Abstract/Notes: All the basics of the Montessori prepared environment are put into an extraordinary context of community and nurturing through personal encounter. The article emphasizes the longitudinal impact of an intentional community that results in character and concentration and looks to the spiritual attributes of the child in relation to the tangible parts of the prepared environment. Connie Black advises us that spiritual development entails appropriate love, respect, security, and generosity. Correlating achievement with the teacher's understanding of community and the prepared environment, the harmony of the Children's House is the point of origin for social and moral development. [This talk was presented at the NAMTA conference titled "The Montessori Oasis: Prepared Pathways for a Sustainable School Community," Columbia, MD, October 3-6, 2013.]

Language: English

ISSN: 1522-9734

Abstract/Notes: Review of Why Children Misbehave and What To Do about It by Christine Adams and Ernest Fruge

Language: English

ISSN: 1054-0040

Language: English

ISSN: 0277-9064

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: Report of the Day Care Council of New York's Symposium of April 30, 1969

Language: English

ISSN: 0277-9064

Abstract/Notes: The goal of this thesis is to describe teachers' communication with toddlers and pre- schoolers from mono- and bilingual families in Montessori schools or schools inspired by the Montessori method. The thesis consists of two parts. The first part is theoretical and contains chapters on children's communication and communication with children, its forms and specific aspects; language and language acquisition, bilingualism, the founder of Montessori education, the Montessori education per se and communication with children according to its principles. The second part is practical and presents an analysis of the pragmatic component of teachers' communication with children through audio recordings or hand-written notes taken during participant observation. It focuses on the characteristics and specific features of teachers' communication with children in Montessori pre- schools. It includes the description of communication environment which complements the teachers' communication with children. It also contains semi-structured interviews with teachers and photographs in the attachment. / Cílem této diplomové práce je charakterizovat komunikaci učitelek s dětmi batolecího a předškolního věku z mono- i z bilingvních rodin, v zařízeních typu Montessori nebo v zařízeních touto pedagogikou inspirovaných. Diplomová práce je tvořena dvěma částmi - první, teoretickou část, představují kapitoly o komunikaci dětí a s dětmi, jejích formách a specificích, o jazyku a jeho osvojování, o bilingvismu, o zakladatelce pedagogiky Montessori a jejích metodách a o komunikaci s dětmi v tomto výchovném směru. Druhá, praktická část, prezentuje analýzu pragmatické složky komunikace učitelek s dětmi, skrze audio nahrávky či písemné záznamy komunikace ze zúčastněného pozorování. Zaměřuje se na charakteristiku a specifické rysy komunikace učitelek s dětmi v Montessori zařízeních předškolního typu. Věnuje se také popisu komunikačního prostředí, který doplňuje komunikaci učitelek s dětmi, stejně tak jako polostrukturované rozhovory s učitelkami a fotografie, jež uvádíme v příloze.

Language: Czech

Published: Prague, Czechia, 2022

Language: English

Published: Austin, Texas, 1974

Abstract/Notes: Montessori education emphasizes the development of prosocial skills, which are correlated with positive educational and behavioral outcomes in both middle-class and low-income school environments. Two recent studies document the effectiveness of the Montessori approach in this area. Historically, the Montessori method, developed in Italy in 1906, became widespread in American independent schools in the 1950s. With the advent of charter school legislation, the number of public Montessori schools serving lower income children has been increasing over the last decade. The purpose of this study was: (a) to observe and describe how Montessori teachers foster prosocial skills, and (b) to explore whether and how this differs in public and private Montessori schools serving students of different backgrounds/SES. Five mixed-age (first-third grade) Montessori classrooms (two private, three public) were observed and videotaped on two occasions between December 2006 and February 2007. An observation tool developed for non-Montessori classrooms was used to record teacher behaviors linked to prosocial skills development. Similar teacher strategies to promote prosocial skills were recorded in both the public and private schools. These similarities were apparent despite vastly different student and school characteristics. A number of teacher strategies typically associated with the promotion of prosocial skills which were emphasized in the observation tool were not observed in either school. The findings of this study raise questions about the use of observation tools outside of the context in which they were developed. This finding may also be attributed to the timing of the observations (in winter), as the teacher behaviors are more likely to be exhibited during the first few months of school. Interviews with teachers and principals also revealed different leadership needs of a start-up school as opposed to an established school.

Language: English

Published: Philadelphia, Pennsylvania, 2007

Abstract/Notes: In this article, the author discusses several approaches in facilitating teachers, faculty, and staff members in giving birth to publishable writing that will allow them to share their ideas with other professionals. One effective approach is to find the strongest angle for a story and then narrowing it down.

Language: English

ISSN: 1054-0040