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Article
Gardening with Children: Children Helping Nature
Publication: Tomorrow's Child, vol. 4, no. 3
Date: 1996
Pages: 23
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Language: English
ISSN: 1071-6246
Article
English with Non-English Children in a Montessori House of Children
Publication: Around the Child, vol. 14
Date: 1971
Pages: 40-48
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Language: English
ISSN: 0571-1142
Article
Children in Space: Building with Children in Mind: An Architectural Perspective
Publication: Tomorrow's Child, vol. 1, no. 2
Date: Mar 1993
Pages: 3–6
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Language: English
ISSN: 1071-6246
Article
Montessori Children Grow Up: Why I Was a Montessori Child and Why My Children Are Now
Publication: The National Montessori Reporter, vol. 28, no. 2
Date: 2004
Pages: 8–10
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Language: English
Article
Montessori Elementary Is Different: What Children Study, What Children Do
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 2
Date: Spring 2003
Pages: 8-10
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Language: English
ISSN: 1054-0040
Article
Peer Interactions During Storybook Reading on Children’s Knowledge Construction: An Experimental Study on K2 and K3 Children
Available from: Frontiers in Education
Publication: Frontiers in Education - Educational Psychology, vol. 9
Date: 2024
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Abstract/Notes: This study explored the effects of peer interactions on kindergarten children’s construction of conservation and conflict resolution knowledge during storybook reading. Previous studies have identified that peer interactions can support the meaning-making processes of children in social relationships and problem-solving, but little is known about whether the interaction with mixed-age or more competent peers is more important in supporting knowledge construction. Sixty-four younger children in K2 and older children in K3 with similar socioeconomic backgrounds were recruited from a Montessori kindergarten in Kunming, China. An experimental design was applied to explore age group and conserver dominance effects on conservation and conflict resolution. Children were assigned randomly to eight groups in three 30-to-40-minute intervention sessions. Each session had a different theme for the children to learn about conservation and conflict resolution concepts and a hands-on activity to practice and discuss. ANOVAs were performed to test group effects, while multiple regression analyses were conducted to explore individual variations in age and pre-test scores in predicting post-test scores. Conservation knowledge was significantly better among children who differed in age groups in the post-test, but differences were not found in conflict resolution knowledge. Groups balanced with equal conservers and non-conservers improved the best, suggesting that peer social interactions can facilitate conservation and conflict resolution construction. These results provide new insights for early childhood educators to support peer interactions and children’s development. Implications, limitations, and future research are discussed.
Language: English
DOI: 10.3389/feduc.2024.1253782
ISSN: 2504-284X
Article
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
Date: Oct 2013
Pages: 1696-1703
Article
What Children Love . . . What Children Hate . . .
Publication: Montessori Education, vol. 8, no. 4
Date: 1997
Pages: 34–35, 39
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Language: English
ISSN: 1354-1498
Article
Introverted Children, Extroverted Children
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 3, no. 4
Date: Summer 1991
Pages: 4
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Language: English
ISSN: 1071-6246
Article
Guiding Children 'Back from the Edge' Preparing an Environment to Support Children at Risk
Available from: ERIC
Publication: NAMTA Journal, vol. 42, no. 2
Date: 2017
Pages: 169-190
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: "The children who demand more attention than others, who are disruptive, unmotivated, oppositional, aggressive, or do not give us the positive feedback we get from others…This is where we dig in and find compassion, and understanding, and the knowledge that no child wants to be disruptive, oppositional, or aggressive. They do this because they are hurt, and we are here to help." Sarah Werner Andrews provides an approach to the children who pose a challenge because they themselves are facing challenges. She offers practical tools and approaches that are first based on positive relationships, then on the relationship with the environment, and finally on positive, collaborative interventions. [This talk was presented at the NAMTA conference titled "Children on the Edge: Creating a Path for Happy, Healthy Development," January 12-15, 2017 in New Orleans, LA.]
Language: English
ISSN: 1522-9734