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507 results

Article

A Montessori Multicultural Environment with Southeast Asian Refugee Children

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1987, no. 4

Pages: 3-10

Asia, Displaced communities, Refugees, Southeast Asia, ⛔ No DOI found

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Language: English

ISSN: 0519-0959

Article

Науково-теоретичне обґрунтування методики нейропсихологічної корекції порушень пізнавальної діяльності дошкільників з дитячим церебральним паралічем засобами монтессорі-терапії [Scientific and theoretical substantiation of the method of neuropsychological correction of cognitive disorders of preschool children with cerebral palsy by means of Montessori therapy]

Available from: National Pedagogical Dragomanov University

Publication: Scientific Journal of the National Pedagogical University - Series 19. Correctional Pedagogy and Special Psychology, vol. 28

Pages: 193-203

Cerebral palsied children, Cerebral palsy, Children with disabilities, Classroom environment, Eastern Europe, Europe, Inclusive education, Maria Montessori - Philosophy, Montessori method of education, Montessori-based interventions (MBI), Prepared environment, Ukraine

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Abstract/Notes: В даній статті розкрито базові теоретичні положення нейропсихології дитячого віку, загальної психології щодо закономірностей психічного розвитку дитини та Монтессорі - терапевтичної концепції, що є складовими методики нейропсихологічної корекції пізнавальної діяльності дошкільників з дитячим церебральним паралічем засобами Монтессорі-терапії. Автор статті обґрунтовує відповідність сучасної цілісної концепції нейропсихологічної корекції філософським, психологічним та педагогічним принципам методу наукової педагогіки Марії Монтессорі. [In this article the basic theoretical principles of neuropsychology of childhood, general psychology regarding patterns of mental development of children and Montessori - therapeutic concepts that are integral techniques neuropsychological correction learning of preschool children with cerebral palsy using Montessori therapy. The author proves involvement modern concept of neuropsychological correction to the philosophical, psychological and pedagogical principles of scientific pedagogy methods of Maria Montessori.]

Language: Ukrainian

ISSN: 2310-8290

Book Section

Kinesiologische Diagnostik nach Vojta. Zur Frühdiagnostik zentraler Koordinationsstörungen [Kinesiological diagnostics according to Vojta. For the early diagnosis of central coordination disorders]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 241-249

Cerebral palsied children, Children with disabilities, Conferences, Developmental disabilities, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Vojta therapy, Václav Vojta - Philosophy

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Article

✓ Peer Reviewed

Il contributo delle neuroscienze per l’educazione / La contribución de las neurociencias a la educación / The contribution of Neuroscience to Education

