Abstract/Notes: From the early 1900s through the 1950s, child-centered and humanistic theories of education were developed and disseminated from hubs of progressive educational theorization. Based on the resultant educational reforms of the 1960s, humanistic approaches to education became popular in schools throughout the United States. Concurrently, and perhaps not coincidentally, while these theories were being developed, Doctor Who was conceived and promoted as an educational television series for young learners throughout Britain. This essay posits that, consciously or inadvertently experimenting with progressive new pedagogical models, the Doctor and his series of companions present a complementary union of potentially opposing pedagogical approaches. While the Doctor’s lessons tend to be pedantic in nature and substance, the companions’ efforts to absorb the Doctor’s demonstrated teachings, relating that message to the audience, make episodes humanistic learning experiences for the viewer. By presenting dilemmas confronted and varyingly resolved by companions of the Doctors show-run by Russell Davies and Steven Moffat, this essay illustrates each companion’s personal struggles and attempts to understand and assimilate the Doctor’s lessons into an expanding worldview or moral truth that parallels and elicits the viewer’s—who occupies the silent, observant position of novice companion, or neophyte as acolyte—empathetically vicarious experiences.

Language: English

ISSN: 2517-4266

Abstract/Notes: The child psychiatric ward at Aurora Hospital, Helsinki, has since 1977 experimentally used the Montessori method in therapy groups of 5–13 year old children. Those who have benefited most are children with neurological „soft signs”: insufficient visual, auditive or spatial perceptual ability, clumsiness, hyperactivity, emotionally impulsive or immature or speech retarded children. A surprise for the Montessori therapists was that even children with borderline type contact and reality disturbances were able to benefit—however, the treatment in these cases required more time.

Language: Swedish

DOI: 10.1080/00291463.1982.10636808

ISSN: 0029-1463

Abstract/Notes: This is a revised edition of: "Linking developmental assessment and curricula" (1981).

Language: English

Published: Rockville, Maryland: Aspen Publishers, 1989

Edition: 2nd ed.

ISBN: 978-0-8342-0063-0

Abstract/Notes: Poor dietary habits in childhood can lead to obesity and chronic diseases later in life. Increasing children's nutrition knowledge and liking of fruits and vegetables are key factors in improving diet quality. The purpose of this study was to assess the effects of a nutrition program on knowledge, liking and intake of fruits and vegetables in Montessori students. Clustered-randomized control trial conducted in a Southeastern US Montessori school. Children aged 4-6 years old (intervention, n = 22; control, n = 29) participated in a 4-week nutrition education with taste testing of 12 fruits and vegetables. Nutrition knowledge, fruit and vegetable liking, and intake were measured with questionnaires, and analyzed using repeated measures analysis of covariance and descriptive analyses (SPSS v.23); significance defined as p < 0.05. Controlling for covariates, significant between group effects for nutrition knowledge (F = 24.16, p < 0.001) and liking tomatoes (F = 7.01, p = 0.01) were found. The intervention group increased vegetable intake (Hedges' g = 1.01) compared to the control, although it was not significant between groups (F = 1.95, p = 0.17). Initial examination of this program indicates that it was effective in increasing knowledge, vegetable liking and intake for young children in the sample. More research is needed to compare outcomes between educational delivery methods.

