Abstract/Notes: The purpose of this research was to determine the effects of a self-monitoring system on the social-emotional behaviors of children in a mixed-age early childhood classroom. The study took place over the course of six weeks at a public Montessori school with twelve participants ranging from ages 4 to 7. Data was collected using a teacher questionnaire, observation tallies, teacher notes, and student feedback. Findings indicated that disruptive behaviors increased and children’s ability to communicate their emotions and recognize emotions in others only slightly increased. Although the results displayed minimal changes in students' ability to self-regulate, some children appeared to become more aware of their feelings and utilized effective strategies for sharing how they felt and improving their mood. Further research might focus on a smaller group of children that need assistance with self-regulation or include an easier method of obtaining student feedback.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: "A Lecture by Doctor Montessori delivered before the National Education Association in August, 1915, and reprinted from the Journal of the Association, 1915."

Language: English

Published: New York, New York: The House of Childhood, 1915

Abstract/Notes: Child's Way Jewish School (West Orange, New Jersey); Bayt Yeladeem Children's House (Elkins Park, Pennsylvania); Islamic School of Seattle (Seattle, Washington); Way of the Shepherd Catholic Montessori (Minneapolis, Minnesota)

Language: English

ISSN: 1071-6246

Abstract/Notes: The transition of the Kazakh alphabet from Cyrillic to Latin, set to be fully implemented by 2031, poses unwanted challenges to early and continuous literacy development and acquisition of the new script. This creates a need to design innovative learning solutions to boost children's motivation in acquiring the new Kazakh Latin alphabet. The Montessori method has proven itself effective for young children to engage in self-directed and developmentally appropriate literacy acquisition. These core ideas have been carefully adopted to establish design principles for the robotic system that is adhering to the principles of the Montessori pedagogy. This paper proposes a robotic system named Moveable -l-pbi and details its interaction design life cycle from understanding users and establishing requirements to designing, and implementing robot behaviours and validating them with the Montessori practitioner. This process was iterative that involved several cycles of piloting the system with children of targeted age groups and redesigning the learning activities. With the aim to evaluate the proposed system and to find the most cognitively rewarding way of learning the alphabet, we conducted a mixed-subject design experiment with 60 Kazakh children aged 8-10 years old from a local public school where we compare the proposed Moveable -l-pbi robotic system with a baseline Montessori human teacher. The results demonstrate the potential of the robot as a Montessori teacher in providing foundational letter acquisition over multiple sessions. Implications for improving the interaction design and activities are discussed based on the findings.

Language: English

Published: New York, New York: Association for Computing Machinery, Mar 2023

Pages: 691–695

DOI: 10.1145/3568294.3580175

ISBN: 978-1-4503-9970-8

Abstract/Notes: Includes parent discussion guide

Language: English

Published: Clarendon Hills, Illinois: MECA-Seton Teacher Education Program, 2001

Language: English

Published: New York, New York: Benziger, 1970

Edition: 2nd ed.

Language: English

ISSN: 0959-4108

Abstract/Notes: Early learning standards and formative assessments can feel overwhelming for Montessori teachers, principals, and parents. This practical session will offer a look at one school’s successful alignment document—with correlated assessments, class records, and parent reporting tools. You’ll also walk away with a simple road map for identifying a Montessori sequence and creating your own alignment document that preserves Montessori authenticity and addresses what to do with state standards that don’t “match” Montessori curriculum.

Language: English

Language: English

Language: English

Published: [S.I.]: University of California, 1992