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Archival Material Or Collection
Užsiėmimai Marijos Varnienės "Vaikų nameliuose" / Activities in Marija Varnienė's "Children's Home" - 1931
Available from: ePaveldas
Date: 1931
Classroom environments, Europe, Lithuania, Marija Varnienė - Biographic sources, Montessori method of education, Montessori schools, Montessori schools - Photographs, Northern Europe
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Abstract/Notes: Fotografija. Užsiėmimai Marijos Varnienės „Vaikų nameliuose“. Nežinomas fotografas, Kaunas, 1931 m. Nespalvota, horizontalaus formato fotografija lygiais kraštais. Darbas su raidėmis. Mergaitės dėlioja raides. Tai Rašymo pratimai (Montessori metodo), kurių tikslas – išmokti teisingai laikyti rašymo priemonę, ruošti ranką rašymui, pažinti raštišką garsų simbolį, analizuoti garsus. [Photography. Classes in Marija Varnienė's Children's Home. Unknown photographer, Kaunas, 1931 Black-and-white, horizontal-format photography with smooth edges. Working with letters. Girls put on letters. These are Writing exercises (Montessori method), the purpose of which is to learn to hold a writing instrument correctly, to prepare a hand for writing, to know a written symbol of sounds, to analyze sounds.]
Language: Lithuanian
Archive: Lietuvos švietimo istorijos muziejus / Museum of Lithuanian Education History (Kaunas, Lithuania)
Doctoral Dissertation
The Role of Collaboration in Children's Understanding of Informational Texts
Available from: University of Illinois - IDEALS
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Abstract/Notes: This study investigated how children collaborated with their peers to read informational texts and complete a variety of reading-related tasks. The kinds of comprehension and monitoring strategies children employed in their reading were of particular interest, especially since they had little prior knowledge about the content of the curriculum--marine animals. Children worked in pairs on three different kinds of tasks: question-answering, error detection and math problem solving. Because they discussed the tasks with each other, their comprehension strategies were made more explicit than is often the case in studies based on individual responses to questions or group discussions. The study was conducted in two classrooms, one a combined third-fourth grade in a public school and the other a first through third grade classroom in a private, Montessori school. All of the tasks were part of the on-going curriculum and observations continued for approximately six months in each classroom. From the beginning, the classroom context was viewed as an important influence on children's task behaviors. Therefore, a careful description of the context--including classroom observations and teacher interviews--guided the analysis of children's behaviors. Extensive videotaped observations of children completing the three kinds of tasks were scored for a variety of cognitive and social interactions. Individual and pair progress in comprehension (accuracy and elaboration), monitoring and collaborative behaviors was determined by examining children's scores over time and with different partners. Children's discussions with their partners were also examined to determine what kinds of interactions facilitated acquisition of information from the texts. While the study was descriptive in nature, the quality of children's partnership interactions was found to influence children's learning and comprehension behaviors more than their reading or math ability. The findings also suggest that children in their early years of elementary school can acquire considerable information from expository texts and illustrate sophisticated comprehension and monitoring behaviors when given the opportunity to collaborate with their peers.
Language: English
Published: Urbana-Champaign, Illinois, 2011
Article
Being a Supportive Listener When Children Have Feelings
Publication: The National Montessori Reporter, vol. 21, no. 1
Date: 1997
Pages: 18–20
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Language: English
Article
The Effects of Montessori Training Program for Mothers on Mathematics and Daily Living Skills of 4-5 Year-Old Montessori Children
Available from: Association for the Development of Early Childhood Education in Turkey
Publication: Erken Çocukluk Çalışmaları Dergisi / Journal of Early Childhood Studies, vol. 3, no. 2
Date: 2019
Pages: 278-299
Asia, Mathematics education, Middle East, Montessori method of education, Parent education, Practical life exercises, Turkey, Western Asia
Article
Das zweite Montessori-kinderhaus in Berlin [The second Montessori children's house in Berlin]
Available from: Atlante Montessori
Publication: The Call of Education / L'Appel de l'Éducation / La chiamata dell'Educazione: Psycho-pedagogical Journal (International Organ of the Montessori Movement), vol. 1, no. 3/4
Date: 1924
Pages: 238
Europe, Germany, Western Europe
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Language: German
Article
England from North to South: Summer Holidays with Your Children
Publication: Montessori Quarterly, vol. 32
Date: 1988
Pages: 21–24
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Language: English
Article
Sōzō no uchi ni sodatsu kodomo-tachi / 創造のうちに育つ子どもたち / Children's Development and Creativity
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 43
Date: 2010
Pages: 4-17
Child development, Creative ability in children, Creative thinking in children
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Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.
Language: Japanese
ISSN: 0913-4220
Article
Action Possibilities Enhancing the Spiritual Wellbeing of Young Children: Applying Affordance Theory to the Godly Play Room
Available from: MDPI
Publication: Religions, vol. 13, no. 12
Date: Dec 2022
Pages: Article 1202
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Abstract/Notes: Godly Play is an approach to religious education for young children between the ages of three and eight. The Godly Play room, modelled on Montessori’s prepared environment, provides opportunities for young children to respond to Sacred stories, Parables and Liturgical actions presented by the Storyteller through art using any of the materials available to them. However, there is a paucity of research into how different spatial affordances may enhance opportunities for spiritual development in the Godly Play room. This article examines the Godly Play room through the lens of affordance theory. It applies elements of the notion of affordances to three documented anecdotes of Godly Play storytellers to show particular action possibilities enhance opportunities for spiritual development and wellbeing. The analysis highlights the importance of the Storyteller’s guidance, the readily accessible materials, and the dedicated space in which Godly Play is undertaken.
Language: English
DOI: 10.3390/rel13121202
ISSN: 2077-1444
Article
Exploring Fantasy in Children's Literature
Publication: Montessori International, vol. 84
Date: Jul 2007
Pages: 40–41
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Language: English
ISSN: 1470-8647
Article
The Advanced Municipal Montessori School for Children from 12-17 Years of Age [Amsterdam]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1957, no. 3/4
Date: 1957
Pages: 32–34
Europe, Holland, Montessori method of education, Netherlands, Western Europe
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Language: English
ISSN: 0519-0959