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Article
Children's Town
Available from: ProQuest - Historical Newspapers
Publication: Times of India (Mumbai, India)
Date: Nov 5, 1951
Pages: 9
Asia, India, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Nutan Bal-Shikshan Sangh (NBSS), South Asia
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Language: English
Master's Thesis
Background Music in a Montessori Classroom: Does Music Help Children Focus During the Work Cycle in an Early Childhood Montessori Classroom?
Available from: MINDS@UW River Falls
Classroom environments, Early childhood care and education, Learning environments, Montessori method of education, Music and children, Three-hour work cycle, Work periods
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Abstract/Notes: This action research project was created to study the different behaviors (focused and unfocused) that occurred when different types of music were played in the background of an early childhood Montessori classroom. The study took place at a private Montessori school located in the southeastern part of Wisconsin. There was a total of 26 children in the classroom which consisted of grades 3K through Kindergarten, with ages ranging between two and a half to six-years old. Over a six-week period, three different music conditions were implemented (two weeks at a time) into the background of the classroom environment; no music, classical music and Disney music. Focused and unfocused behaviors were observed and documented during each music condition. Quantitative and qualitative data collections were used and then analyzed to determine if music aids or deters a child’s focus. The results of the study showed that music does aid in helping a child focus during the work cycle of an early childhood Montessori classroom; specifically, the three-year olds showed the most increase in focused behavior when music played in the background. The effects of music on independent versus group work was also considered during this action research project as well as how to determine which music to include or avoid when playing music in the background of an early childhood classroom.
Language: English
Published: River Falls, Wisconsin, 2020
Article
On the Edge Between Digital and Physical: Materials to Enhance Creativity in Children. An Application to Atypical Development
Available from: Frontiers in Psychology
Publication: Frontiers in Psychology, vol. 11
Date: 2020
Pages: Article 755
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Abstract/Notes: The 4 P’s creativity model (person, process, press, and product) underlines how creativity is strongly connected with the materials employed to conceive and realize a creative outcome. As a multiform construct, it invites a wide variety of approaches to the study of it. One of the most promising ways to address this issue is to connect it with cognitive development and related educational pathways, as creativity can be enhanced and stimulated in every child, leading to an improvement both at personal and societal level. Even if creativity is recognized and highly valued, there is still a lack of methods which can stimulate creativity in an effective way. Useful hints may come from the outstanding contributions of Piaget and Montessori who underlined that interaction with the physical world is a fundamental building block for cognitive development. In this paper, starting from these fixed points, we describe some creativity enhancing methods for children which give importance to the edge between digital and physical materials. Digital materials open new ways to the use and integration of physical materials with hybrid platforms which can be used in educational contexts. Together with this perspective we provide a description of the application of these methodologies to enhance creativity in children with Autistic Spectrum Disorder.
