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890 results

Report

The Application of the Montessori Sensorimotor Approach to the Education of Brain-Injured Children

Available from: University of Connecticut Libraries - American Montessori Society Records

Fordham University

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Abstract/Notes: Report submitted to Fordham University in December 1972.

Language: English

Published: Bronx, New York, Dec 1972

Report

Hartford Early Childhood Program, Hartford, Connecticut: An Urban Public School System's Large-Scale Approach Toward Restructuring Early Childhood Education. Model Programs - Childhood Education

Available from: ERIC

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Abstract/Notes: The Hartford Early Childhood Program involves more than 4,500 children from 4 years old to first grade level in over 200 classrooms. Classrooms are designed to offer children an environment that encourages them to learn independently. Ideas have been borrowed from the Montessori approach and the British Infant Schools and fitted to the needs of the Hartford school district's urban students. The program philosophy embodies new approaches that can be used in old school buildings such as formal education beginning at 3 years, mixed-age "family" grouping, interest centers, and emphasis on intrinsic motivation toward personel success. Future plans call for extension of the program to all public school classes in grades K through 2. Sources of more detailed information are provided for this program, specifically, and for Model Programs Childhood Education, in general. (Author/WY)

Language: English

Published: Palo Alto, California, 1970

Master's Thesis (M.A. In Reading, Language And Literacy)

Reading Comprehension Strategy Instruction as Part of a Balanced Literacy Approach in a Montessori Lower Elementary Environment

Available from: California State University - ScholarWorks

Elementary education, Literacy, Montessori method of education, Montessori schools, Reading

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Abstract/Notes: Montessori is not well known among the larger community of educators, but it does fulfill many, if not all, of the standards researchers use to define excellent classrooms and teaching practices. Montessori environments are literature rich and there is a strong emphasis on skills instruction and vocabulary development. There are many lessons that address different aspects of literacy instructionbut there are not lessons or materials that specifically address reading comprehension strategy instruction. Montessori teachers are as aware of reading comprehension strategies as any other educator, but I believe there is not enough emphasis placed on these lessons because of the lack of materials in the classroom that would support such instruction. At best, this instruction is uneven in the community because it depends on an individual teacher's initiative and knowledge. Another factor I believe affects reading comprehension strategy instruction is the reliance on the Simple View of Reading, which states that reading comprehension is a product of decoding skills and vocabulary knowledge. While the SVR has been shown to be an inadequate view of reading, it is still the prevailing model. The purpose of this project was to create a resource guide that would provide background knowledge on the importance of comprehension strategy instruction and provide a framework for Montessori teachers in the "Lower Elementary" or "Elementary 1" level (grades 1-3) to use. The resource guide includes detailed descriptions of the factors and strategies that contribute to reading comprehension, lesson plans, book suggestions for teaching the lessons, and graphic organizer suggestions.

Language: English

Published: San Marcos, California, 2022

Master's Thesis (M. Ed.)

A Student-Centered Approach to Teaching Mathematics to English Language Learners in the Montessori Classroom

Available from: MINDS@UW River Falls

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Abstract/Notes: Making math instruction accessible to students can be a challenge, particularly when students have limited English proficiency. This paper explores how teachers can best suit the needs of their non-native English speakers when teaching math. Teacher affect, visuals and translanguaging are used in this study in an attempt to boost student confidence and academic progress. These strategies result in an increase in student confidence and engagement, as measured by a math attitude survey as well as observation data. Centered around a Montessori classroom, this paper shows how aspects of the Montessori philosophy cater to English learners and suggests additional supports that may be beneficial.

