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722 results

Article

✓ Peer Reviewed

Materials and Methods in Reading: The Montessori Approach

Publication: Education (Boston), vol. 85

Pages: 468

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Language: English

ISSN: 0013-1172

Article

Waseca: A Vision, A Leap, A Community [Waseca Learning Materials]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 12, no. 1

Pages: 13

Public Montessori

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

Montessori-Pädagogik in der Musiklehrer*innenbildung?! Musikdidaktische Betrachtungen eines Seminarkonzepts samt Materialsammlung

Available from: Die Materialwerkstatt

Publication: Die Materialwerkstatt. Zeitschrift für Konzepte und Arbeitsmaterialien für Lehrer*innenbildung und Unterricht., vol. 4, no. 2

Pages: 61-71

Montessori method of education

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Abstract/Notes: Der Beitrag stellt ein an Grundprinzipien der Montessori-Pädagogik angelehntes Seminarkonzept der Musiklehrer*innenbildung für den Primarbereich vor. Dafür werden die Besonderheiten der Montessoriglocken und ihre Einsatzmöglichkeiten für musikalisch-ästhetische Wahrnehmungs- und Produktionsprozesse thematisiert, denn die Potenziale für das Experimentieren mit und Erfinden von Musik mit Montessoriglocken sind bislang in Lehr-Lernmaterialien nicht ausgeführt worden. Vielmehr standen Aspekte der Musiktheorie im Vordergrund (Wilms, 2010).

Language: German

DOI: 10.11576/dimawe-4903

ISSN: 2629-5598

Article

Montessori 101: Those Mysterious Montessori Materials: The Great Lessons

Publication: Tomorrow's Child, vol. 30, no. 2

Pages: 30-31

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

Sensory Development of Senior Pre-Schoolers with Developmental Delay by Means of Montessori Materials

Available from: Ad Alta

Publication: Ad Alta: Journal of Interdisciplinary Research, vol. 13, no. 2

Pages: 233-237

Child development, Children with disabilities, Developmental disabilities, Montessori materials, Sensorial education, Sensorial materials

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Abstract/Notes: The results of the research of etalon images formation in pre-school children with developmental delay are analyzed. The authors focus on sensory models development in children with mental development delay (MDD), also define the main directions of sensory models development in senior pre-school age children with MDD by means of Montessori materials. Classes are conducted in specially prepared environment. As Montessori approach requires the division of the activity room into several zones, standard ones are considered to be: natural zone, practical life zone, sensory zone, language zone, and mathematical zone. The task of a teacher is to adjust to the kid’s interests. It is important to create the environment for realization of his or her ideas and actions.

Language: English

DOI: 10.33543/1302

ISSN: 2464-6733, 1804-7890

Article

✓ Peer Reviewed

Developing, Evaluating, and Disseminating Dementia-Appropriate Reading Materials: Hearthside Book Club®

Available from: Oxford Academic

Publication: Innovation in Aging, vol. 2, no. Supplement 1

Pages: 8

Alzheimer's disease, Dementia, Gerontology, Montessori-based interventions

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Abstract/Notes: Reading is a skill that remains for a long time in persons with dementia (PWD), with oral reading and grammatical knowledge often being preserved through the latest stages of the condition. However, without access to dementia-appropriate reading materials, many senior living communities are compelled to provide children’s books to PWD. While the large font and simple sentences in such books make them easy to read, they fail to respect PWD’s status as adults who have significant life histories. Hearthside Book Club® (HBC) is a Montessori-based and adult-appropriate reading and discussion activity that capitalizes on the remaining abilities of PWD. This paper will discuss the key features of HBC, outcomes of a research study that examined HBC, processes used to disseminate HBC, and lessons learned while disseminating the intervention. Regarding the research study, persons from all stages of dementia participated (N=108), with 33% in the Early Stages, 28% in the Middle Stages, and 39% in the Late Stages. When compared to baseline activities, HBC produced an 85% increase in Constructive Engagement (p<.01), a 91% increase in Pleasure (p<.01), a 76% decrease in Distracted Engagement (p<.01), and a 59% decrease in Non-Engagement (p<.01). In addition, Quality of Life (measured with the DEMQOL) increased (p<.05), while Apathy (measured by the NPI-NH) decreased (p<.05). Regarding dissemination of HBC, a competitive analysis, surveys, and interviews with end users were used to determine optimal ways of delivering and pricing the intervention. Ultimately, we decided to disseminate HBC digitally as a Book of the Week Club.

