Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

876 results

Article

Another Story of the Montessori Children; Raffaelo's Hunger: How the New Way of Helping Children to Find Themselves Opened the Eyes and Soul of a Baby

Available from: HathiTrust

Publication: Delineator, vol. 84, no. 1

Pages: 8

See More

Language: English

Article

The Effects of Young Children's Team centered Problem-Based Learning Strategies on the Self-Efficacy and Academic Interests in Young Children's Mathematics / 유아 수학에 대한 모둠별 문제중심 학습전략이 유아의 자기효능감과 학습흥미에 미치는 효과

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 17, no. 1

Pages: 37-53

Asia, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea

See More

Abstract/Notes: The purpose of this study was to examine the effects of young children's team centered problem-based learning strategies(team centered PBL) on the self-efficacy and academic interests in young children's mathematics. For these purposes, the data were collected by questionnaire from 27 young children living in S-city. They were respectively assigned to experimental group and comparative group. The experimental group was trained four weeks with the 12th sessions through the team centered PBL. Before administrating the experimental procedure, both groups took the pretest for measuring their self-efficacy and academic interests. After the experimental sessions, they also took the posttests to measure both of them. The major results of this study were as follows: First, the experimental group trained through the team centered PBL strategies has got higher scores on the self-efficacy questionnaire than the comparative group. Second, the former which got higher scores on the self-efficacy also gained more scores on academic interests test than the latter. In light of these results, it suggests that young children's self-efficacy in the kindergarten could be acquired through team centered PBL strategies. / 본 연구의 목적은 유아 수학에 대한 모둠별 문제중심 학습전략이 유아의 자기효능감과 학습흥미에 어떤 영향을 미치는지를 밝혀내는 것이다. 이를 수행하기 위해 경기도 S시 소재의 H유치원만 5세반 실험집단 14명에게 4주 동안 총 12차시에 걸쳐 유아 수학 관련 모둠별 문제중심 학습전략을 실시하였다. 모둠별 문제중심 학습전략이 종료된 후에 유아 수학 관련 자기효능감검사와 학습흥미검사의 결과를 비교집단 13명의 결과와 비교 분석하였다. 본 연구에서 밝혀진 주요 결과로는 첫째, 모둠별 문제중심 학습전략을 받은 실험집단이 그렇지 않은 비교집단보다 유아 수학에 대한 자기효능감 점수가 유의미하게 높았다. 둘째, 모둠별 문제중심 학습전략으로 자기효능감이 높아진 실험집단이 그렇지 않은 비교집단보다 유아 수학에 대한 학습흥미에서도 유의미하게 높았다. 이 같은 연구결과는 수업시간에 유아들에게 수학 관련 모둠별 문제중심 학습전략이 제공될 경우, 유아들의 수학 관련 자기효능감과 학습흥미가 향상될 수 있음을 의미한다. 따라서 유아들의 수학 관련 자기효능감과 학습흥미 향상을 위해 모둠별 문제중심 학습전략을 적용해 볼 필요성이 있을 것이다.

Language: Korean

ISSN: 1226-9417

Article

Awareness for Children's Songs of Young Children, Their Teacher's and Parents and Component Analysis of Their Favorite Children's Songs / 유아,교사,학부모의 동요에 대한 인지수준과 구성요소 분석

