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Article
Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction
Available from: University of California eScholarship
Publication: Journal for Learning Through the Arts, vol. 3, no. 1
Date: 2007
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Abstract/Notes: While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized. If research of students in the school system indicates that learning through the arts can benefit the ‘whole’ child, that math achievement scores are significantly higher for those students studying music, and if Montessori education produces a more academically accomplished child, then what is the potential for the child when Montessori includes an enriched music curriculum? The decision to support music cannot be made without knowing music’s effect on academic achievement and its contribution to a student’s education. This study was an experimental design using a two-group post-test comparison. A sample of 200 Montessori students aged 3-5 years-old were selected and randomly placed in one of two groups. The experimental treatment was an “in-house” music enriched Montessori program and children participated in 3 half-hour sessions weekly, for 6 months. The instrument used to measure mathematical achievement was the Test of Early Mathematics Ability-3 (Barody & Ginsburg) to determine if the independent variable, music instruction had any effect on students’ math test scores. The results showed that subjects who received music enriched Montessori instruction had significantly higher math scores and when compared by age group, 3 year-old students had higher scores than either the 4 year-old or 5 year-old children. This study shows that an arts-rich curriculum has a significant positive effect on young students academic achievement.This comprehensive research presents developmentally appropriate early education curriculum for children from 2 through 6 years old and addresses some of the most compelling questions about early experience, such as how important music is to early brain development. Contemporary theories and practices of music education including strategies for developing pitch, vocal, rhythmic, instrumental, listening, movement and creative responses in children are presented. It explores the interrelationship of music and academic development in children, and demonstrates how music can enhance and accelerate the learning process. This study combines the best of research and practical knowledge to give teachers the necessary tools to educate tomorrow's musicians. It is essential reading for all students and teachers of young children.
Language: English
DOI: 10.21977/D93110059
ISSN: 1932-7528
Article
Montessori 101: What is a Montessori Material?
Available from: ISSUU
Publication: Tomorrow's Child, vol. 30, no. 3
Date: Sep 2023
Pages: 28-29
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Language: English
ISSN: 1071-6246
Book Section
Die Anpassung des Montessori-Materials für Blinde [The adaptation of the Montessori material for the blind]
Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [The Montessori System and the Handicapped Child: Papers and Reports of the 18th International Montessori Congress (Munich, July 4-8, 1977)]
Pages: 368-373
Blind, Blind children, Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Montessori materials, Montessori method of education
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Language: German
Published: München: Kindler, 1978
ISBN: 3-463-00716-9
Article
Opinioni - Montessori sì Montessori no
Available from: Fondazione Montessori
Publication: MoMo (Mondo Montessori), no. 2
Date: May 2015
Pages: 36-37
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Language: Italian
ISSN: 2421-440X, 2723-9004
Article
Montessori in Lilburn, Georgia [Montessori of Lilburn]
Publication: Montessori Observer, vol. 12, no. 2
Date: May 1991
Pages: 1
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Language: English
ISSN: 0889-5643
Article
Puzzle Elektronik Montessori Sand Board Letter (SBL) Untuk Edukasi Suku Kata Bahasa Indonesia Pada Anak Usia Dini [Electronic Montessori Sand Board Letter (SBL) Puzzle for Indonesian Language Education in Early Childhood]
Available from: Universitas Islam Negeri Alauddin Makassar
Publication: Teknosains: Media Informasi Sains dan Teknologi, vol. 16, no. 1
Date: 2022
Pages: 1-10
Asia, Australasia, Indonesia, Montessori method of education, Montessori schools, Southeast Asia
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Abstract/Notes: Montessori is a learning method to stimulate children to reach their potential in all fields. In the field of reading literacy, one of the initial stages is how to stimulate initial reading skills, starting with introducing letters using the syllable learning method. The stimulation process must be in a fun and not boring way of playing exploration so that children will not feel that they are learning, especially in the current state of the Covid-19 pandemic, where the learning process becomes boring for children because it has to be done at home. The purpose of this research is to create a learning technology in the form of an electronic puzzle Montessori Sand Board Letter (SBL) for Indonesian syllables that can help stimulate early childhood according to the Montessori principle in recognizing syllables. The system development method uses the System Development Life-Cycle (SDLC) method. Based on the results of functional testing using the black box method, it states that all functional systems function 100% according to design and objectives. The results of testing and validation by Montessori