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Article
Deeply Touched: An Episode Raises Questions for Teachers
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 12, no. 3
Date: Spring 2000
Pages: 14-15
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Language: English
ISSN: 1071-6246
Article
Learn Teaching By Touch; American Educators Will Study Mme. Montessori's System
Publication: Kansas City Star (Kansas City, Missouri)
Date: Sep 11, 1912
Pages: 4
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Language: English
Article
Tasten und testen – Auf Spurensuche nach einer Montessori-affinen "Krippe". Erinnerungen [Touch and test – looking for traces of a Montessori-related “nativity scene”. Memories]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 61, no. 1
Date: 2023
Pages: 90-92
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Language: German
ISSN: 0944-2537
Article
The Importance of Developing the Child’s Sense of Touch in the Music Classroom
Available from: SAGE Journals
Publication: Journal of General Music Education, vol. 37, no. 2
Date: 2024
Pages: 4-10
Maria Montessori - Philosophy, Music - Instruction and study, Music and children, Music education, Touch in children
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Abstract/Notes: Sensory learning can be traced back to ancient Greek times, and the sense of touch holds multiple types of benefits for classroom music learning. Touch is also a prerequisite for children’s future intellectual and social development. Between ages three and seven, a child’s physical and perceptual development is in a formational stage. Despite challenges that can sometimes be associated with touch, for example, behavior issues, overcrowded classrooms, increased student needs related to touching, teacher liability, and spread of viral germs, tactile activities involving human touch and manipulatives can prepare students to play musical instruments, think abstractly, and achieve socioemotional competency. Human touch activities can foster self-awareness, awareness of others, and even empathy. This article examines past theories and practices involving tactile learning, discusses research findings relevant to music instruction, offers strategies and ideas for using tactile activities, and proposes a rationale for integrating tactile learning within general music instruction.
Language: English
DOI: 10.1177/27527646231185565
ISSN: 2752-7646
Article
Does Touching Real Objects Affect Learning?
Available from: Springer Link
Publication: Educational Psychology Review, vol. 33, no. 2
Date: 2021
Pages: 637-665
Cognitive development, Learning strategies, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Sensorial education, Touch in children
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Abstract/Notes: Based on theories of multimedia learning, the present study investigated whether the haptic sense serves as an additional channel to enhance the learning experience and learning outcomes. We therefore set up an experimental exhibition with two showrooms. In the first showroom, the sensory access of the participants to the exhibition objects was systematically varied in a 2 × 2 design with the between-subjects factors vision and haptics. While one group of participants could touch and see the objects, others could either only see or only touch them. The fourth group of participants found a showroom without objects. To address the auditory access, all participants were provided with information about each object via an audio guide. In the second showroom, further information was presented using posters. This showroom was the same for every participant. We aimed to investigate whether the haptic experience in the first showroom served as a motivator to engage further with the topic. The participants filled out questionnaires before visiting the first showroom, after visiting the first showroom, and after visiting the second showroom. To investigate the differences between the experimental groups on different outcomes, a memory test, a knowledge test, and various motivational-affective scales were used. The long-term effects of the information presentation were measured after 3 weeks. We found an advantage for recalling the objects and a heightened negative affect due to the haptic experience. Implications and further directions for this research will be discussed.
Language: English
DOI: 10.1007/s10648-020-09551-z
ISSN: 1040-726X, 1573-336X
Article
Teachers Touching Lives
Publication: Public School Montessorian, vol. 26, no. 2
Date: Winter 2014
Pages: 8
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Language: English
ISSN: 1071-6246
Article
NCLB [No Child Left Behind] Begins to Touch Montessori Programs
Publication: Public School Montessorian, vol. 16, no. 1
Date: Fall 2003
Pages: 23
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Language: English
ISSN: 1071-6246
Article
Moment of Peril: Touching [question]
Available from: Internet Archive
Publication: Montessori Observer, vol. 29, no. 4
Date: Nov 2008
Pages: 4
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Language: English
ISSN: 0889-5643
Article
Treasure to Touch
Publication: Montessori Education, vol. 9, no. 1
Date: 1998
Pages: 32–34
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Abstract/Notes: Treasure baskets
Language: English
ISSN: 1354-1498
Article
Each Sense Stands Alone; Montessori Pupils Learn by Touch When Blindfolded
Publication: Kansas City Star (Kansas City, Missouri)
Date: Dec 13, 1912
Pages: 2A
Americas, Anne E. George - Biographic sources, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., Montessori schools, North America, United States of America
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Language: English