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 14, no. 2

Pages: 79-104

Asia, Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea

See More

Abstract/Notes: In order to know general awareness for children's song among preschoolers, their teachers and parents the questionary paper survey was performed against 212 of kindergarteners, 63 of their teachers and 197 of their parents. At the sametime their favorite children's songs were collected among the prepared lists of children's songs and selected about 10 children's songs for each group, in order. Also, those selected children's songs were analyzed their musical elements, too. The under 4 year old and female children more favorited the singing children's songs everyday than the 5 year old and male. Thachers replied that they selected the proper children's songs in the basic of the topics of usual daily life and children's interests. Also, parents believed that children's songs is very important to develop their children's musicality. Finally, the favorite children's songs were analyzed as followings the major beat was 4/4, the major tonality was C major, the major form and leongth were 8-34 measures, and the major rhythm was the replicated, symcopated and nimbled one. / 본 연구에서는 유아·교사·학부모의 동요에 관한 인지수준과 선호하는 동요의 유형은 어떠한지 또한 유아들이 선호하는 동요의 음악적 구성요소는 어떠한지에 대해 알아보았다. 연구의 대상은 국·공·사립유치원의 유아 212명, 교사 63명 및 학부모 197명이다. 본 연구의 결과는 다음과 같다. 첫째, 유아·교사·학부모의 동요에 관한 인지수준은 유아·교사·학부모 모두가 동요를 좋아하고 동요부르기가 음악성 발달에 매우 중요한 것으로 인식하고 있는 것으로 나타났다. 둘째, 유아·교사·학부모가 선호하는 동요의 유형은 유아는 동물 또는 가족과 관련된 창작동요를 교사는 동물과 식물에 관련된 창작동요제곡과 인터넷동요를 학부모는 식물과 사랑, 기본생활습관에 관련된 창작동요와 인터넷동요를 선호하였다. 결과적으로 유아·교사·학부모의 선호하는 동요는 크게 차이는 없지만 유아들이 선호하는 동요는 학부모의 선호도 보다는 교사가 선호하는 동요와 일치도가 높아 학부모보다는 교사의 영향을 더 받는 것으로 판단되었다. 셋째, 유아들이 선호하는 동요의 악곡의 특징은 노래 마지막 부분에 강세가 있거나 반복적인 리듬과 노랫말에 엄마, 아빠, 아기로 표현된 가족과 연관된 노래와 동물을 의인화한 노래 또는 동물의 의성어를 표현한 노래를 좋아하는 것으로 나타났다.

Language: Korean

ISSN: 1226-9417

Article

✓ Peer Reviewed

Children’s Preference for Real Activities: Even Stronger in the Montessori Children’s House

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 4, no. 2

Pages: 1-9

Americas, Montessori method of education - Evaluation, North America, United States of America

See More

Abstract/Notes: In the United States, children are often given the opportunity to engage in pretend activities; many believe this kind of play benefits children’s development. Recent research has shown, though, that when children ages 4 to 6 are given a choice to do the pretend or the real version of 9 different activities, they would prefer the real one. The reasons children gave for preferring real activities often concerned their appreciation of the functionality; when children did prefer pretend activities, their reasons often cited being afraid of, not allowed to, or unable to do the real activity. Given that children in Montessori classrooms have more experience performing real, functional activities, in this study we asked if this preference for real activities is even stronger among children in Montessori schools. We also asked children to explain their preferences. The data are from 116 3- to 6-year-old children (M = 59.63 months, SD = 12.08 months; 68 female): 62 not in Montessori schools and 54 in Montessori schools. Children explained their preferences for pretendand real versions of 9 different activities. Children in Montessori schools preferred real activities even more than did children in other preschools, but all children explained their choices in similar ways. The implications of these results are discussed with regard to play in preschool classrooms.

Language: English

DOI: 10.17161/jomr.v4i2.7586

ISSN: 2378-3923

Article

✓ Peer Reviewed

The 'Cosmic' Task of the Youngest Children – Direct, Anticipate or Respect? Experiences Working with Small Children