Language: English

Published: River Falls, Wisconsin, 2023

Master's Thesis

A Comparison of Two Approaches Used Within a Multi-tiered System of Supports That Enhance Students' Academic Achievement

Available from: Bethel University - Institutional Repository

Academic achievement, Inclusive education, Montessori method of education - Criticism, interpretation, etc., Special education

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Abstract/Notes: While students are receiving a high-quality education within the classroom, some students face difficulty performing adequately on assessments. These students typically receive intervention support to assist in increasing their skill deficits. However, many schools are unaware of the different approaches they can implement within a Multi-Tiered System of Supports framework. While utilizing a standard protocol has been the preferred method, many schools are currently implementing the problem-solving approach because it targets one skill the student is struggling with. Little research has been conducted comparing or combining the two approaches leading schools to be clueless about which one will provide more positive results. A synthesis of articles implementing one or both approaches was conducted to determine which approach would work best in a Montessori school. Results showed an individualized approach might assist students more based on higher effect sizes. However, some researchers who compared the two approaches indicate both approaches are comparable in yielding positive results. To implement interventions effectively, educators must use an evidence-based intervention that’s explicit and structured, screen and monitor progress to make informed decisions, and implement the intervention with fidelity.

Language: English

Published: St. Paul, Minnesota, 2023

Article

✓ Peer Reviewed

Exploring New Approaches to Youth Sports Programs: Montessori Motor Development

Available from: Taylor and Francis Online

Publication: Journal of Physical Education, Recreation & Dance, vol. 94, no. 7

Pages: 19-25

Montessori method of education, Motor ability in children, Physical education for children

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Abstract/Notes: Children are being introduced to organized sports programs at younger ages today. The first experience sets the stage for how they may view their physical competency and acceptance within a group. In these experiences, frequently, the coach is a well-intended parent who may not have any background in coaching or physical education training. Dr. Maria Montessori is widely known for her contributions to experiential learning for young children. Although Montessori addressed motor development through her pedagogical approach, it is rarely associated with physical education or sports. This article aims to provide some insight to educators, physical education teachers, coaches, and parents with an alternative approach to sport introduction through a Montessori theoretical lens which may allow children to develop a love for physical activity and/or future athletes.

Language: English

DOI: 10.1080/07303084.2023.2237550

ISSN: 0730-3084

Book

Montessori Education: A Humanistic Approach for the 1990s

Available from: ERIC

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Abstract/Notes: This study identifies philosophical and instructional values implicit in the educational thought of Maria Montessori and compares those values with Shapiro's (1986, 1987) set of humanistic value principles. Shapiro's 16 value principles, which are derived from an analysis of 100 works of 89 well-known writers who have been publicly associated with humanistic education, concern: (1) a process orientation; (2) self-determination; (3) interpersonal connectedness; (4) personal relevance; (5) integration of affect and cognition in a holistic approach; (6) consideration of context; (7) an affective, experiential bias; (8) innovation; (9) democratic participation; (10) orientation toward personal growth; (11) orientation toward the intrinsic value of persons; (12) individualism; (13) reality as concrete and pragmatic; (14) formative over summative evaluation; (15) encouragement of diversity and creativity; and (16) the cultivation of spiritual potential. A content analysis of Montessori's highly philosophical book, "The Secret of Childhood," yielded 156 value statements that were sorted using Shapiro's 16 value principles. Results demonstrate extensive similarity between Montessori's values and the values of humanistic educators. Each area of similarity is discussed.

Language: English

Published: California: [s.n.], 1987

Article

✓ Peer Reviewed

Inclusive Education Perspectives: Montessori and Vygotsky's Approaches to Creating a Supportive Learning Environment for All Children

Available from: Indonesian Journal of Education

Publication: Indonesian Journal of Education (INJOE), vol. 3, no. 2

Pages: 247-256

Comparative education, Inclusive education, Lev Vygotsky - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: This article delves into the application of Maria Montessori's and Lev Vygotsky's thoughts within the realm of inclusive education. Employing a descriptive comparative methodology, it meticulously scrutinizes both theorists' perspectives to uncover the convergences and divergences in their views on inclusive educational practices. Drawing upon an extensive literature analysis of the original works of Montessori and Vygotsky, as well as relevant research studies, this research aims to shed light on the synergies and disparities between their pedagogical philosophies. The research findings reveal common ground in their emphasis on active learning methodologies, recognition of the significance of progression and procedural learning, and a shared commitment to prioritizing the child's individual needs within the educational framework. Nevertheless, the research underscores the distinctive features within Montessori's advocacy for fostering independence and self-exploration, juxtaposed with Vygotsky's emphasis on the pivotal role of social interaction and guided instruction. The practical implications distilled from their respective viewpoints furnish valuable insights that resonate with the design and implementation of inclusive learning strategies. By interweaving Montessori's self-directed learning ideals with Vygotsky's scaffolding concept, the article contends that an enriched and adaptive approach to inclusive education can be cultivated. This study endeavors to enrich the discourse surrounding the integration of Montessori's and Vygotsky's pedagogical tenets, fostering a comprehensive understanding of how these distinct yet complementary philosophies can be harnessed to fashion an inclusive educational environment that not only accommodates the diverse needs of all learners but also nurtures their holistic growth.

