Abstract/Notes: While students are receiving a high-quality education within the classroom, some students face difficulty performing adequately on assessments. These students typically receive intervention support to assist in increasing their skill deficits. However, many schools are unaware of the different approaches they can implement within a Multi-Tiered System of Supports framework. While utilizing a standard protocol has been the preferred method, many schools are currently implementing the problem-solving approach because it targets one skill the student is struggling with. Little research has been conducted comparing or combining the two approaches leading schools to be clueless about which one will provide more positive results. A synthesis of articles implementing one or both approaches was conducted to determine which approach would work best in a Montessori school. Results showed an individualized approach might assist students more based on higher effect sizes. However, some researchers who compared the two approaches indicate both approaches are comparable in yielding positive results. To implement interventions effectively, educators must use an evidence-based intervention that’s explicit and structured, screen and monitor progress to make informed decisions, and implement the intervention with fidelity.
Language: English
Published: St. Paul, Minnesota, 2023
Article
✓ Peer Reviewed
A utilização do Método Montessori como ferramenta para contribuição do desenvolvimento socioemocional na primeira infância / The use of the Montessori Method as a tool to contribute to early childhood socio-emotional development
Abstract/Notes: When intrapersonal conflicts are observed in the resolution of everyday setbacks in most children who are experiencing early childhood (2 to 6 (two to six years)), there was a need to elaborate this research in order to find ways that can contribute to the processes of building socio-emotional knowledge. Therefore, we want to analyze whether and how the Montessori Method can contribute to this development of the subject when it needs to resolve conflicts. In view of this, the application of the Montessori method may be a methodology capable of helping to alleviate, or even to resolve, the problem. This method seeks to make children more independent as to the mastery of their emotional and social stability. The general objective of this article is to analyze the contribution of the Montessori Method to the independence of children, in the area of their socio-emotional aspects. The specific objectives are: to clarify what intrapersonal conflicts are and to exemplify situations; to understand the Montessori Method when it comes to autonomy and independence in childhood and to ratify the contribution of the method to socio-emotional development. The sequence of discussion sessions of the article deals with subjects that can clarify the aforementioned objectives, which are called: Intra-personal conflicts and example of situations; Montessori method - autonomy and independence of children and contribution of the Montessori method to socioemotional development in early childhood. The methodology used for this research is qualitative and bibliographic, since concepts and reflections that already exist on the theme will be analyzed. The expectation of the authors is that adults who read this article can promote actions and behaviors that contribute to the independence and autonomy of children, mainly in relation to the domain of emotional stability, so that children learn to deal with their intrapersonal conflicts in a natural, reflective, calm and direct way; demonstrating the possible contribution of the method in the maturation of this domain. / Ao serem observados conflitos intrapessoais na resolução de contratempos cotidianos em grande parte das crianças que estão vivenciando a primeira infância (2 a 6 (dois a seis anos)), houve a necessidade de elaborar esta pesquisa a fim de encontrar maneiras que possam contribuir para os processos de construção de conhecimentos socioemocionais. Portanto deseja-se analisar se, e como, o Método Montessori pode contribuir para este desenvolvimento do sujeito quando este necessita resolver conflitos. Em vista disso, a aplicação do Método Montessori pode ser uma metodologia capaz de contribuir para amenizar, ou até mesmo, para uma possível resolução da problemática. Este método procura tornar as crianças mais independentes quanto ao domínio de suas estabilidades emocionais e sociais. O objetivo geral deste artigo consiste em analisar a contribuição do Método Montessori para a independência das crianças, quanto ao domínio dos seus aspectos socioemocionais. Quanto aos objetivos específicos destaca-se: esclarecer o que são os conflitos intrapessoais e exemplificar situações; compreender o Método Montessori quando se trata de autonomia e independência na infância e ratificar a contribuição do método para o desenvolvimento socioemocional. A sequência de sessões de discussão do artigo trata de assuntos que possam esclarecer os objetivos supracitados, os quais são denominados: Conflitos intrapessoais e exemplo de situações; Método Montessori – autonomia e independência infantil e contribuição do Método Montessori para o desenvolvimento socioemocional na primeira infância. A metodologia utilizada para esta pesquisa é qualitativa e bibliográfica, pois serão analisados conceitos e reflexões que já existem a respeito do tema. A expectativa das autoras é que os adultos que lerem este artigo possam promover ações e condutas que contribuam para a independência e autonomia das crianças, principalmente, com relação ao domínio da estabilidade emocional, para que as crianças aprendam a lidar com seus conflitos intrapessoais de maneira natural, reflexiva, calma e direta; demonstrando a possível contribuição do método na maturação deste domínio.
Abstract/Notes: Children are being introduced to organized sports programs at younger ages today. The first experience sets the stage for how they may view their physical competency and acceptance within a group. In these experiences, frequently, the coach is a well-intended parent who may not have any background in coaching or physical education training. Dr. Maria Montessori is widely known for her contributions to experiential learning for young children. Although Montessori addressed motor development through her pedagogical approach, it is rarely associated with physical education or sports. This article aims to provide some insight to educators, physical education teachers, coaches, and parents with an alternative approach to sport introduction through a Montessori theoretical lens which may allow children to develop a love for physical activity and/or future athletes.