Available from: Stockholm University Press

Publication: Journal of Montessori Research and Education, vol. 2, no. 1

Pages: 1–12

See More

Abstract/Notes: The article derived from Grazia Honegger Fresco’s years in close cooperation with Maria Montessori and Adele Costa Gnocchi. The author illustrates how small children from the moment they start using their hands and are standing unassisted on their own legs must act in their own way. The teacher must observe before acting and intervene as little as possible. Honegger Fresco follows the work of Montessori and Costa Gnocchi and she compares the findings with different fields of science, such as ethnology and neurology. As a result of her observations and experiences she points toward the relationship between a good childhood, and in the long term, human responsibility on Earth, using the concept “the Cosmic Task”. The method in this article is based on autoethnography, as the author shares her personal experience and reflections, both as a teacher and as an educator. The aim is to shed light on aspects regarding the needs of small children and to point at the essential role of adults, educators as well as parents. As Schiedi explains, autoethnography “extends its narrative horizon to a social, professional, organizational dimension of the self” (2016). During Honegger Fresco’s career, she was primarily inspired by Maria Montessori’s research about child development and children’s needs and rights, and she had continuously deepened her understanding by studying other researchers in this field. Thus, the article will share her conviction that by serving the creative spirit of the youngest children we will build a better future for our planet.

Language: English

DOI: 10.16993/jmre.10

ISSN: 2002-3375

Article

✓ Peer Reviewed

Setting Children up for Social Mastery: Building young Children's social Capacity - looking through a Teaching and Learning lens

Available from: ScienceDirect

Publication: Procedia: Social and Behavioral Sciences, vol. 93

Pages: 1696-1703

See More

Language: English

DOI: 10.1016/j.sbspro.2013.10.102

ISSN: 1877-0428

Book

The Advanced Montessori Method: Scientific Pedagogy as Applied to the Education of Children: Spontaneous Activity in Children

Maria Montessori - Writings

See More

Abstract/Notes: First published in Italian in 1915, the English translation, titled The Advanced Montessori Method, vol. 1: Spontaneous Activity in Education, was first published in 1917.

Language: English

Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2018

ISBN: 978-90-79506-27-9

Series: The Montessori Series , 9

Volume: 1 of 2

Article

✓ Peer Reviewed

Art in a Class for Mentally Retarded Children

Publication: Bulletin of Art Therapy, vol. 3

Pages: 83-93

Art, Children with disabilities, Inclusive education, People with disabilities

See More

Language: English

ISSN: 0163-318X

Article

[Response to questions on tests and Montessori for the mentally handicapped]

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1963, no. 3

Pages: 19–20

See More

Language: English

ISSN: 0519-0959

Doctoral Dissertation

Comparison of Montessori and Non-Montessori Teachers' Beliefs About Developmentally Appropriate Practice in Preschools

Available from: ProQuest - Dissertations and Theses

See More

Abstract/Notes: In this study, 173 preschool teachers (80 non-Montessori teachers and 93 Montessori teachers) were given a survey at two early childhood professional conferences that examined their beliefs about Developmentally Appropriate Practice (DAP). The purpose of this study was to (a) investigate preschool teachers' beliefs about Developmentally Appropriate Practice (DAP) and Developmentally Inappropriate Practice (DIP); (b) discover the similarities and differences in the factor structures of the Teacher's Beliefs Scale (TBS) between the study conducted by Charlesworth, Hart, Burts, Thomasson, Mosley, and Fleege in 1993 and the current study about DAP; (c) discover the similarities and differences of Developmentally Appropriate Practice (DAP) and Developmentally Inappropriate Practice (DIP) beliefs between Montessori teachers and preschool teachers; and (d) investigate the factors that are related to teachers' beliefs about DAP and DIP. The Teacher Beliefs Scale (TBS) was used to assess preschool teachers' beliefs about DAP and DIP. Factor analysis was used to support the validity of TBS in the current study. Multiple t-tests were used to identify the differences in developmental appropriate/inappropriate beliefs between Montessori and non-Montessori teachers. Multiple regression analyses were used to explain the relationship between variables of 173 Montessori and non-Montessori preschool teachers. Results of the study showed that a majority of preschool teachers agreed with 22 Developmentally Appropriate Practices (DAP) and 12 Developmentally Inappropriate Practices (DIP). Responses to seven items were different from the original study (Charlesworth et al., 1993). There was a significant difference on Inappropriate Activities and on Appropriate Child Choice between non-Montessori and Montessori teachers. There was a relationship between teachers' beliefs about DAP and teachers' educational backgrounds, teaching experiences, ethics, and DAP understanding level in the current study.

Language: English

Published: Greeley, Colorado, 2003

Advanced Search