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Archival Material Or Collection

Užsiėmimai Marijos Varnienės "Vaikų nameliuose" / Activities in Marija Varnienė's "Children's Home" - March 1934

Available from: ePaveldas

Classroom environments, Europe, Lithuania, Marija Varnienė - Biographic sources, Montessori method of education, Montessori schools, Montessori schools - Photographs, Northern Europe

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Abstract/Notes: Fotografija. Užsiėmimai Marijos Varnienės „Vaikų nameliuose“. Nežinomas fotografas, Kaunas, 1934 m. kovo mėn. Nespalvota, vertikalaus formato fotografija figūrinėmis žirklėmis apkirptais kraštais. Pojūčių lavinimas. Berniukas rūšiuoja geometrines figūras užrištomis akimis. Montessori metodo mokymo priemonėmis lavinama stereognostinis pojūtis (kelių pojūčių interpretacija). [Photography. Classes in Marija Varnienė's Children's Home. Unknown photographer, Kaunas, 1934 March. Black-and-white, vertical-format photography with scissors-trimmed edges. Sensory education. The boy sorts the geometric shapes with his eyes closed. The teaching tools of the Montessori method develop a stereognostic sense (interpretation of several senses).]

Language: Lithuanian

Archive: Lietuvos švietimo istorijos muziejus / Museum of Lithuanian Education History (Kaunas, Lithuania)

Article

How Do Children Transition from Montessori to Traditional School?

Publication: Montessori Articles (Montessori Australia Foundation)

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Language: English

Book Section

Accelerating the Mathematical Development of Young Navajo Children

Available from: Springer Link

Book Title: Rural Education Research in the United States: State of the Science and Emerging Directions

Pages: 145-165

Americas, Indigenous communities, Indigenous peoples, Mathematics education, Montessori method of education, Navajo children, North America, United States of America

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Abstract/Notes: We describe a fulfilling 7-year relationship between educational practice and program evaluation at the STAR School, an Arizona public charter dedicated to providing excellent education for Navajo children in a rural, impoverished area. Previous literature had empirically identified Pre/K math and language skills as predictors of future school success. Therefore, a Montessori-based curriculum with trained teachers was implemented. It provided high quality preschool math education that was congruent with Navajo cultural values. Program evaluation and educators’ insights comprised a long-term collaboration that guided annual improvement of the program. Children’s data on growth in math, language, and social development are summarized for the most recent 3 years of the program, as are parental assessments of the school. Results indicate that this program has been highly successful with Pre and K students. They entered more than a year behind, on average, in math concepts and language. By the end of their Pre/K experience virtually all of the children were at or above grade level in math. We believe that our work underscores the value of creating long-term collaborative relationships between rural educators who are implementing promising educational practices and dedicated researchers who can offer beneficial empirical and theoretical perspectives.

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2017

ISBN: 978-3-319-42940-3 978-3-319-42938-0

Article

The Pottery Class [reflections by two EAA members' children on experience at EAA conference in Mexico]

Publication: AMI Elementary Alumni Association Newsletter, vol. 28, no. 1

Pages: 3

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Language: English

Article

✓ Peer Reviewed

Whole-Group Instruction Practices and Children's Attention: A Preliminary Report

Available from: Taylor and Francis Online

Publication: Journal of Research in Childhood Education, vol. 26, no. 2

Pages: 154-168

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Abstract/Notes: This study developed a typology of recommended teacher practices related to whole-group instruction in preschool classrooms and examined the relationship between teachers' use of the practices and children's attentiveness. Thirty-nine classrooms in 31 schools (15 public and 16 private) were observed during regularly scheduled whole-group instruction sessions. Bivariate correlations indicated a positive relationship between children's attentiveness and number of practices that teachers used, but not between attentiveness and length of activity. Regression analyses suggested a set of eight specific practices that are related, with length of activity, to children's attentiveness.

Language: English

DOI: 10.1080/02568543.2012.657744

ISSN: 0256-8543, 2150-2641

Book

Montessori Children

Available from: HathiTrust

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Language: English

Published: New York, New York: Henry Holt and Company, 1915

Book

Montessori and Music: Rhythmic Activities for Young Children

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Language: English

Published: New York, New York: Schocken Books, 1974

Edition: 2nd print

Article

Some Results and Experiences with Small Children

Publication: Around the Child, vol. 6

Pages: 42-46

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Language: English

ISSN: 0571-1142

Book

The Children of the Dream

Available from: Books to Borrow @ Internet Archive

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Language: English

Published: London, England: Thames and Hudson, 1969

ISBN: 978-0-500-01064-8

Article

Effect of Montessori on Children Development: Systematic Review

Available from: Research Gate

Publication: Teikyo Medical Journal / Teikyō Igaku Zasshi, vol. 45, no. 1

Pages: 5729-5741

Attention-deficit hyperactivity disorder, Autism, Child development, Montessori method of education - Evaluation

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Abstract/Notes: To find the evidence for the effectiveness of Montessori in improving children development. Systematic search was done on the PubMed, Cochrane library, Web of science, PEDro, Scopus and Google Scholar databases till May 2021. Manual search was also done to find relevant studies. Two authors independently assessed retrieved records and studies against the eligibility criteria specified for this review, then extracted data from the included studies and assess studies methodological quality by using the methodological index for non-randomized studies (MINOR) scale for the clinical studies and the national institute of health (NIH) tool for observational designs. Eighteen studies were included; fifteen on normal children and three on children with communication disorders, autism and attention deficit hyperactive disorder (ADHD). Quality of 5 clinical studies rated as moderate and 7 was poor, while the quality of 5 observational studies was fair and only 1 was poor. These included studies have different outcomes including gross and fine motor skills, executive function, activity of daily living and cognitive skills. Meta-analysis was not appropriate because of the included studies heterogeneity descriptive analysis indicated that Montessori seems to be effective in improving child development. Based on this review findings the present evidence promise an effective role of Montessori for improving child development. More well-designed primary studies are recommended to find clear evidence.

Language: English

ISSN: 0387-5547

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