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Article
Dad e montessori: cronache di un incontro possibile
Publication: MoMo (Mondo Montessori), no. 21
Date: Dec 2020
Pages: 28-34
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Language: Italian
ISSN: 2421-440X, 2723-9004
Article
Incontri - Augusto Romagnoli: emancipazione ed educabilità per i bambini ciechi
Publication: MoMo (Mondo Montessori), vol. 2, no. 1
Date: Feb 2021
Pages: 62-68
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Language: Italian
ISSN: 2421-440X, 2723-9004
Master's Thesis
Examining the Beliefs of Montessori and Public-School Teachers Toward Inclusive Education Using the Theory of Planned Behavior
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This study examines the differences between Montessori guides and public-school teachers regarding their knowledge and implementation of inclusive practices in the classroom using the Theory of Planned Behavior (TPB). TPB claims that perceptions of attitudes, subjective norms, and behavioral control predict intentions to engage in a particular behavior. The present research utilized a mixed-methods approach to assess participants’ personal definitions of inclusive education and predict intention to perform inclusive practices from teachers’ attitudes, subjective norms, and perceived behavioral control. Because public-school teachers are required to attend training, they were predicted to be more knowledgeable than Montessori guides about inclusive practices. Sixty-six teachers participated, but contrary to predictions, definitions provided by both public-school teachers (n = 35) and Montessori guides (n = 31) indicated poor understanding of inclusion with no differences between groups. Analysis of the TPB variables revealed significant differences in attitudes with Montessori guides expressing more positive attitudes than public-school teachers. Qualitative analyses supported this result as Montessori guides used more positive emotional terms in their definitions than public-school teachers who used more neutral terms. Multiple regression analysis showed that the TPB model predicted intention to perform inclusive practices (R2 = .73) with only perceived behavioral control and past behavior statistically significant predictors. These results indicate that despite positive attitudes, participants may lack sufficient, concrete understanding of strategies that would allow them to carry out inclusive practices. Results revealed that training is needed to clarify the definition of inclusion and provide actionable tasks for implementing inclusion in the classroom.
Language: English
Published: Killeen, Texas, 2021
Master's Thesis (Action Research Report)
Increasing Concentration Through Multistep Practical Life Works in a Montessori 2-6 Classroom
Available from: St. Catherine University
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Abstract/Notes: This intervention was intended to combat apathy and disengagement in a preschool Montessori classroom. Four traditional Practical Life tasks were introduced to 15 students, dusting the shelves, sweeping the floor, carpet sweeping, and mopping the floor. These tasks required many different types of movement to complete. The intention was to test Dr. Montessori’s assertions that movement is essential for early brain development. The research took place in an urban Montessori and included 15 participants. Both qualitative and quantitative data were collected over a four-week period. At the end of the intervention, findings indicated that their ability to concentrate increased after the children engaged in the four tasks. After given the opportunity for both small and large motor movement, children are able to work independently with a greater success rate.
Language: English
Published: St. Paul, Minnesota, 2023
Article
Peningkatan Pemahaman Dan Keterampilan Guru Sekolah Minggu Dalam Pemanfaatan Digital Storytelling Di Gereja Masehi Injili Talaud [Increasing Understanding and Skills of Sunday School Teachers in Utilizing Digital Storytelling in the Talaud Evangelical Christian Church]
Available from: Institut Agama Kristen Negeri Manado (Indonesia)
Publication: Montessori Jurnal Pendidikan Kristen Anak Usia Dini, vol. 1, no. 2
Date: 2020
Pages: 41-44
Asia, Australasia, Indonesia, Southeast Asia
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Abstract/Notes: Kemajuan teknologi telah memberikan banyak kemudahan dan manfaat positif bahkan menjadi cara baru dalam melakukan aktifitas manusia. Tidak bisa dipungkiri bahwa kemajuan tersebut telah membawa perubahan yang terjadi dalam masyarakat, termasuk pada pelayanan gerejawi khususnya perubahan perilaku pada anak sekolah minggu. Tujuan dari pengabdian kepada masyarakat ini adalah meningkatkan pemahaman dan keterampilan guru sekolah minggu dalam pemanfaatan digital storytelling untuk mendidik anak dan juga berbagi pengalaman terkait pelayanan anak di Gereja Masehi Injii Talaud (GERMITA). Metode yang digunakan dalam melaksanakan kegiatan ini adalah metode ceramah, tanya jawab, diskusi dan demonstrasi. Berdasarkan hasil evaluasi kegiatan, seluruh peserta mendapatkan pemahaman dan keterampilan dalam pemanfaatan digital storytelling untuk mendidik anak sekolah minggu.