Abstract/Notes: The aim of this paper is to study and analyze Montessori's educational ideas and their implications for family education. Through the study of representative works such as The Complete Montessori Book of Early Education, The Montessori Handbook of Sensitive Periods for Children, The Montessori Family Program, The Montessori Method of Early Education, The Secret of Childhood and The Absorbent Mind, we have come to the following conclusions. Firstly, Montessori's educational philosophy emphasizes the creation of a home environment that matches the child. This includes providing an orderly, quiet, warm and inspiring environment, and parents should be supporters and observers of children's development, respecting their individual interests and needs. Secondly, Montessori emphasized grasping the child's sensitive periods. She observed that children are more sensitive to certain experiences and skills at certain ages and learn best during this period. Finally, Montessori's educational ideas provide theoretical and practical implications for preschool education. She emphasizes the development of children's self-discipline, self-confidence, independent thinking and problem-solving skills. Encouraging children to actively participate in daily life activities, developing good social skills and emotional development, and providing appropriate learning experiences lay a solid foundation for children's preschool education. In summary, Montessori's educational ideas give important insights in the area of family education. Creating a family environment adapted to children, grasping sensitive periods, and developing various abilities are insights that provide theoretical and practical implications for preschool education.
Ali Abdulhussain Fadhil
(Author) , Ali H. Mohammed (Author)
, Ibrahim Mourad Mohammed (Author)
, Mohammed Shnain Ali (Author)
, Khulood H. Oudaha (Author)
, Saif Yaseen Hasan (Author)
Abstract/Notes: Objectives: Alzheimer's is the most prevalent cognitive disturbance, with a high spread among the elderly. The current research aims to investigate the impact of cognitive rehabilitation on the memory improvement of Alzheimer's disease patients. | Methods: The current research used a semi-experimental design with pre-test and post-test designs. The statistical population in Baghdad in 2021 included 60 patients with Alzheimer's illness, all considered a statistical sample and separated into two experimental and control groups (30 people in each group). The patient's cognitive abilities were assessed prior to the intervention (pre-test), straightly after the intervention (post-test), and two months later (follow-up). The experimental group had twenty-eight 45-minute sessions of training based on the Montessori Method (two sessions per week). The data were analyzed in SPSS version 19 using the independent t-test and repeated measures analysis of variance (ANOVA). The results have a P-value of less than 0.05. | Results: The findings of the independent t-test demonstrated that there is no significant differ between the scores of the both groups during the pre-test stage (P>0.05) but that this difference is significant during the post-test and follow-up stages (P<0.001). In addition, the findings of repeated measures ANOVA indicated a significant differ between the both groups' mean scores in post-test and follow-up (P<0.001). | Conclusion: Cognitive rehabilitation can help patients with memory disorders and positively affect their memory performance.
Martin Schetter
(Author) , David Romascano (Author)
, Mathilde Gaujard (Author)
, Christian Rummel (Author)
, Solange Denervaud (Author)
Publication: Brain Sciences,
vol. 13, no. 9
Date: 2023
Pages: 1270
See More
Abstract/Notes: Brain hemispheres develop rather symmetrically, except in the case of pathology or intense training. As school experience is a form of training, the current study tested the influence of pedagogy on morphological development through the cortical thickness (CTh) asymmetry index (AI). First, we compared the CTh AI of 111 students aged 4 to 18 with 77 adults aged > 20. Second, we investigated the CTh AI of the students as a function of schooling background (Montessori or traditional). At the whole-brain level, CTh AI was not different between the adult and student groups, even when controlling for age. However, pedagogical experience was found to impact CTh AI in the temporal lobe, within the parahippocampal (PHC) region. The PHC region has a functional lateralization, with the right PHC region having a stronger involvement in spatiotemporal context encoding, while the left PHC region is involved in semantic encoding. We observed CTh asymmetry toward the left PHC region for participants enrolled in Montessori schools and toward the right for participants enrolled in traditional schools. As these participants were matched on age, intelligence, home-life and socioeconomic conditions, we interpret this effect found in memory-related brain regions to reflect differences in learning strategies. Pedagogy modulates how new concepts are encoded, with possible long-term effects on knowledge transfer.
Abstract/Notes:
When emotions, thoughts, and actions align, this is referred to as “self-congruency”. Therefore, this study aimed to determine how temporal covariance of the heart and brain signals were related to self-congruency. Thirty-eight healthy adults underwent functional magnetic resonance imaging to obtain neural markers of variability, whereas heart rate variability (HRV) was measured using photoplethysmography. Participants were also asked to report their level of self-congruency with a graphic rating scale. A cross-covariance analysis (CCA) was performed to assess the temporal covariance of signals arising from both organs, which was then correlated with self-congruency scores. Overall, the CCA results revealed brain-to-heart-driven interplay in brain regions involved in the neurovisceral integration model (e.g., ventromedial prefrontal cortex) and in emotion regulation (e.g., anterior cingulate). However, higher self-congruency scores were related to heart-to-brain-driven interplay in brain regions involved in emotion regulation and empathy. Together, the present findings suggest that, while global brain-to-heart-driven interplay occurs on average, it is heart-to-brain-driven interplay that reflects higher self-congruency. Given the impact of heart-brain interplay and self-congruency on mental health, further investigations on each concept could be interesting in developing tools for early intervention.
