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Article
Learning Environments That Enhance Students' Cognitive Functioning
Available from: Firenze University Press
Publication: Formare [Form@re], vol. 22, no. 1
Date: 2022
Pages: 322-339
Academic achievement, Classroom environments, Learning environments, Prepared environment
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Abstract/Notes: A general rethinking of the school system is underway. Today, the purpose of school is to prepare students for rapid change and the complexity of reality so that they are not overwhelmed. Executive cognitive functions have been shown to be fundamental to this purpose, specifically thoughtful planning of an idea, reflexivity, systematic approach to a task/problem, and the ability to stay focused. These are the skills that tomorrow's leaders will need (Diamond and Lee, 2011). But what theoretical and instructional models exist that aim to develop the cognitive skills necessary to succeed in school and in life? How and to what extent are the pedagogical principles of these models reflected in the organization of the physical learning space? This paper aims to trace some of the methods that promote the development of executive cognitive skills and examine how they organize the learning space. Ambienti di apprendimento che potenziano il funzionamento cognitivo degli studenti. È in atto un ripensamento generale del sistema scolastico. Oggi la finalità della scuola è di preparare gli studenti ai rapidi cambiamenti e alla complessità del reale in modo che non ne siano travolti. Fondamentali a questo scopo si sono rivelate le funzioni cognitive di tipo esecutivo, in particolare la pianificazione mentale di un’idea, la riflessività, la sistematicità nell’affrontare un compito/problema e la capacità di rimanere concentrati. Queste sono le competenze di cui avranno bisogno i leader di domani (Diamond & Lee, 2011). Ma quali sono i modelli teorici e didattici che si propongono di sviluppare le competenze cognitive necessarie per avere successo a scuola e nella vita? Come e in che misura i principi educativi di questi modelli si riflettono sull’organizzazione dello spazio fisico di apprendimento? Questo contributo si propone di ripercorrere alcuni tra i metodi che favoriscono lo sviluppo di competenze cognitive di tipo esecutivo e di indagare come organizzano lo spazio formativo.
Language: Italian
DOI: 10.36253/form-12606
ISSN: 1825-7321
Book
The Erdkinder and the Functions of the University
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Language: English
Published: New York, New York: American Montessori Society, 1939
Article
The Function of History in Cosmic Education
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1972, no. 1
Date: 1972
Pages: 17–25
Conferences, Cosmic education, Europe, Italy, Maria Teresa Marchetti - Speeches, addresses, etc., Southern Europe
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Abstract/Notes: Lecture given at Bergamo Study Conference, 1969
Language: English
ISSN: 0519-0959
Book
The Erdkinder and the Functions of the University: The Reform of Education During and After Adolescence
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Language: English
Published: London, England: Montessori Society of England, 1912
Edition: 1st English ed.
Article
A Neveléstörténet Tárgya, Funkciója a Pedagógia Táguló Határaival, Elágazó Problematikájával Összefüggésben / Subject and Function of Educational History in Relation to the Expansion and Variety of Problems of Pedagogy
Available from: Arcanum Digitális Tudománytár
Publication: Tanulmányok a neveléstudomány köréből
Date: 1971
Pages: 193-212
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Language: Hungarian
ISSN: 0082-1632
Article
AMI/USA Form Follows Function
Publication: NAMTA Quarterly, vol. 7, no. 3
Date: Summer 1982
Pages: 17-19
Association Montessori International of the United States of America (AMI-USA), North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Article
Supportive Indoor Environments for Functional Play in ECEC Institutions: A Strategy for Promoting Well-Being and Physical Activity?
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 191, no. 6
Date: 2021
Pages: 1-12
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Abstract/Notes: The physical environment in Early Childhood Education and Care (ECEC) institutions provide children with possibilities for play. This study describes a physical environmental intervention aiming to increase the possibilities for functional play in the indoor environment, and its influence on children’s well-being and physical activity. The intervention involved the establishment of a tumbling space with soft surfaces, mats and big construction materials. The sample consists of video observations of 65 children’s free play in seven ECEC institutions at two data points. Multilevel regression analysis indicates that children’s physical activity and functional play is strongly related to the use of a tumbling space, and that the intervention group had a higher increase in functional play following the intervention compared to the control group. The impact of the tumbling space on well-being is limited. The results indicate that targeting children’s possibilities for functional play may be beneficial form a health promotion standpoint.
Language: English
DOI: 10.1080/03004430.2019.1651305
ISSN: 0300-4430, 1476-8275
Article
Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness
Available from: American Public Health Association
Publication: American Journal of Public Health, vol. 105, no. 11
Date: Nov 2015
Pages: 2283-2290
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Abstract/Notes: We examined whether kindergarten teachers' ratings of children’s prosocial skills, an indicator of noncognitive ability at school entry, predict key adolescent and adult outcomes. Our goal was to determine unique associations over and above other important child, family, and contextual characteristics.Methods. Data came from the Fast Track study of low–socioeconomic status neighborhoods in 3 cities and 1 rural setting. We assessed associations between measured outcomes in kindergarten and outcomes 13 to 19 years later (1991–2000). Models included numerous control variables representing characteristics of the child, family, and context, enabling us to explore the unique contributions among predictors.Results. We found statistically significant associations between measured social-emotional skills in kindergarten and key young adult outcomes across multiple domains of education, employment, criminal activity, substance use, and mental health.Conclusions. A kindergarten measure of social-emotional skills may be useful for assessing whether children are at risk for deficits in noncognitive skills later in life and, thus, help identify those in need of early intervention. These results demonstrate the relevance of noncognitive skills in development for personal and public health outcomes.
Language: English
ISSN: 0090-0036, 1541-0048
Article
Low-Level Functional Deficits in Learning-Disabled Children
Available from: SAGE Journals
Publication: Academic Therapy, vol. 8, no. 2
Date: 1972
Pages: 231-234
Article
Functions of Dialogue in Consultation
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 9, no. 4
Date: Fall 1982
Pages: 24–25
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Language: English
ISSN: 0010-700X