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 7, no. 1

Pages: 35-41

Child development, Neuroscience

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Abstract/Notes: La mia personale attenzione agli apporti della biologia e, più in particolare, delle neuroscienze per la conoscenza dei processi di sviluppo, apprendimento e formazione (a livello motorio, sensoriale, linguistico, emotivo) e, parallelamente, per lo studio dei processi di cambiamento che si verificano nel corso delle varie età della vita individuale, mi hanno portata a formulare la proposta (confluita nel testo Educazione e senescenza) dello studio comparato della mente bambina e della mente anziana e, in particolare, dello studio dei processi di invecchiamento bio-psicologico e socioantropologico. Le domande iniziali sono state: quale la struttura del cervello, le sue funzioni?, in quale modo le modificazioni cerebrali intervengono a modificare la mente? Per rispondere a questi quesiti, si presentava ineludibile lo studio delle ricerche che in quegli anni si andavano moltiplicando sul cervello e le sue funzioni. Tutto ciò collegato ai contributi che alla mia prima formazione aveva dato il testo di Maria Montessori “La mente del bambino”, unitamente alla conoscenza delle tesi dell’evoluzionismo darwiniano. Si tratta di spiegare i comportamenti umani in termini di attività del sistema nervoso e ad approfondire le interconnessioni cervello-mente-ambiente nonché i collegamenti tra basi neuronali, meccanismi fisio-psicologici (agire, percepire, pensare, parlare, apprendere, comunicare) e ruolo dei contesti ambientali nell’attivare il potenziale di sviluppo e nell’innescare l’attività mentale. / Mi interés personal por las aportaciones de la biología y, más en particular de las neurociencias, al conocimiento de los procesos de desarrollo, aprendizaje y formación (a nivel motor, sensorial, lingüístico, emotivo) y, en paralelo, por el estudio de los procesos de cambio que se verifican en el curso de las sucesivas etapas de la vida de las personas, me han llevado a formular la propuesta (de la que nació el libro Educación y senectud) de hacer un estudio comparado de la mente infantil y la mente anciana y, más en particular, un estudio de los procesos de envejecimiento bio-psicológico y socio-antropológico. Las cuestiones planteadas han sido las siguientes: ¿cuál es la estructura del cerebro y cuáles sus funciones?, ¿de qué modo las modificaciones cerebrales provocan cambios en la mente? Para contestar a estas preguntas se hacía necesario el estudio de las investigaciones frecuentes aquellos años sobre el cerebro y sus funciones. Todo ello vinculado, por otra parte, a las contribuciones que, en relación a la primera infancia, nos había proporcionado María Montessori en su obra “La Mente del niño”, así como las tesis del evolucionismo darwiniano. Se trata de explicar el comportamiento humano en términos de actividad del sistema nervioso y profundizar en las interconexiones que se establecen entre cerebro-mente-ambiente, así como las relaciones entre las bases neuronales, los mecanismos fisio-psicológicos (actuar, percibir, pensar, hablar, aprender, comunicarse) y el rol de los contextos ambientales a la hora de activar el potencial de desarrollo y desencadenar la actividad mental. / My personal interest in the contributions of biology and, more particularly of neurosciences, to the knowledge of the processes of development, learning and training (to the motor, sensory, linguistic and emotional level) and, in parallel, my interest in the study of the processes of change that take place in the course of the successive stages of people’s lives, have led me to formulate the proposal (from which the book Education and Senescence was born) to make a comparative study between the infant mind and the old people mind and, more particularly, a study of the processes of bio-psychological and socio-anthropological aging. The questions raised have been the following: what is the structure of the brain and which are its functions?; how do brain changes cause changes in the mind? To answer these questions it became necessary to study the quite frequent researches in those years about brain and its functions. All this linked, on the other hand, to the contributions that, in relation to early childhood, Maria Montessori had given us in her work “The Mind of the Child”, as well as the theses of Darwinian evolutionism. It is about explaining human behavior in terms of activity of the nervous system and deepening the interconnections that are established among brain-mind-environment as well as the relationships among the neuronal bases, the physio-psychological mechanisms (act, perceive, think, speak , learn, communicate) and the role of environmental contexts in activating the development potential and triggering the mind activity.

Language: Italian

ISSN: 2255-0666

Book

Ganzheitliche Erziehung in der Montessori-Pädagogik und der Gestaltpädagogik im Licht der modernen Gehirnforschung

Montessori method of education, pedagogia della Gestalt, pedagogia-Montessori, ricerca cerebrale

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Language: German

Published: [S.l.: s.n.], 1992

Article

✓ Peer Reviewed

Maria Montessori and Neuroscience: The Trailblazing Insights of an Exceptional Mind

Available from: SAGE Journals

Publication: The Neuroscientist, vol. 26, no. 5-6

Pages: 394-401

Cognitive neuroscience, Maria Montessori - Biographic sources, Maria Montessori - Philosophy

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Abstract/Notes: This comment presents Maria Montessori (1870–1952) and highlights that her child-centered method of education is based on brilliant intuitions, which were confirmed by neuroscience research many decades later, such as the distinction of three critical periods in children’s psychobiological development; the importance of the environment in supporting cerebral development and in promoting learning, as well as of affective stimulation in psychological growth and maturation; the specific neural structure of humans that specifically enables the acquisition of a language; the vital role of fine object manipulation in neuropsychological development, and of the physical exercise in brain and nervous system development.

