Language: English

ISSN: 0519-0959

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Abstract/Notes: The child's attention, how this attention is reasoned about, and how attention works as a surface for pedagogical intervention are central to understanding modern schooling. This article examines “attention” as an object of knowledge related to the organization and management of individuals. I address what we might learn about attention by studying one specific Montessori classroom, the glass-walled public demonstration set up at the 1915 San Francisco World's Fair. The pedagogy of attention on display and the spectatorship of the classroom provide an opportunity to rethink how power and subjectivity play in the formation of human attractions. I argue that thinking through Montessori offers important and relevant suggestions for present-day examinations of attention. The 1915 demonstration classroom can help us theorize the relation of attention to normalizing and governmentalizing practices. This specific study of how attention operates in one locale has implications for tactile learning theories and for the analytics of power to be used in studies of attention.

Language: English, Portuguese

DOI: 10.14393/che-v15n1-2016-6

ISSN: 1982-7806

Abstract/Notes: This study explores how gardening affects students’ focus and attention in a primary Montessori classroom. Over the course of a four-week intervention, the teacher-researcher provided eleven students with mini-gardening lessons, followed by time to use purposeful movement in the garden. When students returned to the classroom to assume their Montessori work activities, the researcher collected data by recording the time it took the students to get on task, whether or not students were focused, and which unfocused behaviors were exhibited. A pre-and post-attitude scale was completed by the students to determine prior experiences and attitudes towards gardening. The study revealed that during the intervention, time to get on task decreased and ability to focus increased. Students who were habitually inattentive and not focused continued this pattern, but did show improvement over the life of the study. Further research is needed to support these findings; post-intervention data could be collected to determine long-term impacts, and a higher number of students should be involved in the intervention for generalization purposes.

Language: English

Published: St. Paul, Minnesota, 2018

Abstract/Notes: The child's attention, how this attention is reasoned about, and how attention works as a surface for pedagogical intervention are central to understanding modern schooling. This article examines attention as an object of knowledge related to the organization and management of individuals. I address what we might learn about attention by studying one specific Montessori classroom, the glasswalled public demonstration set up at the 1915 San Francisco World's Fair. The pedagogy of attention on display and the spectatorship of the classroom provide an opportunity to rethink how power and subjectivity play in the formation of human attractions. I argue that thinking through Montessori offers important and relevant suggestions for present-day examinations of attention. The 1915 demonstration classroom can help us theorize the relation of attention to normalizing and governmentalizing practices. This specific study of how attention operates in one locale has implications for tactile learning theories and for the analytics of power to be used in studies of attention. -- ERIC

Language: English

DOI: 10.1111/j.0013-2004.2004.00020.x

ISSN: 0013-2004, 1741-5446

Abstract/Notes: María Montessori empezó a descubrir la infancia a partir de la capacidad que el niño pequeño tiene de polarizar su atención. En la base de la capacidad de atención están los poderes de la mente absorbente que hoy los estudios de la neurociencia han descubierto con indiscutibles pruebas empíricas. Su pedagogía puede definirse como pedagogía de la atención: atención hacia el niño, atención hacia los detalles, atención hacia la atención del niño. Los estudios sobre la capacidad de atención y sobre la relación entre la atención y la memoria confirman que es necesario proporcionar a los niños la posibilidad de concentrarse durante largo tiempo en una actividad (trabajo) con materiales adecuados y sin interrumpirlos jamás. Actualmente existen múltiples y variadas tecnologías de la información que fragmentan y fomentan una tendencia a la atención superficial en los niños y en los jóvenes. Por esto, la propuesta educativa y didáctica montessoriana resulta más actual hoy que al inicio del pasado siglo. [Montessori began her discovery of childhood starting from the polarization of attention in young children. Behind attention are the powers of the absorbent mind that neuroscience today is discovering with irrefutable empirical evidence. It is the pedagogy of attention: attention to the child, attention to the details, focus on the attention of the child. Studies on attention and the relationship between attention and memory have confirmed that it is necessary to give children the opportunity to focus on a specific activity for a long time using suitable materials, without interruptions. Today, there are many technologies that break up the attention of children and young people. This is why Montessori education and teaching is more relevant today than at the beginning of the last century.]

Language: Spanish

ISSN: 2255-0666

Language: English

Published: San Jose, California, 1984