Language: English
ISSN: 1664-1078
Article
Teaching Young Children to Resist Bias: What Parents Can Do
Publication: Tomorrow's Child, vol. 1, no. 2
Date: Mar 1993
Pages: 7–9
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Language: English
ISSN: 1071-6246
Article
Penggunaan Media Sanpaper Latter terhadap Keaksaraan Awal Anak Kelompok B di PAUD Jaya Henida Palembang [The Use of Sandpaper Letter Materials for Group B Children's Early Literacy at PAUD Jaya Henida Palembang]
Available from: Ulil Albab Institute
Publication: ULIL ALBAB: Jurnal Ilmiah Multidisiplin, vol. 2, no. 4
Date: Mar 2023
Pages: 1558-1564
Asia, Australasia, Indonesia, Montessori materials, Montessori method of education - Criticism, interpretation, etc., Sandpaper letters, Southeast Asia
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Abstract/Notes: Masalah dalam Penelitian ini Adakah pengaruh penggunaan media sandpaper letters terhadap pengenalan huruf pada anak kelompok B di PAUD Jaya Henida Palembang?. Penelitian ini bertujuan Untuk mengetahui pengaruh penggunaan media sandpaper letters terhadap pengenalan huruf anak kelompok B di PAUD Jaya Henida Palembang. Metode penelitian yang digunakan pada penelitian ini adalah pendekatan deskriptif kualitatif. Teknik pengumpulan data dalam penelitian ini adalah dokumentasi. Berdasarkan penelitian yang telah dilakukan di PAUD Jaya Henida Palembang, maka dapat ditarik beberapa kesimpulan sebagai berikut : 1) Kemampuan keaksaraan anak PAUD pada umumnya telah mencapai perkembangan normal dalam tahap kemunculan literasi, meliputi kemampuan dengar – bicara dan baca – tulis; 2) Kendala dan kebutuhan guru dalam pengembangan keaksaraan, diantaranya kurangnya peralatan dan materi, buku sumber, sarana dan fasilitas yang memadai; 3) Desain pengembangan keaksaraan di fokuskan pada kegiatan menstimulus kemunculan kemampuan dengar – bicara baca – tulis sesuai dengan tahap perkembangan anak PAUD; 4) Cara mengembangkan alat peraga sandpaper letter berbasis metode Montessori yaittu sebagai berikut : pertama, alat peraga menarik. Kedua, alat peraga memiliki gradasi. Ketiga, alat peraga digunakan untuk dapat melatih anak belajar secara mandiri. Keempat, alat peraga digunakan untuk mengetahui kesalahan yang terjadi dengan adanya alat peraga.
Language: Indonesian
ISSN: 2810-0581
Article
Gardening with Children: Worms, Nature's Composters
Publication: Tomorrow's Child, vol. 2, no. 2
Date: Apr 1994
Pages: 22
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Language: English
ISSN: 1071-6246
Article
Slum Children Must Make up for Lost Time
Publication: New York Times Magazine
Date: Oct 15, 1967
Pages: 66-78, 82-87
African American children, African American community, African Americans, Americas, Early childhood care and education, Early childhood education, Montessori method of education, Montessori schools, North America, United States of America
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Language: English
Article
Dlaczego w przedszkolach Montessori dzieci pracują, a nie bawią się? / Why do Children in Montessori Kindergartens Work and Not Play?
Available from: Jesuit University Ignatianum in Krakow
Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, vol. 13, no. 1 (whole no. 47)
Date: 2018
Pages: 69-87
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Abstract/Notes: Play and work are, besides science, two basic forms of human activity. Play is not only the basic form of the activity of a small child, but also the organization of the educational process in a kindergarten. Therefore, the purpose of the article is to answer the question of why Maria Montessori calls a child’s activity work and not play. The explanation of this issue is carried out in two stages. The first is a literature review, on the basis of which the most important issues of the contemporary understanding of the concept of play and work are formulated. The second is an analysis of M. Montessori’s views and comparing them with the assumptions about play and work. The work of a child according to M. Montessori leads to their independence, allowing them to build relationships with others and discover the meaning of their actions, as well as objects in their immediate vicinity. The intention of M. Montessori was to appreciate the child’s actions, which promote holistic and integral development. Her views can be considered as convergent with contemporary concepts in primary education, focusing on subjectivity. She created a well-prepared environment for the child to be able to choose their own activity, termed as work. / Zabawa i praca są, obok nauki, dwiema podstawowymi formami działalności ludzkiej. Zabawa jest nie tylko podstawową formą aktywności małego dziecka, ale też organizacji procesu wychowawczego w przedszkolu. Dlatego celem artykułu jest udzielenie odpowiedzi na pytanie, dlaczego Maria Montessori nazywa działalność dziecka pracą, a nie zabawą. Wyjaśnienie tego zagadnienia jest realizowane w dwóch etapach. Pierwszy to przegląd literatury, na podstawie której sformułowano najważniejsze kwestie współczesnego rozumienia pojęć zabawy i pracy. Drugi to analiza poglądów M. Montessori i porównanie ich z założeniami dotyczącymi zabawy i pracy. Praca dziecka według M. Montessori prowadzi do jego samodzielności, pozwala na budowanie więzi z innymi oraz na odkrywanie i nadawanie sensu swojemu działaniu, jak i przedmiotom znajdującym się w najbliższym otoczeniu. Intencją M. Montessori było dowartościowanie działania dziecka, które sprzyja holistycznemu i integralnemu rozwojowi. Jej poglądy można uznać za zbieżne ze współczesnymi koncepcjami edukacji dziecka, stawiającymi na podmiotowość. Włoszka tworzy odpowiednio przygotowane otoczenie do tego, by dziecko mogło dokonywać wyboru własnej aktywności, która została nazwana pracą.