Language: English

DOI: 10.54443/injoe.v3i2.65

ISSN: 2810-059X

Report

Experimental Variation of Head Start Curricula: A Comparison of Current Approaches. Annual Report, June 12, 1968-June 11, 1969

Available from: ERIC

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Abstract/Notes: In this study, investigators made an experimental comparison of four curricula for Head Start classes: (1) the official (or "traditional") Head Start program, emphasizing enrichment of experience, individual differences, a climate of freedom, and learning by doing, (2) the DARCEE program, emphasizing reinforcement of attitudes combined with training in basic skills and intensive work with mothers, (3) the academic drills approach of Bereiter and Engelmann, emphasizing the ability to handle linguistic and numerical symbols, and (4) the Montessori program, characterized by a high degree of structure in respect to the analysis and sequencing of tasks, combined with great flexibility in that each child is expected to pursue his own interests. During the 1968-69 school year 14 classes were conducted--two Montessori classes, and four classes in each of the other program styles. The 4-year-olds in these classes were pre- and posttested with nine instruments, selected to assess gains in cognitive, motivational, social, and perceptual development. A non-preschool control group was also tested. Classes were monitored periodically throughout the year to assess treatment dimensions. All phases of the first year of this study are now complete. Data analysis is in process. Tables and appendices are included. (Author/NH)

Language: English

Published: Louisville, Kentucky, Jun 11, 1969

Article

✓ Peer Reviewed

Diskursus Mengenai Prinsip, Pendekatan dan Metode Pembelajaran dalam Pendidikan Anak Usia Dini [Discourse on Principles, Approaches and Learning Methods in Early Childhood Education]

Available from: Institut Agama Kristen Negeri Manado (Indonesia)

Publication: Montessori Jurnal Pendidikan Kristen Anak Usia Dini, vol. 1, no. 1

Pages: 12-26

Asia, Australasia, Indonesia, Southeast Asia

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Abstract/Notes: Studi ini merupakan Diskursus mengenai Prinsip, Pendekatan Dan Metode-metode Pembelajaran Yang Relevan Kepada Anak Usia Dini. Adapun kategori anak usia dini adalah masa usia emas (golden age) untuk menanamkan nilai-nilai rohani dan pembentukan karakter serta memperkenalkan mereka dengan pengetahuan dan keterampilan dengan sederhana. Studi ini dilakukan dengan metode deskriptif melalui penelitian literatur yang berkaitan dengan pendidikan anak usia dini dengan menelaah prinsip, pendekatan proses pembelajaran dan metode-metode pembelajaran terhadap anak usia dini. Hasil studi memperlihatkan adanya dua pendekatan proses pembelajaran yakni dari golongan interaksionisme dan kategorial yang masing-masing berorientasi kepada anak sebagai subyek pendidikan serta bermacam-macam metode pembelajaran yang menekankan peran anak untuk memahami, menangkap dan mengetahui apa yang hendak diajarkan oleh guru kepada mereka. Karena itu, satuan pendidikan PAUD dapat menggunakan integrasi atau kombinasi antara pendekatan dari golongan interaksionisme dan kategorial. Demikian pula, satuan PAUD dapat menggunakan beragam metode yang relevan dengan memberikan penekanan bahwa anak-anak usia dini sebagai subyek pendidikan yang perlu diberikan rangsangan untuk menolong mereka bertumbuh dengan utuh (holistic/comprehensive approach) baik rohani, karakter, pengetahuan dan keterampilan.

Language: Indonesian

DOI: 10.51667/mjpkaud.v1i1.431

ISSN: 2798-6195

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