Language: English

DOI: 10.1177/1073858420902677

ISSN: 1073-8584

Doctoral Dissertation

When Pedagogy Matters: Insights from Montessori Education on the Development of Performance Monitoring

Available from: Université of Lausanne

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Abstract/Notes: The rapid pace of changes faced by todays young people calls for pedagogical practices that equip them not only with knowledge but also with the ability to think effectively, flexibly, and independently. This process rely on performance monitoring, a fundamental function of learning. When individuals notice something unexpected, such as an error, they tend to pause. In learning from this discrepant event, they adapt their behavior accordingly. Although performance monitoring is essential for academic learning and improves throughout childhood, its susceptibility to educational influences has not been studied. Pedagogical traditions differ on how they teach children to learn from feedback and errors. Traditional education provides children from one age group with opportunities to engage in work, and then to learn about and correct their performance later based on a teachers feedback and evaluation. By contrast, Montessori education focuses on supporting children in self-correcting in real time. It utilizes specialized materials that encourage childrens self-discovery of relevant concepts, and multi-age classes in which children discuss answers as they work. Here, we compared performance monitoring in children aged 4-15 years attending traditional or Montessori classes. Our multimodal approach (behavior, EEG, and MRI) revealed that 1) cortical regions related to performance monitoring un- dergo significant changes between the ages of 5 and 13 years; 2) children of that age do not process errors as adults do, and 3) pedagogical practices modulate both be- havior and neural responses. More specifically, the behavioral, morphometric and EEG neural data reveal significant differences in how students notice and react to errors, and in how they self-correct. fMRI analyses reveal difference in brain net- work connectivity between students from the two groups, and suggest differences in error correction strategies. Finally, higher academic performances were not at- tributable to higher executive functions, but rather differences in creativity abilities. Our work suggests that how students learn from errors reflects childhood schooling experience. Performance monitoring styles are also likely associated with youths cognitive flexibility more broadly, influencing how they react to novel or unex- pected outcomes. [Au vu du rythme effréné des changements auxquels sont confrontés les jeunes, il est essentiel que les pratiques pédagogiques ne se concentrent pas uniquement sur la transmission de connaissances, mais également sur leur capacité dapprendre de manière efficace, flexible et indépendante. L’élément central à cette entreprise est de favoriser une approche autodirigée et orientée sur les processus, dans laque- lle les élèves développent la capacité d’apprendre de leurs erreurs. Ce processus est appelé la gestion de la performance. Bien que la gestion de la performance soit essentielle aux apprentissages scolaires et se développe durant l’enfance, sa sus- ceptibilité aux influences pédagogiques n’a pas encore été étudiée. Ici, nous avons comparé la gestion de la performance chez des enfants âgés de 4 à 15 ans, issus de classes traditionnelles ou Montessori. Alors que les pratiques pédagogiques traditionnelles mettent l’accent sur le fait que les élèves apprennent à partir des commentaires des enseignants, les pratiques pédagogiques Montessori encouragent les élèves à travailler de manière autonome avec du matériel spéciale- ment conçu pour permettre de faire et dapprendre de leurs erreurs. Notre approche multimodale (comportement, EEG, IRM) nous a permis de dévoiler que 1) les ré- gions corticales liées à la gestion de la performance subissent des changements im- portants entre 5 et 13 ans; 2) les enfants de cet âge ne traitent pas l'erreur de la même manière que les adultes, et que 3) les pratiques pédagogiques modulent à la fois le comportement et les réponses cérébrales. Ce travail constitue une première étape connectant la recherche sur la gestion de la performance avec l’émergence des habitudes mentales chez les enfants dans leurs environnements scolaires, avec des implications directes pour la recherche en développement, les professionnels de l’enfance, et les politiques.]

Language: English

Published: Lausanne, Switzerland, 2020

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