Abstract/Notes: Many Montessori teachers know what to do in the 3-6 classroom when it comes to the sandpaper letters and movable alphabet. Still, many are unsure what to do before that to help children learn to read and write. Phonological awareness is a critical, but often overlooked, part of the curriculum. This is true in Montessori and traditional settings. "Before the Sandpaper Letters" provides a lot of practical advice and activities from a seasoned Montessori teacher. You'll learn such things as print awareness, word awareness, rhyming, and phonemic awareness. This book also comes with a glossary of reading terms to help you better learn and communicate in the field. This is what every Montessori teacher should know, but may not have gotten in their training.

Language: English

Published: S.I.: Independently published, 2019

ISBN: 978-1-70305-449-1

Abstract/Notes: The Montessori Method was developed in the early 1900s by an Italian medical doctor named Maria Montessori. Though there are Montessori schools around the world, there is little published about teaching a foreign or second language in a Montessori environment.Matt Bronsil has been working in Taiwan for over a decade and shares his experience and expertise of teaching English as a foreign language in a Montessori 3-6 year old environment. This book looks at:--Understanding the Montessori Method.--Evaluating the needs of your students and school.--Philosophy of teaching a foreign language.--Teaching oral communication skills.--Teaching writing and reading.--Advanced reading skills for this age.This book is an excellent tool not only for the foreign teacher in Montessori settings, but anyone that works with young children, teacher or parent, who want more tools to help children develop their language skills. [Formerly Titled "Bringing a Foreign Language Into Your Montessori 3-6 Classroom"]

Language: English

Published: S.I.: Independently published, 2020

ISBN: 9798552667826

Abstract/Notes: Thayer-Bacon tells her story in a conversational tone that traces her personal and professional roots as she describes various chapters of her life: first as a philosopher, how she became involved in education, and then how that involvement became a career as a philosopher of education, in a large teacher education program, and now at a research institution. She sketches her philosophical contributions, as a pragmatist, feminist, postmodernist, and cultural studies scholar, to philosophy, philosophy of education, and education.

Language: English

Published: Dordrecht, The Netherlands: Springer, 2012

ISBN: 978-94-007-4017-4

Abstract/Notes: This action research study examined the impact of creative movement presentations on dance participation and student attitudes towards dance in one outdoor Montessori early childhood classroom during the COVID-19 pandemic. Participants were 13 kindergarten and lower elementary students, ages 5-8, and the researcher, their teacher. Students were presented creative movement activities eight times during circle time over four weeks. They were also given opportunities to dance freely once a week for six weeks and asked three times to respond to statements regarding their attitudes towards dance; pre-intervention, mid-intervention, and post-intervention. Data was collected using observations of dance participation, field notes about circle time presentations, and student self-assessment regarding their attitudes towards dance. There was some improvement in attitudes towards dance and an increase in dance participation. Many children expressed enjoyment and the researcher felt inclined to continue providing free dance opportunities and creative movement presentations at circle. The researcher encourages other educators to incorporate dance opportunities in class free time and curriculum lessons.

Language: English

Published: St. Paul, Minnesota, 2021

Abstract/Notes: Theories about education date back to the seventeenth century as philosophers began to debate the practicality of formal education. Through these conversations, certain beliefs about the human nature and the child rose to the forefront and influenced the creation of school curriculums. Further research regarding the psychology of the child proved many of these assumptions to be false. The aim of the present study is to analyze two current educational systems (i.e., the traditional curriculum and the Montessori curriculum) to determine their efficacy in creating a positive experience for the student. To do this, interviews were conducted with 10 college-aged adults (M= 23 years); five who went through a traditional school program and five who went through a Montessori program. The qualitative data were analyzed using the Grounded Theory Approach to reveal three common influences: quality of the teachers, freedom of choice/autonomy, and size of the class. While these factors are not curriculum specific, further exploration of the core Montessori principles reveal that the method has a greater potential of facilitating a positive experience as the curriculum inherently considers the child's development at every stage. Further research should consider analyzing the academic implications of each program.

Language: English

Published: Kalamazoo, Michigan, 2013

Abstract/Notes: Setting the table, feeding themselves, cleaning the table, washing dishes, cleaning spills, blowing their nose, helping with laundry, watering the garden, washing the tables, cleaning the windows, recycling trash/food, pouring their milk, and preparing food-these activities are all totally engaging to the older infant and toddler. Since we work in a Montessori community, there are always spare Sensorial materials in the closets. [...]Montessori Early Childhood adult learners have approximately 35-40 hours of classroom time studying the Sensorial materials, an additional 15 or more hours of practice (alone and with other adults), and extensive practice with children during their practicum in preparation for an examination before certification. While we Infant & Toddler educators focus on the skill of observation of the child's development to meet the infant's and toddler's needs, Early Childhood educators have thoroughly engaged in the study of when, how, and in what sequence to present didactic materials to engage the child from 3 to 6.

Language: English

ISSN: 1054-0040

Abstract/Notes: Communication and collaboration between classroom teachers and student support teachers are critical in supporting student outcomes, and effective and productive lifelong relationships. The purpose of this action research study was to investigate the current process of obtaining student support at a Montessori school to improve the communication and collaboration between classroom teachers and student support teachers to and strengthen and clarify the process and to better support one another as educators who use two different methodologies of instruction to support students struggling with academic or social-emotional issues in the classroom. Participants and data collected in Cycle 1 consisted of interviews with classroom teachers, student support teachers, and school administrators. Additionally, a document review of current resources and forms used at the research site were analyzed. Action steps including the creation of new materials and training. Cycle 2 launched a co-created framework for scaffolding the communication between classroom and their student support team partners outside of the classroom. Findings included a desire to collaborate, a need for support and training, and the necessity of systems and structures in the institution that can exist regardless of faculty and staff turnover. Implications for the organization included opportunities to re-engage teachers with professional development, training, and structure to support their work with students and each other.

Language: English

Published: Boston, Massachusetts, 2023

Abstract/Notes: Maureen Murphy-Ryan offers a clinical look at attention deficit hyperactivity disorder (ADHD). Her thorough definition of ADHD and the diagnoses that may occur simultaneously offer teachers an awareness of what this could look like in a classroom. However, it is only with professional medical input that a true diagnosis can be made and appropriate interventions can be put in place. Behavioral interventions are outlined, as well as the extremely sensitive issue of medication. By partnering these support systems with the Montessori environment and creating a conversation that includes the needs of the child and family, there is a greater chance to successfully help children find their focus. [This talk was presented at the NAMTA conference titled "Finding the Hook: Montessori Strategies to Support Concentration," October 6-9, 2016, in Columbia, MD.]

Language: English

ISSN: 1522-9734

Abstract/Notes: Greg MacDonald cites much research on the pros and cons of technology for children of all ages and gives the reader the information and space to sort out what their own policy will be. He supports the use of computers in elementary classrooms if there is a practical purpose, a group project, or no alternative approach available, such as for digital art work. Greg suggests that sensorial avenues should be "explored and exhausted" before turning to digital devices. [This paper was originally published in the "AMI/USA Journal," 3rd Edition, 2015. Reprinted with permission.]

Language: English

ISSN: 1522-9734

Language: English

Published: Moraga, California, 2008