Abstract/Notes: This article vividly describes the indoor and outdoor components of what Montessori calls Home Sweet Home. Her vision of a domestic Children's House contains many facets: rooms of varied space, beautiful flooring, gardens that educate and evoke collaboration, and places for year-round exercise. This is a definitive yet rare Montessori article that shows the profound overlap of both natural and man-made spaces in a house designed for children. [Copyright © 1944 Montessori-Pierson Publishing Company. NAMTA would like to express its gratitude to the Montessori-Pierson Publishing Company and the Maria Montessori Archives held at AMI for suggesting this lecture and making it available.]

Language: English

ISSN: 1522-9734

Abstract/Notes: Fotografija. Užsiėmimai Marijos Varnienės „Vaikų nameliuose“. Nežinomas fotografas, Kaunas, 1931 m. Nespalvota, horizontalaus formato fotografija lygiais kraštais. Spalvų pažinimo pamoka. Mergaitė dėlioja spalvų korteles. Montessori metodo mokymo priemonėmis (spalvų dėžutės) lavinama chromatiniai pojūčiai. [Photography. Classes in Marija Varnienė's Children's Home. Unknown photographer, Kaunas, 1931 Black-and-white, horizontal-format photography with smooth edges. Color cognition lesson. The girl puts out the color cards. The Montessori method of teaching (color boxes) develops chromatic sensations.]

Language: Lithuanian

Archive: Lietuvos švietimo istorijos muziejus / Museum of Lithuanian Education History (Kaunas, Lithuania)

Language: English

ISSN: 1054-0040

Abstract/Notes: Differences in cognitive developmental level and reading achievement of elementary school children in multiage programming and traditional classrooms were explored. There is controversy regarding the benefit of multiage classrooms for learning academic subjects. According to previous research (e.g., Almy, Chittenden, & Miller, 1967; Brekke, Williams, & Harlow, 1973; Cromey, 1999), cognitive developmental level, reading achievement, and classroom type all seem to be related entities. This study assesses the effects of multiage classrooms compared to traditional classrooms on cognitive developmental level and reading ability of kindergartners, first graders, and second graders. The effects of cognitive developmental level on reading ability were also explored. The results support the connections among cognitive developmental level, reading ability, and classroom type.

Language: English

DOI: 10.1080/02702710490271800

ISSN: 0270-2711

Abstract/Notes: Discusses the important influence of nursery school design on the learning experiences of preschool children, focusing on the design of the "Haus Der Kinder," an all-day Montessori preschool that operated in Vienna in the 1930s. Notes the importance of a homelike atmosphere and a variety of room layouts and furniture. (MDM)

Language: English

ISSN: 1522-9734

Abstract/Notes: Lili Peller's "The Children's House" essay begins where Maria Montessori left off in her description of space articulations. Peller does not name Montessori specifically as she always had a desire to become independent in her own right as a neo-Freudian child analyst. But the Haus Der Kinder founded in summer of 1922 suggests a total Montessori influence as it calls for "adventures in space" with house-like rooms for different functions, both for play and for work, for practical functions: library, kitchen, workshop, quiet room, alcoves, nooks, and terraces for special individual work, with all spaces focusing on the relationships between indoor and outdoor environments. [This article was reprinted from "The NAMTA Quarterly" 3,1 (1978 Spring): 47-55.]

Language: English

ISSN: 1522-9734

Abstract/Notes: This is the final report of the Ancona Montessori Research Project for Culturally Disadvantaged Children begun in 1965 to investigate the effects of a modified Montessori program for disadvantaged children in the preschool and early elementary years. This report deals with the academic year 1969-1970, in which 29 disadvantaged children and a comparable group of 29 middle class children are the central focus of study. In addition, there is a followup on the school careers of disadvantaged children who attended Ancona at one time. A number of hypotheses about the potential effects of the project on the children's cognitive, social development are studied. Part I of the report deals with findings relative to the nursery school children, and includes a discussion of data from three measures of intellectual development (Stanford Binet, WPPSI and Merrill-Palmer) and from tester and teacher ratings of school-related behaviors and attitudes and social interaction. Part II details findings on the elementary school children and followup data on children who attended Ancona in previous years but are now elementary school students in other schools. In addition, data regarding children whose families have had long term involvement in the school is discussed. The appendix includes Ancona school Head Start program ratings of behavior during individual intelligence testing. (MS)

Language: English

Published: Washington, D.C., Aug 31, 1970