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616 results

Article

✓ Peer Reviewed

Do Children in Montessori Schools Perform Better in the Achievement Test? A Taiwanese Perspective

Available from: Springer Link

Publication: International Journal of Early Childhood, vol. 46, no. 2

Pages: 299-311

Asia, China, Comparative education, East Asia, Montessori method of education - Evaluation, Taiwan

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Abstract/Notes: The study examines whether elementary school students in Taiwan who had received Montessori education achieved significantly higher scores on tests of language arts, math, and social studies than students who attended non-Montessori elementary programs. One hundred ninety six children in first, second, and third grade participated in the study. Children’s scores were measured by Elementary School Language Ability Achievement Test (ESLAAT), Elementary School Math Ability Achievement Test (ESMAAT), and Social Studies Ability Achievement Test (SSAAT). One-way multivariate analysis of variance (MANOVA) showed that students who had Montessori experience had a significantly higher score in language arts in all three grade levels. In math, first grade students scored higher but not second and third grade students. However, in social studies, students who had received Montessori education did not score significantly higher than the non-Montessori students. There was also no significant difference between the number of years spent in Montessori programs and students’ language arts, math, and social studies test scores in first, second, and third grade.

Language: English

DOI: 10.1007/s13158-014-0108-7

ISSN: 0020-7187, 1878-4658

Article

The Children's Garden

Publication: NAMTA Journal, vol. 17, no. 3

Pages: 101–106

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

ISSN: 1522-9734

Article

From the Garden to the Farmhouse: Farm Life and Education for Children Under Six

Publication: NAMTA Journal, vol. 31, no. 2

Pages: 99–116

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

ISSN: 1522-9734

Article

[An Opinion of the Usefulness of Tests and of the Montessori Method Applied to the Education of Mentally Handicapped Children]

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1963, no. 3

Pages: 19-20

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Language: English

ISSN: 0519-0959

Article

L'Observation des tout-petits / A study of very little children

Available from: Atlante Montessori

Publication: The Call of Education / L'Appel de l'Éducation / La chiamata dell'Educazione: Psycho-pedagogical Journal (International Organ of the Montessori Movement), vol. 1, no. 1

Pages: 41-54

International Montessori Training Course, Maria Montessori - Biographic sources, Maria Montessori - Writings

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Abstract/Notes: Notes on a lecture delivered by Dr. Montessori during her International Training Course, London 1923. Italian: 41-48; English: 48-54.

Language: English, French

Article

Aggression and Hostility in Young Children

Available from: JSTOR

Publication: Young Children, vol. 32, no. 2

Pages: 4-13

Anger in children, Behavior disorders in children, Child development, Socialization

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Language: English

ISSN: 0044-0728

Master's Thesis (Action Research Report)

The Impact of Anti-Bias Literature Small Groups on Children's Understanding of Themselves, their Families, and Others

Available from: St. Catherine University

Action research, Lower elementary, Montessori method of education

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Abstract/Notes: The purpose of this action research study was to explore how sharing anti-bias children’s books in literature small groups in a lower elementary Montessori class affects children’s perceptions of and ability to communicate about themselves, their families, and others, as well as the classmates with whom they choose to associate. The sample studied in this research was a class of 20 children aged six to nine at a private Montessori school located in a small town adjacent to a large Midwestern city. Data was collected through pre and post oral interviews, written reading reflection worksheets, and daily teacher observations of children’s work and play partners. The study found that anti-bias literature small groups are an effective way to improve children’s perceptions of themselves and their ability to communicate about human difference. More research is needed about how to improve children’s perceptions of their families and their ability to communicate about human similarity. Additionally, a longer intervention period and refined data collection tool are recommended in order to learn more about the impact of anti-bias literature small groups on children’s choice of work and play partners.

Language: English

Published: St. Paul, Minnesota, 2019

Article

Guidelines for the Children's House

Publication: Montessori Quarterly, vol. 16

Pages: 1–35

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Language: English

Article

✓ Peer Reviewed

Action Possibilities Enhancing the Spiritual Wellbeing of Young Children: Applying Affordance Theory to the Godly Play Room

Available from: MDPI

Publication: Religions, vol. 13, no. 12

Pages: Article 1202

Godly Play

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Abstract/Notes: Godly Play is an approach to religious education for young children between the ages of three and eight. The Godly Play room, modelled on Montessori’s prepared environment, provides opportunities for young children to respond to Sacred stories, Parables and Liturgical actions presented by the Storyteller through art using any of the materials available to them. However, there is a paucity of research into how different spatial affordances may enhance opportunities for spiritual development in the Godly Play room. This article examines the Godly Play room through the lens of affordance theory. It applies elements of the notion of affordances to three documented anecdotes of Godly Play storytellers to show particular action possibilities enhance opportunities for spiritual development and wellbeing. The analysis highlights the importance of the Storyteller’s guidance, the readily accessible materials, and the dedicated space in which Godly Play is undertaken.

Language: English

DOI: 10.3390/rel13121202

ISSN: 2077-1444

Article

Who's Teaching the Children to Talk?

Publication: NAMTA Journal, vol. 19, no. 1

Pages: 89-103

Child development, Cognitive development, Early childhood education, Elementary education, Language acquisition, North American Montessori Teachers' Association (NAMTA) - Periodicals, Parent and child, Parent-teacher relationships, Teacher-student relationships

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Abstract/Notes: Highlights the crucial role of language in child development, including intellectual development and the development of the brain. Describes the types of messages children receive from their parents' words, the importance of talking with children and exposing children to words without pictures, and ways schools can help parents develop children's language skills.

Language: English

ISSN: 1522-9734

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