Language:
English
Published:
Aug 30, 2023
Document
The Effects of Mild but Chronic Stress at School on Brain Development: A Comparative Morphometric Study Between Traditionally and Montessori-schooled Children
Abstract/Notes:
While many children suffer from stress due to school-related factors, some alternative schooling systems, such as the Montessori pedagogy, emphasize stress-free learning environments (e.g., no grades, no tests, peer-peer learning). This study compared brain markers of stress, i.e., hippocampus, amygdala, and medial prefrontal cortex (mPFC) volumes, as a function of school experience. A cross-sectional comparative morphometric study was run between 45 traditionally schooled children and 44 Montessori-schooled children (3-12 years). While both groups were comparable in terms of cognitive abilities, socio-economic environment, and anxiety levels, volumetric values within their hippocampus and their mPFC differed. While there was hippocampal growth across development for all participants, there was a higher gain for Montessori-schooled children. Furthermore, female traditionally schooled children showed a loss in hippocampal and mPFC volume across age, while female Montessori-schooled children showed a gain. It seems that traditional pedagogical approaches induce mild but chronic stress, affecting underlying brain structures.
Abstract/Notes: The collection includes biographical articles and clippings, correspondence, published writings and typescripts, memorabilia, notes, photographs, and organization files. Correspondence (1903-40) pertains to her travels, publications, and involvement in feminist and social organizations. Organizational files include minutes, agendas and reports relating to the International Council of Women (1915-26),the National Council of Women, and the Montessori Education Association of New York. Her work for the International Writers Conclave (Chicago, 1933) brought occasional correspondence from women authors around the world. Typescripts of articles and addresses including an essay on Chinese medicine and information on Dr. Mary Stone, medical missionary, China (n.d.). Material related to her world travels includes writings, correspondence, travel literature, maps and notes. Individuals represented include May Wright Sewall, Mary Eleanor Wilkins Freeman, Lena Madesin Phillips, and Kate Douglas Smith Wiggin.
Language:
English
Article
The Urgent Need for an Early Years Workforce Strategy
Abstract/Notes: Statistics published by the DfE in July show the proportion of staff working in the the early years sector with a relevant early years qualification has fallen since 2020. Dr Nathan Archer, director of the International Montessori Institute, outlines his thoughts on how the government could tackle the recruitment and retention crisis and the need for a workforce strategy.
Abstract/Notes: Presents a quantitative analysis of communication networks in multiage classrooms (consisting of 4- to 7-year-olds) to determine if: (1) pupils interact with peers across age groups; (2) the pupil/teacher interaction is dispersed across age groups; and (3) certain learning centers are more conducive to interaction across age groups than others. (ED)
Abstract/Notes: The transition to distance learning in the spring of 2020 caused by COVID-19 was particularly challenging for Montessori educators and students because key elements of the Method were not directly transferable to this new and hastily designed format. Hands-on learning with Montessori materials and learning in a community, as well as careful teacher observation, could not be easily replicated when children were learning from home. To understand how educators applied Montessori principles to serve children and families in these highly unusual circumstances, we surveyed Early Childhood and Elementary Montessori teachers about how they translated core elements of Montessori education to a distance-learning environment. The overall results suggest that Montessori distance-learning arrangements balanced live videoconference experiences for children with offline hands-on activities, while also relying on parents’ and caregivers’ involvement. Teachers reported that they largely designed learning experiences themselves, without significant support or guidance from school leaders. Still, teachers reported that they were able to uphold Montessori principles to only a moderate degree under the circumstances. While teachers understandably hunger for support, professional connections, and a return to the classroom experiences that drew them to the field of Montessori education, this study highlights factors that may affect the transition back to school for teachers, parents and caregivers, and students when face-to-face instruction resumes for all children.
Abstract/Notes: This study offers a contextualized understanding of the distance-learning experiences of Montessori educators and students in the spring of 2020 in the wake of the COVID-19 global pandemic. In this article, we build on results reported in a separate article published in this issue of the Journal of Montessori Research. First, we analyzed qualitative data from social media and national virtual gatherings designed to support teachers as they faced the challenges created by the abrupt shift to distance learning. Second, we employed a convergent mixed-methods design to integrate these qualitative findings with the survey results reported in the previous article to provide a richer and more complete perspective on the situation. In our results, we found substantial evidence to support the resilience and durability of the Montessori Method, even in the face of adverse conditions created by a global pandemic. Despite the challenges of adaptation, Montessori educators demonstrated a commitment to the key tenets of Montessori philosophy, such as following the child and employing a holistic perspective on learning and development. While serving the whole child’s growth and development remained front and center, Montessori teachers’ approach to academics looked very different under distance learning. Still, the ongoing attention to children’s social-emotional needs will benefit both teachers and children when they return to the classroom, undoubtedly with lasting effects from pandemic-related isolation and hardship.