Language: English

DOI: 10.1093/geroni/igy023.025

ISSN: 2399-5300

Article

✓ Peer Reviewed

The Development of Reading and Writing Based on Montessori Educational Materials / Развитие Чтения И Письма На Основе Учебных Материалов Монтессори

Available from: W Portfolio

Publication: Eurasian Humanitarian Journal / Евразийский гуманитарный журнал, vol. 2023, no. 4

Pages: 68-80

Asia, China, East Asia, Montessori materials, Montessori method of education - Criticism, interpretation, etc., Taiwan

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Abstract/Notes: The study presents the results obtained in the long-term project “Taiwan preschool English classes: Montessori and non-Montessori approaches”. The article focuses on the analysis of the Montessori materials commonly implemented for teaching very young learners of English. Their teaching materials (e.g. vowel matching cards, sandpaper letters, sentence analysis signs) help to develop all four skills of English at the very early age. Furthermore, they let the kindergartners get acquainted with some metalinguistic knowledge of phonology (e.g. phonics, sound blend), syntax (sentence structure with parts of speech), morphology (building words) etc. Such deeper learning of English as foreign language by very young learners in a playful way leads to the fact that 4-6 years old Taiwanese children have a good foundation of basic English in speaking, reading, listening and writing, while growing in non-naturalistic environment of English. / В статье представлены результаты, полученные в рамках долгосрочного проекта «Тайваньские дошкольные занятия по английскому языку: Методика Монтессори и не-Монтессори». Статья посвящена анализу учебных пособий Монтессори, используемых для дошкольного обучения английскому языку (например карты соответствия гласных, наждачные буквы, знаки для анализа предложений), помогают развить все четыре навыка английского языка в самом раннем возрасте. Кроме того, они позволяют дошкольникам познакомиться с некоторыми металингвистическими знаниями фонологии (пр. фониксы), структуры предложений (с частями речи), морфологии (построение слов) и т. д. Такое более глубокое изучение английского языка как иностранного дошкольниками в игровой форме приводит к тому, что 4-6-летние тайваньские дети имеют хороший фундамент базового английского языка в разговорной речи, чтении, аудировании и письме, при этом не живя в среде английского языка.

Language: English

ISSN: 2587-6589

Article

Materials and Methods; Miss George Illustrates Montessori Method

Available from: Chatauqua Institution

Publication: The Chautauquan Daily (Chautauqua, New York)

Pages: 1

Americas, Anne E. George - Biographic sources, Anne E. George - Speeches, addresses, etc., Chautauquas, Education - Study and teaching, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Language: English

Book Section

A Montessori Bibliography of Materials in the English Language, 1909-1961

Book Title: Learning How to Learn: An American Approach to Montessori [1962]

Pages: 139-175

, Special education

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Language: English

Published: New York, New York: American Montessori Society, 1998

Edition: Revised ed.

Article

Montessori Language Materials and Impact on Preschoolers' Language Development in Early Childhood Care and Development Centres (ECCDC) in Lagos State Nigeria

Available from: University of Lagos Library (Nigeria)

Publication: African Journal of Education and Behavioural Sciences, vol. 1, no. 1

Pages: 78-91

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Abstract/Notes: Languagge is one of the facilities that Preschoolers acquire in their early years and this is made possible by the interaction that they have with their environments - be it home, school where they grow and interact. To acquire language and develop vocabularies for communication, Montessori Language materials become invaluable tools for building and enhancing language versatility among preschoolers. Montessori materials like Large and Small Movable Alphabet boxes help in word building, while word lists help in vocabulary acquisition on a large scale. The study adopted descriptive survey and Quazi-experimental design. Four ECCDC were selected for the study; out of which two were used as experimental classes while the other two were used as control group. A total of 286 pupils from Lagos Education District 4 and 6 constituted the sample for the study. The treatment group was exposed to teaching and learning using the Montessori Language Materials (Large and Small Movable Alphabet boxes, word lists, phrases and sentence cards, etc.). The control group was also exposed to teaching and learning using the conventional instructional strategy. Instruments used for data collection were Public School Teachers' Questionnaire (PSTQ) and Pupils' Language Achievement Worksheets (PLAW). Data collected were analyzed using descriptive and inferential statistics such as simple percentages, mean and standard deviation, whilst independent t-test and ANCOVA were used to test the hypotheses formulated. The study revealed that majority of the teachers in the study had no adequate preparation for the level of education where they teach; that the pupils that had practical sessions using Montessori Language Materials performed better in spelling, word building and reading activities and had larger number of vocabulary acquisition than their peers in the control group. The study also revealed that most of the teachers had no Montessori training and as such, they were unable to implement Montessori methods in their classrooms. Therefore, the recommendations include: that teachers should make the learning of language more practical by the use of diverse instructional materials that are age appropriate and allow pupils the opportunity to find out things for themselves. In addition, professional preparation of the early years' teachers should be extensive as to embrace and inculcate best practices in the course of their training so that they can be skillful and resourceful in dispensing their duties in the classrooms.

Language: English

ISSN: 2536-7382

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