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Article
Children's Preference for Real Activities: Even Stronger in the Montessori Children's House
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 4, no. 2
Date: 2018
Pages: 1-9
Americas, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: In the United States, children are often given the opportunity to engage in pretend activities; many believe this kind of play benefits children’s development. Recent research has shown, though, that when children ages 4 to 6 are given a choice to do the pretend or the real version of 9 different activities, they would prefer the real one. The reasons children gave for preferring real activities often concerned their appreciation of the functionality; when children did prefer pretend activities, their reasons often cited being afraid of, not allowed to, or unable to do the real activity. Given that children in Montessori classrooms have more experience performing real, functional activities, in this study we asked if this preference for real activities is even stronger among children in Montessori schools. We also asked children to explain their preferences. The data are from 116 3- to 6-year-old children (M = 59.63 months, SD = 12.08 months; 68 female): 62 not in Montessori schools and 54 in Montessori schools. Children explained their preferences for pretendand real versions of 9 different activities. Children in Montessori schools preferred real activities even more than did children in other preschools, but all children explained their choices in similar ways. The implications of these results are discussed with regard to play in preschool classrooms.
Language: English
ISSN: 2378-3923
Article
Guiding Children 'Back from the Edge' Preparing an Environment to Support Children at Risk
Available from: ERIC
Publication: NAMTA Journal, vol. 42, no. 2
Date: 2017
Pages: 169-190
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: "The children who demand more attention than others, who are disruptive, unmotivated, oppositional, aggressive, or do not give us the positive feedback we get from others…This is where we dig in and find compassion, and understanding, and the knowledge that no child wants to be disruptive, oppositional, or aggressive. They do this because they are hurt, and we are here to help." Sarah Werner Andrews provides an approach to the children who pose a challenge because they themselves are facing challenges. She offers practical tools and approaches that are first based on positive relationships, then on the relationship with the environment, and finally on positive, collaborative interventions. [This talk was presented at the NAMTA conference titled "Children on the Edge: Creating a Path for Happy, Healthy Development," January 12-15, 2017 in New Orleans, LA.]
Language: English
ISSN: 1522-9734
Article
The Analysis of Teacher's Fluency at KB – TK Gifted Kids Montessori School Pontianak
Available from: Politeknik Tonggak Equator (Pontianak, Indonesia)
Publication: ELSA Journal (English Language Studies and Applied Linguistics Journal), vol. 2, no. 2
Date: 2022
Pages: 11-18
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Abstract/Notes: As we learn English, we will learn the following 4 skills, which are writing, reading, listening, and speaking. Among the four skills, speaking skills are very important because they are active skills and help us communicate in daily activities. As an English teacher at a school institution, of course, it will be very important to have fluency in speaking English. Seeing the many demands of society today who want children to have fluent speaking skills, then it will be achieved if it starts with the teachers. This study aims to determine the fluency in English of the teachers in the KB – TK Gifted Kids Montessori School Pontianak. Data were analyzed using qualitative methods. The results of the study show that fluency in English starts from self-confidence and is carried out without hesitation.
Language: English
ISSN: 2747-2957
Article
Creative Giftedness and Educational Opportunities
Available from: National Center for Montessori in the Public Sector (NCMPS)
Publication: Educational and Child Psychology, vol. 30, no. 2
Date: 2013
Pages: 79-88
Comparative education, Europe, France, Western Europe
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Abstract/Notes: In contrast to intellectual giftedness reflected in high academic performance and often measured by IQ tests, there is growing recognition that other forms of giftedness exist. This paper focuses on creative giftedness, defined as high potential to produce work that is original and context appropriate. After a brief introduction to the psychological basis of creative giftedness, the role of school context in the development of creative potential is highlighted. Then an empirical study suggesting that creative potential is influenced by educational context is presented; pupils attending traditional and Montessori schools in France were compared on a set of creativity tasks in both the graphic and verbal domains. Cross-sectional and longitudinal analyses were conducted as children were seen at two measurement occasions, with approximately one year delay. Results indicated greater scores on measures of creative potential for children in the Montessori context. The discussion situates the results in a broader context of issues concerning the development of creative giftedness through education.
