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Conference Paper
Multi-Age and Non-Graded: The Most Critical Component of Authentic Montessori? (Freedom of movement between the 3-6 and 6-12 Environments - Benefits and Challenges)
Montessori Association of Australia Conference
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Language: English
Published: Canberra, Australia, 2008
Article
Learning with Nature in Malaysia: Methods of Incorporating Nature in Kindergarten Outdoor Physical Environments
Available from: Penerbit UTHM
Publication: Online Journal for TVET Practitioners, vol. 8, no. 3
Date: 2023
Pages: 1-13
Asia, Australasia, Early childhood care and education, Montessori schools, Malaysia, Montessori method of education, Montessori schools, Nature education, Southeast Asia
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Abstract/Notes: Learning with nature is increasingly popular in Malaysia. However, there are challenges when designing kindergarten outdoor physical environments to assist learning with nature in Malaysia. Previous studies have looked into the types of necessary nature interaction and spaces needed for learning with nature. However, there is a gap in understanding the factors influencing the methods to include nature in the kindergarten outdoor areas. This research aims to investigate the methods of incorporating nature in the outdoor physical environment of kindergartens to facilitate learning with nature. This research is a multiple case study using maximum variation sampling. The main findings suggest that each school’s design is unique as their curriculums and philosophy are different, and the way children interact with nature depends on it. Gibson’s Theory of Affordances, which is when the environment and surroundings allow for the interaction we intended, can help design kindergarten outdoor areas to cater to the curriculum. Integrating nature and man-made materials in the design can create a conducive environment for learning with nature. External factors namely the size of available outdoor areas, terrain conditions, and others will influence how nature is incorporated in the design.
Language: English
ISSN: 2289-7410
Article
Prekindergarten Teachers’ Perspectives on Classroom Environments and Barriers to Optimal Learning Spaces
Available from: Springer Link
Publication: Early Childhood Education Journal
Date: Jul 6, 2023
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Abstract/Notes: Physical classroom environments for young children and the quality of those environments have typically been studied by utilizing various rating scales. Research is limited on early childhood educators’ perspectives and decision-making processes in striving to create optimal physical classroom environments during the school year. This qualitative study used the theoretical lens of Bronfenbrenner’s microsystem to examine 22 prekindergarten lead teachers’ decision-making processes regarding initial set up of physical classroom environments, their ability to modify and update their classroom during the school year, and the barriers they face in providing optimal learning environments. Findings indicated that prekindergarten teachers dedicate most of their time, attention, and resources to physical classroom environments at the start of the school year. Great variations were found in the amount of autonomy the teachers had in set-up and materials selection. Updating and modifying those physical classroom environments also varied greatly depending on school setting and teacher experience. The main barriers revolved around budgets, physical space, and time. Implications for child care quality are discussed.
Language: English
DOI: 10.1007/s10643-023-01515-6
ISSN: 1573-1707
Article
Middle School Students’ Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments
Available from: University of Chicago Press
Publication: American Journal of Education, vol. 111, no. 3
Date: 2005
Pages: 341-371
Comparative education, Montessori method of education - Criticism, interpretation, etc., Motivation (Psychology)
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Abstract/Notes: This study compared the motivation and quality of experience of demographically matched students from Montessori and traditional middle school programs. Approximately 290 students responded to the Experience Sampling Method (ESM) and filled out questionnaires. Multivariate analyses showed that the Montessori students reported greater affect, potency (i.e., feeling energetic), intrinsic motivation, flow experience, and undivided interest (i.e., the combination of high intrinsic motivation and high salience or importance) while engaged in academic activities at school. The traditional middle school students reported higher salience while doing academic work; however, such responses were often accompanied by low intrinsic motivation. When engaged in informal, nonacademic activities, the students in both school contexts reported similar experiences. These results are discussed in terms of current thought on motivation in education and middle school reform.
Language: English
DOI: 10.1086/428885
ISSN: 0195-6744, 1549-6511
Article
Comparing Prepared Environments: 3-6 and 6-9
Publication: The National Montessori Reporter, vol. 29, no. 1
Date: 2005
Pages: 16–17
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Language: English
Book
Visual Thinking Strategies in Montessori Environments
, Philip Yenawine (Author)Classroom environments, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Prepared environment
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Abstract/Notes: This playbook is written for adults who are working with children in Montessori learning environments. Drawing from nearly three decades of research on Visual Thinking Strategies (VTS), aesthetic development, and critical thinking, combined with a growing body of work on human development, deep literacy, and transformational educational initiatives, this book will equip you— the Montessori educator—to make the most of VTS within the Montessori context.
Language: English
Published: West Hartford, Connecticut: National Center for Montessori in the Public Sector, 2022
Edition: 1st ed.
ISBN: 978-1-73386-912-6
Article
Fernhaven Studio and Montessori Educational Environments
Publication: The National Montessori Reporter, vol. 6, no. 1
Date: Apr 1982
Pages: 7
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Language: English
Article
Moral Development in Montessori Environments
Available from: ProQuest
Publication: Montessori Life, vol. 17, no. 1
Date: Winter 2005
Pages: 18–20
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Language: English
ISSN: 1054-0040
Thesis
Autism in Early Childhood Education Montessori Environments: Parents' and Teachers' Perspectives
Available from: Auckland University of Technology - Institutional Repository
Australasia, Australia and New Zealand, Autism, Autism in children, Children with disabilities, Montessori method of education, New Zealand, Oceania, Parent and child, Parent-teacher relationships, Special education, Teacher-student relationships
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Abstract/Notes: There is very little research about children with Autism in Montessori early childhood education in Aotearoa New Zealand. This study examined parents’ and teachers’ perspectives of children with Autism attending Montessori early childhood education environments. This thesis documents literature that explores and critiques Montessori philosophy and the teaching of children on the Autism spectrum. The purpose of this study was to gain insights into the Montessori teaching approach in early childhood education, as a supportive environment for children with Autism in the early years. However, I discovered that the Montessori environment is less than ideal if the teachers do not understand Autism Spectrum Disorder and do not make allowances for the symptoms that present themselves. It was my intention to explore the factors that complemented both Montessori and the support of children with Autism with an approach that is conducive to learning and encourages positive behavioural patterns. The findings revealed three main indicators being identified as important. These were social competence, language and communication, and individual interests and sensory implications. However, not all findings were positive. The parents all agreed that the teachers needed to be flexible and understanding in their approach, and many Montessori teachers are strict in their routine and are not prepared to sway from their teaching method to assist a child with Autism. This study suggests that Montessori early childhood teachers would benefit from professional development in the areas of including children with special needs, particularly Autism Spectrum Disorder, particularly in regards to understanding the unique characteristics of children with Autism and how they can effectively use the Montessori philosophy, equipment and prepared environment to support each child’s learning and development. Suggestions for future professional learning for Montessori teachers include the provision of professional development in including children with “special needs”, particularly Autism Spectrum Disorder for Montessori early childhood teachers. It is not only the Montessori philosophy and the prepared environment that supports the child with Autism, but the teacher’s awareness of the child’s needs and a willingness to be flexible in their approach.
Language: English
Published: Auckland, New Zealand, 2015
Article
Designing Environments that Support the Developing Child
Available from: Association Montessori Internationale
Publication: AMI Journal (2013-), vol. 2020
Date: 2020
Pages: 254-267
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Language: English
ISSN: 2215-1249, 2772-7319