, embodied, and liturgical ways of learning and knowing. This article examines CGS through the lens of the 2020 Directory for Catechesis. This study seeks to demonstrate that CGS succeeds, especially through its liturgical elements and application of Montessori principles, at the Directory's task of "initiating into the celebration of the mystery." By drawing from CGS's founders and from concrete examples of its approach, the article also argues that young children are capable of, and should be invited into, profound liturgical experience.
Language: English
ISSN: 1543-9933