Language: Polish
DOI: 10.14632/eetp.2017.13.47.69
ISSN: 1896-2327, 2353-7787
Article
Stimulating the Development of Rhythmic Abilities in Preschool Children in Montessori Kindergartens with Music-Movement Activities: A Quasi-Experimental Study
Available from: Springer Link
Publication: Early Childhood Education Journal, vol. 52
Date: 2024
Pages: 563-574
Early childhood care and education, Early childhood education, Elementary school students, Montessori method of education, Montessori schools, Movement education, Music education, Preschool children, Rhythm
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Abstract/Notes: This article examines the effects of Montessori music-movement activities on the development of the rhythmic abilities of 59 children from Montessori preschools, aged between 3 and 6 years. Children were deployed into two experimental groups (EG 1 (n = 20) & EG 2 (n = 22)) and a control group (CG) (n = 17). Our intervention consisted of introducing 15 to 20 min of unstructured movement time, either accompanied by a piano (EG 1) or recording (EG 2), three times a week for four months, whereas the control group carried on the usual Montessori program. We used a quasi-experimental nonequivalent groups design with pretest–posttest. Three tests for measuring rhythmic abilities were used: auditory discrimination of the rhythmic patterns, imitation of spoken rhythmic phrases, and determining the synchronization of movement with the rhythm of the music. The interventions had a positive effect on the development of the rhythmic abilities of children included in the study. The most significant effect was noticed in EG 1, while no effect of non-activity was detected in the control group.
Language: English
DOI: 10.1007/s10643-023-01459-x
ISSN: 1573-1707
Document
Teaching AI and Robotics to Children in a Mexican Town
Available from: arXiv.org
Americas, Artificial intelligence, Central America, Information and communications technology (ICT), Latin America and the Caribbean, Mexico, Montessori method of education, Robotics in education, Technology and children
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Abstract/Notes: In this paper, we present a pilot study aiming to investigate the challenges of teaching AI and Robotics to children in low- and middle-income countries. Challenges such as the little to none experts and the limited resources in a Mexican town to teach AI and Robotics were addressed with the creation of inclusive learning activities with Montessori method and open-source educational robots. For the pilot study, we invited 14 participants of which 10 were able to attend, 6 male and 4 female of (age in years: mean=8 and std=$pm$1.61) and four instructors of different teaching experience levels to young audiences. We reported results of a four-lesson curriculum that is both inclusive and engaging. We showed the impact on the increase of general agreement of participants on the understanding of what engineers and scientists do in their jobs, with engineering attitudes surveys and Likert scale charts from the first and the last lesson. We concluded that this pilot study helped children coming from low- to mid-income families to learn fundamental concepts of AI and Robotics and aware them of the potential of AI and Robotics applications which might rule their adult lives. Future work might lead (a) to have better understanding on the financial and logistical challenges to organise a workshop with a major number of participants for reliable and representative data and (b) to improve pretest-posttest survey design and its statistical analysis. The resources to reproduce this work are available at: https://github.com/air4children/dei-hri2023.
Language: English
Published: Mar 5, 2023