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Article
Gardening with Children: Children Helping Nature
Publication: Tomorrow's Child, vol. 4, no. 3
Date: 1996
Pages: 23
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Language: English
ISSN: 1071-6246
Article
Peer Interactions During Storybook Reading on Children’s Knowledge Construction: An Experimental Study on K2 and K3 Children
Available from: Frontiers in Education
Publication: Frontiers in Education - Educational Psychology, vol. 9
Date: 2024
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Abstract/Notes: This study explored the effects of peer interactions on kindergarten children’s construction of conservation and conflict resolution knowledge during storybook reading. Previous studies have identified that peer interactions can support the meaning-making processes of children in social relationships and problem-solving, but little is known about whether the interaction with mixed-age or more competent peers is more important in supporting knowledge construction. Sixty-four younger children in K2 and older children in K3 with similar socioeconomic backgrounds were recruited from a Montessori kindergarten in Kunming, China. An experimental design was applied to explore age group and conserver dominance effects on conservation and conflict resolution. Children were assigned randomly to eight groups in three 30-to-40-minute intervention sessions. Each session had a different theme for the children to learn about conservation and conflict resolution concepts and a hands-on activity to practice and discuss. ANOVAs were performed to test group effects, while multiple regression analyses were conducted to explore individual variations in age and pre-test scores in predicting post-test scores. Conservation knowledge was significantly better among children who differed in age groups in the post-test, but differences were not found in conflict resolution knowledge. Groups balanced with equal conservers and non-conservers improved the best, suggesting that peer social interactions can facilitate conservation and conflict resolution construction. These results provide new insights for early childhood educators to support peer interactions and children’s development. Implications, limitations, and future research are discussed.
Language: English
DOI: 10.3389/feduc.2024.1253782
ISSN: 2504-284X
Article
English with Non-English Children in a Montessori House of Children
Publication: Around the Child, vol. 14
Date: 1971
Pages: 40-48
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Language: English
ISSN: 0571-1142
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
Montessori Children Grow Up: Why I Was a Montessori Child and Why My Children Are Now
Publication: The National Montessori Reporter, vol. 28, no. 2
Date: 2004
Pages: 8–10
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Language: English
Book
Listening to God with Children: The Montessori Method Applied to the Catechesis of Children
Maria Montessori - Philosophy, Montessori method of education, Religious education
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Language: English
Published: Loveland, Ohio: Treehaus Communications, 1998
Edition: [1st ed.]
ISBN: 1-886510-14-8 978-1-886510-14-2
Article
Impact of the Montessori Method and Traditional Classroom Teaching on the Analogical Reasoning of Preschool Children
Publication: The Child and You, vol. 11
Date: 2011
Pages: 9-13
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Language: English
Book Section
Reasoning
Book Title: Psychogeometry
Pages: 199-233
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Abstract/Notes: Includes the following section(s): Reasoning on Angles - Shapes, The Right-Angled Triangle, Further Reasoning on the Right Angle, Squaring the Circle, Reasoning on Right-Angled Triangles, First Demonstration: Triangle with Two Equal Catheti, Second Demonstration, Third Demonstration - General, One the Demonstration
Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2011
Series: The Montessori Series , 16
Article
Quelques aspects de la genese du raisonnement mathematique chez l'enfant [Some aspects of the child's development of mathematical reasoning powers / Einige Aspekte der Entstehung des Mathematischen Denkens beim Kinde]
Available from: Springer Link
Publication: International Review of Education, vol. 7, no. 2
Date: 1961
Pages: 197-207
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Abstract/Notes: L'étude génétique de la pensée enfantine, dont on a montré quelques aspects dans le domaine mathématique, vérifie l'assertion, courante aujourd'hui, que l'enfant doit agir pour comprendre. Elle apporte cependant des renseignements supplémentaires sur les processus d'abstraction qui interviennent à partir de l'action.
Language: French
DOI: 10.1007/BF01433369
ISSN: 1573-0638, 0020-8566
Doctoral Dissertation
Young Children's Mathematical Spatial Reasoning in a Montessori Classroom
Available from: Université d'Ottawa / University of Ottawa
Americas, Canada, Mathematics education, Montessori method of education, North America, Reasoning in children
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Abstract/Notes: The object of this research was to investigate young children's mathematical spatial reasoning in a Montessori classroom. Spatial reasoning is an important part of children's mathematical learning and development; however, opportunities for rich spatial reasoning are not readily available in the classroom. Rather, there is a focus on numeracy at the expense of geometry where activities for spatial development are usually found. Montessori designed a sensory curriculum around children's development, yet spatial reasoning in a Montessori classroom has not been fully investigated. This was a qualitative study using some tools of ethnography. The theoretical framework was Radford's sensuous cognition (2013, 2014) which allowed for an understanding of human development as cultural with the body essential to that development. The data, captured by video, were the children's semiotic traces (Bartolini Bussi and Baccaglini-Frank (2015, p. 393) which are the visible productions of the children's spatial reasoning such as their movements, text, drawings, and speech. The analysis found that the children had ample opportunities for engaging in challenging mathematical problems which required their spatial reasoning. These engaging activities resulted in the children using a wide range of spatial skills as they reasoned mathematically. The children's movement, the main semiotic trace generated by the children, was crucial to their spatial reasoning. This investigation concluded the pedagogical practices created a rich and dynamic environment for the children's spatial development. Practices included the use of well-designed mathematical manipulatives, engagement in the manner of guided play, co-operative learning with peers of mixed ages, extensive time for activities, and assessment based on observations of individual children.
Language: English
Published: Ottawa, Canada, 2022