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616 results

Article

Parenting Resources: Redirecting Children's Behavior: A Parenting Course by Kathryn Kvols

Publication: Tomorrow's Child, vol. 7, no. 1

Pages: 22

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Language: English

ISSN: 1071-6246

Article

Kids Korner [poems by children]

Publication: The National Montessori Reporter, vol. 28, no. 3

Pages: 32–33

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Language: English

Master's Thesis (Action Research Report)

How Does Parent Nutrition Education Change What Children Bring for Lunch?

Available from: St. Catherine University

Action research

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Abstract/Notes: The intent of this action research was to see if parent nutrition education changed what parents packed in their children’s lunches. This study was conducted at a Colorado Montessori school enrolling infants through kindergartners. Data sources included teacher observation before and after the nutrition classes, a pre-class parental survey on nutrition knowledge and topic needs, a teacher journal, and a post-class evaluation. Results showed that after the class, five out of seven students’ lunches changed 20 to 60%. Parents incorporated ideas learned from the class and ways to entice picky eaters. Based on this action research project, the school is implementing a hot lunch program. I initiated a monthly food club to teach parents ways to cook multiple meals from a basic staple, explore ethnic cuisines, and share recipes.

Language: English

Published: St. Paul, Minnesota, 2014

Article

Sharing Nature with Children

Publication: The National Montessori Reporter, vol. 16, no. 4

Pages: 3–5

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Language: English

Article

The Two Children

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1968, no. 3/4

Pages: 6–18

Claude Albert Claremont - Writings

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Language: English

ISSN: 0519-0959

Article

Level 5 Children Create Web Pages

Publication: The National Montessori Reporter, vol. 27, no. 2

Pages: 7–13

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Language: English

Doctoral Dissertation

'My Self-Image and Your Interactions': The Influence of the Preschool Educator's Image of the Child as a Learner on Children's Wellbeing and Involvement

Americas, Comparative education, Early childhood care and education, Early childhood education, Europe, Ireland, Montessori method of education, Montessori schools, North America, Northern Europe, Play, Reggio Emilia approach (Early childhood education)

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Abstract/Notes: The introduction in 2011 of a universal free preschool year for all children in Ireland prior to attending primary school was heralded as a significant commitment to children and families. As a result of this policy initiative there are increasing numbers of young children accessing preschool provision. However, despite increased access and increased investment in ECEC provision, little is known about the quality of preschool children’s experiences, or the impact of the pedagogical approach on children’s levels of wellbeing and involvement in their learning. Equally there has been no evaluation of the quality or the effectiveness of the preschool provision in supporting children’s development of 21st century skills. This thesis explores how the preschool educator’s image of the child as a learner influences her/his pedagogical approach and how the educator’s pedagogical approach subsequently impacts on children’s levels of wellbeing and involvement in their meaning making processes. The study, an ethnographic comparative study, was conducted across three preschool setting types, Montessori, Play-based and Reggio inspired in the west of Ireland and Boston. The findings identify that children’s levels of wellbeing and involvement are high when their basic needs for autonomy, competence and relatedness are met in an autonomy supportive, child-centred learning environment. In comparison, when the learning environment is controlling and the approach to teaching and learning is didactic and adult-led, children’s levels of wellbeing and involvement are low. These findings have significant implications for policy and practice and provide a compelling argument for the evaluation of the quality of preschool provision in Ireland.

Language: English

Published: Galway, Ireland, 2020

Article

Children's Play and Television

Publication: Montessori Life, vol. 13, no. 2

Pages: 36–39

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Language: English

ISSN: 1054-0040

Article

✓ Peer Reviewed

Science and Culture Around the Montessori's First "Children's Houses" in Rome (1907-1915)

Available from: Wiley Online Library

Publication: Journal of the History of the Behavioral Sciences, vol. 44, no. 3

Pages: 238-257

Europe, Italy, Southern Europe

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Abstract/Notes: Between 1907 and 1908, Maria Montessori's (1870–1952) educational method was elaborated at the Children's Houses of the San Lorenzo district in Rome. This pioneering experience was the basis for the international fame that came to Montessori after the publication of her 1909 volume dedicated to her “Method.” The “Montessori Method” was considered by some to be scientific, liberal, and revolutionary. The present article focuses upon the complex contexts of the method's elaboration. It shows how the Children's Houses developed in relation to a particular scientific and cultural eclecticism. It describes the factors that both favored and hindered the method's elaboration, by paying attention to the complex network of social, institutional, and scientific relationships revolving around the figure of Maria Montessori. A number of “contradictory” dimensions of Montessori's experience are also examined with a view to helping to revise her myth and offering the image of a scholar who was a real early-twentieth-century prototype of a “multiple” behavioral scientist.

Language: English

DOI: 10.1002/jhbs.20313

ISSN: 1520-6696

Book Section

What Would Maria Montessori Say About the iPad? Theoretical Frameworks for Children's Interactive Media

Available from: Taylor and Francis Online

Book Title: Technology and Digital Media in the Early Years

Pages: 16 pages

Information and communications technology (ICT), Maria Montessori - Philosophy, Montessori method of education, Technology and children

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Language: English

Published: New York, New York: Routledge, 2014

ISBN: 978-1-315-85657-5 978-0-415-72581-1 978-0-415-72582-8

Series: NAEYC , 1123

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