Language: English

DOI: 10.1111/josh.13237

ISSN: 1746-1561

Language: English

Abstract/Notes: The aim in the research was to investigate the effect of Montessori-based STEM education on the self-directed learning skills of pre-service pre-school teachers. A mixed method was employed in the research. The sample of the research consisted of 53 pre-service teachers enrolled in the Pre-school Teacher Education Programme at a mid-sized state university in northeast Turkey. During the research, Montessori-based STEM education was given to the pre-service teachers for two hours per week over 14 weeks. The Self-directed Learning Skills scale was applied to obtain the quantitative data and the Semi-structured Interview Form was used for the qualitative data in the research. After coding the data in content analysis, the themes of the coded data were written down. In order to contribute to the validity of the research, direct quotations from the participant group were included in the findings section and participant confirmation was carried out. In order to contribute to the reliability of the data analysis, the consistency of the results with each other was checked by five experts during the data analysis. The aim was to contribute to the reliability of the study by explaining the data collection and analysis sections in detail. At the end of the research, it was observed that there was a significant difference between the self-directed learning skills pre-test and post-test scores and that the qualitative analysis results supported this difference in direction with the development. These developments were determined from the statements by the pre-service teachers in their interviews stating that the training contributed greatly to their personal and social development and helped them gain learning and teaching skills about a subject. In line with the results obtained, it can be concluded that pre-school teacher candidates' self-directed learning skills such as self-confidence, perseverance, self-planned learning, and self-assessment were developed by Montessori approach-based STEM education. / Araştırmada Montessori yaklaşımı temelli STEM eğitimlerinin; okul öncesi öğretmen adaylarının öz yönetimli öğrenme becerileri üzerindeki etkisi incelenmiştir. Araştırmada karma yöntem kullanılmıştır. Araştırmanın örneklemini Doğu Anadolu’ nun orta ölçekli bir ilindeki devlet üniversitesinin Eğitim Fakültesi Okul Öncesi Öğretmenliği Bölümünde öğrenim gören 53 öğretmen adayı oluşturmuştur. Araştırmada öğretmen adaylarının öz yönetimli öğrenme becerilerindeki değişimi belirlemek amacıyla tek grup öntest sontest deseni oluşturulmuştur. Araştırmada nicel verilerin elde edilmesinde “Öz Yönetimli Öğrenme Becerileri” ölçeği ve nitel veriler için de “Yarı Yapılandırılmış Mülakat Formu” kullanılmıştır. Araştırma süresince toplamda 14 hafta boyunca haftada 2 ders saati olmak üzere adaylara Montessori yaklaşım temelli STEM eğitimleri verilmiştir. Araştırmada elde edilen nicel verilerin analizi ilişkili örneklem t testi ile nitel verilerin analizi ise içerik analizi ile yapılmıştır. İçerik analizinde verilerin kodlaması yapıldıktan sonra, kodlama yapılan verilerin temaları yazılmıştır. Araştırmanın geçerliliğine katkı sağlamak için, bulgular bölümünde katılımcı grubun doğrudan alıntılarına yer verilmiş ayrıca katılımcı teyidi gerçekleştirilmiştir. Veri analizinin güvenirliğine katkı sunmak için, veri analizi esnasında beş uzman tarafından sonuçların birbiri ile tutarlılığı kontrol edilmiştir. Araştırma sonucunda öz yönetimli öğrenme becerilerinin öntest ve sontest puanları arasında, anlamlı bir farklılık olduğu ve yapılan nitel analiz sonuçlarının da bu farkı gelişim yönünde desteklediği gözlenmiştir. Bu gelişimler öğretmen adaylarının mülakatlarında eğitimlerin kişisel ve sosyal gelişimlerine oldukça katkı sağladıklarını, bir konu hakkında öğrenme ve öğretme becerisi kazanma konusunda yardımcı olduğunu belirten ifadelerinden tespit edilmiştir. Elde edilen sonuçlar doğrultusunda Montessori yaklaşımı temelli STEM eğitimlerinin okul öncesi öğretmen adaylarının özgüven, sebat gösterme, kendi kendine planlı öğrenme, öz değerlendirme yapabilme gibi öz yönetimli öğrenme becerilerinin geliştiği yorumu yapılabilir.

Language: English

DOI: 10.19160/e-ijer.1038793

ISSN: 1309-6265

Abstract/Notes: This study is aimed at examining the effect of eight weeks of selected virtual-assisted games based on Montessori pedagogical principal on the motor proficiency and perceived self-control in the children with spastic hemiplegia during the coronavirus outbreak. In this quasi-experimental study, the children () with hemiplegia were randomly selected and assigned to either the experimental group or the control group. In the pretest, motor skills and self-controlling were evaluated using 36-item Lincoln-Oseretsky Motor Development Scale and Children’s Perceived Self-Control Scale (CPSC) (ss, 1982), respectively. The experimental group then engaged in three 45-minute sessions of virtual game play over the course of eight weeks. 24 hours following the last practice session, the posttest was given on the same day as the pretest. After ensuring the normal distribution of collected data with Shapiro-Wilk test, the data were analyzed using Analysis of Covariance test (ANCOVA). Results showed that the experimental group compared to the control group was better in the motor proficiency and perceived self-control after performing selected virtual-assisted Montessori games can significantly improve motor proficiency and perceived self-control (). This pattern of data revealed that the virtual-assisted intervention based on Montessori pedagogical principles may increase motor proficiency and self-control in children with hemiplegia, particularly when confronted with the limitations imposed on by the coronavirus epidemic.

Language: English

DOI: 10.1155/2022/5792094

ISSN: 2314-6133

Language: English

ISSN: 1525-3279, 1550-3240

Language: English

Abstract/Notes: The COVID-19 pandemic has profoundly impacted the Adult Day Services program and Adult Day programs across the country. As the Adult Day Services program transitions to an in-person format, goals within the organization include developing appropriate programming, increasing group size, and keeping clients entertained. The framework guiding this quality improvement project is Montessori-Based Dementia Programming ® (MBDP). This project aims to increase client engagement, decrease client anxiety, and decrease staff workload. This will be measured by a self-developed staff workload survey, the Menorah-Park Engagement, and the Affect rating scale. Implementation of MBDP at the Adult Day Center did not meet all projected goals, however benefits of MBDP were observed. The benefits of MBDP include improved affect and engagement of clients when participating in MBDP.

Language: English

Published: San Francisco, California, 2022