Language: English
ISSN: 2396-8702, 0267-1611
Book
Lernprozesse hochbegabter Kinder in der Freiarbeit der Montessori-Pädagogik: eine empirische Analyse auf der Basis von Einzelfallstudien in Montessori-Grundschulen [Learning processes of highly gifted children in the Free Work of the Montessori Method – An empirical analysis on the basis of individual case studies in Montessori Primary Schools]
Europe, Germany, Montessori method of education - Criticism, interpretation, etc., Western Europe
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Abstract/Notes: Die Förderung von Kindern mit überdurchschnittlichen intellektuellen Begabungen ist in den letzten Jahren zunehmend in den Fokus schulpädagogischer Diskussionen gerückt. Die Montessori-Pädagogik hat sich zum Ziel gesetzt, alle Kinder ihren Begabungen entsprechend zu fördern. In der vorliegenden Studie wird mittels qualitativ-empirischer Einzelfallstudien von vier hochbegabten Schülern an Montessori-Grundschulen untersucht, inwiefern dieses Ziel auch für hochbegabte Kinder erreicht wird. Im Ergebnis werden pädagogische Konsequenzen für eine gezielte schulische Förderung überdurchschnittlich begabter Kinder formuliert. Diese geben sowohl Lehrern an Montessori-Schulen als auch an Regelschulen praxisorientierte Hinweise für einen den Bedürfnissen hochbegabter Schüler entsprechenden Unterricht.
Language: German
Published: Berlin, Germany: Lit, 2007
ISBN: 978-3-8258-0727-6 3-8258-0727-4
Series: Impulse der Reformpädagogik , 17
Article
The Gifted Child: Myths and Reality
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 11, no. 3
Date: Summer 1984
Pages: 14, 18
Gifted children, Montessori method of education
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Language: English
ISSN: 0010-700X
Article
Why Montessori for the Gifted?
Publication: Gifted Child Teacher, vol. 33
Date: 1984
Pages: 3-7
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Language: English
Article
The Significance of Montessori Teaching Method in Improving Students' Interest at Gifted Kids Montessori School in Pontianak
Available from: Universitas Widya Dharma Pontianak (Indonesia)
Publication: Bilingualism, Language, and Education Studies (BLESS), vol. 2, no. 1
Date: Jan 2022
Pages: 32-40
Asia, Australasia, Indonesia, Montessori schools, Montessori schools, Southeast Asia
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Abstract/Notes: The objective of this study is to investigate the Montessori teaching method to improve students’ interest, and to create outstanding young children who are independent, discipline, responsible, and creative by providing a type of learning system called Montessori. It is the learning approach types that provides attractive set of educational as materials and books, creative teachers and supporting environment. The investigation used the qualitative and observational methods. The sample for the study comprised 20 kindergarten pupils from Gifted Kids Montessori School located in Pontianak. The instruments that the writer used for collecting data were questionnaires, interviews, and the observations. Based on the study the writer concluded that kids (under age six) have intern desire to learn and explore, with the help of parent, peers way and environment which supporting they can achieve quality of learning well. This study offers suggestion to future researchers on alternative learning methods, especially for the parents of very young children. The findings of this research could be used as a model for learning other subjects. Keywords: Montessori, Learning, Teaching, Sensory
Language: English
ISSN: 2656-0518
Article
The Concept of Giftedness in Montessori
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1980, no. 1/2
Date: 1980
Pages: 12–17
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Language: English
ISSN: 0519-0959
Master's Thesis
Differentiation of instructional and curricular practices for gifted students in Montessori classrooms
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The major purpose of this study was to determine if and how Montessori classrooms differentiate instructional and curricular practices for gifted and talented students. The Classroom Practices Record (Westberg, Dobyns, Archambault, 1990) was used to determine the degree of differentiation. Observations were made of gifted and average children in four private elementary AMS affiliated Montessori classrooms in Indiana. The collected data were analyzed descriptively. The results indicate that little differentiation occurred in verbal or curricular practices for gifted and talented students within the observed classrooms.
Language: English
Published: Waco, Texas, 2000