Language: Indonesian
DOI: 10.51667/mjpkaud.v1i2.495
ISSN: 2798-6195
Book
Montessori incontra... Intrecci pedagogici tra scuola montessoriana e didattiche non tradizionali / Montessori meets... Pedagogical interweaving between Montessori school and non-traditional teaching
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Abstract/Notes: E se Maria Montessori fosse vissuta ancora nei decenni passati dalla sua morte a oggi? Avrebbe verosimilmente incontrato don Milani, Mario Lodi, Rodari, Bortolato, Malaguzzi, Rosenberg, la Pedagogia del bosco, l’Apprendimento cooperativo, l’Educazione diffusa, le Scuole Senza Zaino. E, viceversa, senza Maria Montessori, quante di queste esperienze non sarebbero ciò che sono? In dieci diversi dialoghi viene proposto in questo volume un dizionario pedagogico di incontri e di temi significativi, fraternità pedagogiche evidenti e suggestive. Sono incontri che Montessori non ha mai vissuto personalmente, ma che possiamo provare a immaginare trasformandoli non solo in riflessione educativa e didattica ma anche in pratica quotidiana. Percorsi possibili di apprendimento e di sviluppo, spunti operativi per raccontare come l’incontro pedagogico possa essere declinato nel fare scuola, affidato alla professionalità di docenti che, appassionati al metodo Montessori, abbiano il desiderio e la capacità di farlo vivere nel presente, senza timore che la contaminazione possa voler dire snaturare l’essenza e il valore del metodo.
Language: Italian
Published: Trento, Italy: Erickson, 2018
ISBN: 978-88-590-1642-7
Article
Researching the Impact of Montessori Education in Low-Income Areas of England
Available from: MAG Online Library
Publication: Early Years Educator, vol. 24, no. 2
Date: Sep 2023
Pages: 26-28
England, Europe, Great Britain, Montessori method of education, Northern Europe, United Kingdom
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Abstract/Notes: Director of the International Montessori Institute, Dr Nathan Archer, discusses the findings of his research into the work of Montessori nurseries in socio-economically disadvantaged areas of England amid the current economic climate, and the challenges nurseries and families face following the pandemic.
Language: English
DOI: 10.12968/eyed.2023.24.2.26
ISSN: 1465-931X, 2052-4617
Article
Incorporating Nature in Outdoor Physical Environment of Kindergartens for Learning with Nature in Malaysia
Available from: Silverchair
Publication: AIP Conference Proceedings, vol. 2881, no. 1
Date: Oct 5, 2023
Pages: Article 040005
Asia, Australasia, Malaysia, Southeast Asia, Southeast Asia
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Abstract/Notes: Learning with nature is increasingly popular in Malaysia. However, there are challenges when designing kindergarten outdoor physical environments to assist learning with nature in Malaysia. Previous studies have looked into the types of necessary nature interaction and spaces needed for learning with nature. However, there is a gap in understanding the factors influencing the methods to include nature in the kindergarten outdoor areas. This research aims to investigate the methods of incorporating nature in the outdoor physical environment of kindergartens to facilitate learning with nature. This research is a multiple case study using maximum variation sampling. The main findings suggest that each school’s design is unique as their curriculums and philosophy are different, and the way children interact with nature depends on it. Gibson’s Theory of Affordances, which is when the environment and surroundings allow for the interaction we intended, can help design kindergarten outdoor areas to cater to the curriculum. Integrating nature and man-made materials in the design can create a conducive environment for learning with nature. External factors namely the size of available outdoor areas, terrain conditions, and others will influence how nature is incorporated in the design.
Language: English
DOI: 10.1063/5.0167640
ISSN: 0094-243X
Article
Intentionally Inclusive: The LGBTQIA+, Gender-Diverse Montessori School
Available from: Montessori Norge
Publication: Montessori Collaborative World Review: The Montessori Roots of Social Justice, vol. 1, no. 1
Date: 2019
Pages: 182-189
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Language: English
Article
Inklusive Bildung und Montessori-Pädagogik [Inclusive education and Montessori pedagogy]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 61, no. 1
Date: 2023
Pages: 112-127
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Language: German
ISSN: 0944-2537