Language: English

ISSN: 0449-3486

Abstract/Notes: This article provides a brief history of the Montessori method and the ideas its founder, Dr Maria Montessori, espoused with regards to child development in the early 20th century. The centre of Dr Montessori's pedagogy embraces two seemingly paradoxical extremes: the universal characteristics of the human child, and the child as a unique, unrepeatable, respectable, and admirable individual to be unconditionally accepted as one of life's most marvellous expressions. Montessori described the two phenomena of the 'absorbent mind' and the 'sensitive periods' as being particular to children under six years of age. Current research indicating the plasticity of the young child's brain and Csikszentmihalyi's optimal experience theory corroborate her ideas many decades later. Many of Montessori's other ideas - such as multi-age classrooms and peer tutoring, a reduced emphasis on academic testing, stimulating a wider range of student interests (as in the Reggio Emilia program), focusing on intrinsic motivation and life-long learning - are now integral to current educational debates. [Author abstract, ed]

Language: English

ISSN: 1326-7566

Abstract/Notes: Today, on almost every continent, there are schools adopting in spirit and practice the ideas of Maria Montessori who ranks with Pestalozzi, Froebel, and Dewey in the field of education. Her approach to early childhood education can be linked to the Thomistic dictum that there is nothing in the intellect which is not first in the senses. In this article, the author discusses the important elements present in the Montessori method, as well as Dr. Montessori's educational aims. An environment with "built in" discipline teaches the small child a great deal about physical self-mastery. It is not the verbal emphasis that abounds in the Montessori method, but the sensory. Dr. Montessori's educational aims were twofold: to help children develop and to help them adapt themselves to the physical conditions of their environment and to the social requirements dictated by the customs of the group in which they live. As the Montessori approach has been modified in every culture in which it is found, some modifications would be necessary in the U.S., but the possibility for the success of such an approach seems unquestionable. Like children everywhere, American children can benefit from what Maria Montessori has offered in the rest of the world.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Language: English

Published: New York: American Montessori Internationale of the United States (AMI/USA), 1997

Abstract/Notes: "Folio Number 4"

Language: English

Language: English

Abstract/Notes: This study investigates the efficacy of Conscious Discipline’s teaching strategies to enrich social-emotional learning and establish a positive classroom climate in an early childhood Montessori classroom. Conscious Discipline is a written program, of instructional and behavioral strategies created by Dr. Becky Bailey (2011). The question throughout this research project was “Does teaching Conscious Discipline strategies enhance social-emotional learning in preschool aged children?” The study was conducted in a Montessori classroom, the participants being both boys and girls ranging in age from 3 to 4 years. For six weeks, Conscious Discipline strategies were being implemented on a day-to-day basis, when dealing with real-life incidents in the classroom, reading books purchased through Conscious Discipline and establishing a Safe Place. During this sixweek study data was gathered through observations, a pre-survey, and a standardized assessment, and analyzed to document the effects of Conscious Discipline. The data collected demonstrated an increase in social-emotional learning, an increase in the joy in teaching, a positive classroom climate, a decrease in aggressive acts, and an increase in student respect and responsibility in a social community.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: Part 2 of 2

Language: English