practitioners stated that the system was in accordance with Montessori rules. Based on the results of usage observations, the Montessori Sand Board Letter (SBL) electronic puzzle for Indonesian syllables can be an alternative learning tool to introduce Indonesian syllables for the initial reading learning process. / Montessori merupakan salah satu metode pembelajaran untuk menstimulasi anak dalam meraih potensinya di segala bidang. Pada bidang literasi membaca salah satu tahapan awal adalah bagaimana menstimulasi kemampuan membaca permulaan, dimulai dengan mengenalkan huruf-huruf menggunakan metode belajar suku kata. Proses stimulasi tersebut haruslah dengan cara eksplorasi bermain yang menyenangkan dan tidak membosankan sehingga anak tidak akan merasa bahwa ia sedang belajar, apalagi dalam kondisi pandemi Covid-19 yang masih berlangsung hingga saat ini, dimana proses belajar menjadi membosankan bagi anak karena harus dilakukan di rumah saja. Tujuan dari penelitian ini adalah membuat sebuah teknologi pembelajaran berupa puzzle elektronik Montessori Sand Board Letter (SBL) untuk suku kata Bahasa Indonesia yang dapat membantu menstimulasi anak usia dini sesuai prinsip Montessori dalam mengenal suku kata. Metode pengembangan sistem menggunakan Metode Sistem Development Life-Cycle (SDLC). Berdasarkan hasil pengujian fungsional menggunakan metode black box menyatakan bahwa seluruh fungsional sistem berfungsi 100% sesuai perancangan dan tujuan. Hasil pengujian dan validasi oleh praktisi Montessori menyatakan bahwa sistem telah sesuai dengan kaidah Montessori. Berdasarkan hasil observasi penggunaan, Puzzle elektronik Montessori Sand Board Letter (SBL) untuk suku kata Bahasa Indonesia dapat menjadi salah satu alternative tools pembelajaran mengenalkan suku kata Bahasa Indonesia untuk proses belajar membaca permulaan.
Language: Indonesian
DOI: 10.24252/teknosains.v16i1.23734
ISSN: 2657-036X
Article
Montessori in non-Montessori settings
Available from: InformIT
Publication: Bedrock, vol. 9, no. 3
Date: Nov 2004
Pages: 8-10
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Abstract/Notes: This article looks at the common ground between Montessorian and more traditional approaches to early childhood education. The author refers to ideas put forward by Dr E M Hallowell which suggest that early childhood educators focus on concepts such as playfulness, practice, mastery and reconnection; these concepts hold the key to raising children with healthy self-esteem, moral awareness and spiritual values. The author points out the similarities these psychological goals have with those a Montessori educator and a traditional early childhood educator aim for. She describes the approach taken at the Benevolent Society centre, which caters for babies and children up to five years. General Montessori principles are used, such as less is more -decluttering the children's personal space and giving them options for exploration; and spoken language - the process of interacting with children on a daily basis as the most fundamental step in building trusting relationships. The four vital areas of focus that keep re-appearing in any program written at the centre are cognitive development, fine motor development, gross motor development and social interaction. [Author abstract, ed]
Language: English
ISSN: 1326-7566
Article
Montessori-Pädagogik und Gehirnforschung [Montessori Education and Neuroscience]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 43, no. 3
Date: 2005
Pages: 97-115
Europe, Germany, Montessori method of education - Evaluation, Neuroscience, Western Europe
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Language: German
Article
Role učitele ve škole Montessori / Teacher's Role in Montessori School
Available from: Digitální knihovna Filozofické fakulty Masarykovy univerzity (Czechia)
Publication: Sborník prací Filozofické fakulty brněnské univerzity. U, Řada pedagogická, vol. 55, no. U12
Date: 2007
Pages: 117-126
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Abstract/Notes: This contribution deals with the role of teachers interacting with pupils in Montessori schools. Originally an exercise research for the study course of qualitative research in educational sciences, the text outlines the basic principles of Maria Montessori’s pedagogy, describing then the research method and the findings. A teacher was observed, keeping to her designed role within a certain extent of workload only. Yet once there were too many requirements from pupils, she abandoned her ideal role and became a captive who, under the load of her tasks, tended to solutions contravening to Montessori’s philosophy and reprobated by herself when she spoke about them. / Zaměření textu na roli učitele ve škole Montessori vzniklo souhrou několika faktorů, z nichž klíčová byla volba tématu pro cvičný kvalitativní výzkum v rámci kurzu Kvalitativní výzkum v pedagogických vědách a možnost navštívit základní školu Montessori. Zájem o alternativní koncepci výuky, kterou jsem mohla pozorovat, se pak stal základem pro téma této práce, jejímž cílem je popsat, jak učitelka Králová1 zvládá roli učitele ve škole Montessori a pokusit se odhalit obecné zákonitosti jejího jednání v interakci se žáky.
Language: Czech
ISSN: 1211-6971
Book
Standard Operating Procedure for a Montessori School: A Guideline for Operating Montessori Schools
Americas, Classroom environments, Montessori method of education, Montessori schools, North America, Prepared environment, United States of America
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Language: English
Published: New York, New York: American Montessori Society, 1971
Edition: 5th ed.