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Article
Social Integration of Children with Multiple and Various Handicaps in the Montessori School in Munich
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1981, no. 4
Date: 1981
Children with disabilities, Europe, Germany, Inclusive education, Western Europe
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Language: English
ISSN: 0519-0959
Article
Integration of the Child into the Kindergarten
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1991, no. 2/3
Date: 1991
Pages: 2–5
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Language: English
ISSN: 0519-0959
Article
Sensory Integration: How Sensation Becomes Perception
Publication: Montessori Life, vol. 6, no. 3
Date: 1994
Pages: 27–28
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Language: English
ISSN: 1054-0040
Book Section
Das Menschenbild in der Heilpädagogik am Beispiel der Integration von Kindern mit Behinderungen unter Einbeziehung der Montessori-Pädagogik [The image of humanity in curative education using the example of the integration of children with disabilities using Montessori education]
Book Title: Untersuchungen und Ansätze zur Weiterentwicklung der Montessori-Pädagogik in Österreich [Investigations and approaches for the further development of Montessori pedagogy in Austria]
Pages: 13-31
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Language: German
Published: Innsbruck, Germany: Studien Verlag, 2009
Edition: 1st ed.
ISBN: 978-3-7065-4721-5 3-7065-4721-X
Series: Initiative neues Lernen
Master's Thesis
The Impact of Direct Integration of Social Emotional Lessons with Montessori Upper Elementary Children
Available from: St. Catherine University
Action research, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: This action research study aimed to analyze the impact of direct social-emotional lessons on students' emotional intelligence in a Montessori upper elementary classroom. This study explored the impact of combining social-emotional vocabulary with social-emotional learning (SEL) skill development. The study used quantitative and qualitative data, including pre- and post-assessments, follow-up work, observation logs, and SEL elements added to the students’ weekly work plans. SEL curriculum materials and follow-up work were created for this study following the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework and their SAFE acronym: sequenced, active, focused, and explicit. The data showed that teaching SEL vocabulary and the five competencies’ qualities positively impacted student understanding and SEL skill development. Based on these results, Montessori teachers could positively impact students' emotional intelligence, normalization in the classroom, and overall student well-being by integrating SEL lessons into the cosmic curriculum.
Language: English
Published: St. Paul, Minnesota, 2023
Article
Integration and Normalisation
Publication: Montessori Courier, vol. 2, no. 5
Date: Dec 1990
Pages: 6–7
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Language: English
ISSN: 0959-4108
Article
Sensory Integration in a Montessori Context
Publication: Montessori International, vol. 82
Date: Jan 2007
Pages: 36–38
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Abstract/Notes: summary of talk by JoAnn Granke at NAMTA conference, October, 2006
Language: English
ISSN: 1470-8647
Article
The Ultimate in Integration?
Publication: Montessori Today (London), vol. 1, no. 6
Date: Nov/Dec 1988
Pages: 19
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Language: English
ISSN: 0952-8652
Article
Integration of peace education into early childhood education programs
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 28, no. 2
Date: 1996
Pages: 29-36
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Abstract/Notes: Preschool educators may observe that this unique historical period is an opportunity to integrate peace education into the educational program. The communication that has developed thanks to new technology has offered the opportunity for transformation. Teaching, nonviolence, conflict resolution, well-being, economic, political participation and interest in the environment can be considered as concepts of education for peace. This visionary idea includes global education, prevention of violence, character education and moral education. The educational program and methods of education for peace of preschool children (from birth to 8 years old) include different themes: 1) promote cooperation and resolve conflicts 2) respect for self and authority; 3) appreciation of diversity 4) the role of permeating cultural violence including television, video games, films and dramatic games stimulated by toys and representations of violent actions. These central themes contain the hope that the principles contained in the United Nations Convention on the Rights of the Child will be applied. Parents' participation seen as essential agents in decision-making concerning their children is a fundamental concept. The study of this event produced a visionary model, identified as education for peace, with the participation of parents. OMEP members act as catalysts for peace education efforts with an emphasis on intercultural education. Peace education was, is and will be a goal of pre-school and primary education for all educators around the world. There is a great need for activities in preschool, primary and other educational programs to reduce tensions peacefully.
Language: English
DOI: 10.1007/BF03174500
ISSN: 0020-7187, 1878-4658
Article
Math and Art Curriculum Integration: A Post-Modern Foundation
Available from: JSTOR
Publication: Studies in Art Education, vol. 37, no. 1
Date: Autumn 1995
Pages: 6-18
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Abstract/Notes: This paper suggests a post-modern curriculum reform in art education by examining elements of math and art that are congruent. The paper does not suggest that one discipline or the other is more significant. Three curricular domains are considered: the ideal, the instructional, and the operational by reviewing a range of materials from those generated by philosophers such as Edmund Husserl to those created by educational theorists. A shared web of meaning (Doll, 1993) emerges from the consideration of historic documents and events in both disciplines. Suggested ways to begin to restructure and coordinate math and art curricula include: inspection of the content areas for congruent elements; examination of older curricular models for related theory and materials; and review of the developmental bases for creating operational curricula in both disciplines. Brigham (1989), D'Amico and Ostrander (1940), Hurwitz and Day (1991), and a curriculum by Ware and Hooe (1907) are examined for the math and art coordination. Bruner, Lowenfeld, Piaget, and other developmental theorists' writings about learning in art and geometry are explored. A selection of curricula are inspected for math and art relations. The integration of math and art activities in art classes shows potential for complementary learning in both disciplines.
Language: English
DOI: 10.2307/1320488
ISSN: 0039-3541, 2325-8039