For faster results please use our Quick Search engine.
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Keeping the Peace: Helping Children Resolve Conflict Through a Problem-Solving Approach
Publication: Montessori Life, vol. 3, no. 2
Learning How to Learn: An American Approach to Montessori
Available from: Books to Borrow @ Internet Archive
Published: Baltimore, Maryland: Helicon Press, 1962
Comparative Study on the Use of Traditional Approach and Montessori Method in Teaching Numeracy in Early Years
Available from: IATED Digital Library
10th International Technology, Education and Development Conference
Abstract/Notes: In traditional education, Mathematics has always been a great challenge to learners, maybe because it is taught as abstract from early years. On the other hand, the Montessori Method uses the hands-on approach in teaching numeracy from early years. This study therefore compared the traditional approach and the Montessori Method in the teaching of numeracy in selected public schools in Delta North Senatorial District. Two schools and four classes were purposively selected in Ika South, of Delta North Senatorial District. Twenty five pupils were selected for each approach in the two schools. At the end of the study, the children in the Montessori class performed better on the numeracy test than those taught with the traditional approach. It was concluded that hands-on approach enhances understanding of numeracy from early years. It was therefore recommended that the teachers in the schools in Delta State should be retrained on the use of hands on activities in the teaching of numeracy in early years.
Published: Valencia, Spain: International Academy of Technology, Education and Development (IATED), 2016
Godly Play: An Imaginative Approach to Religious Education
Published: [S.I.]: Augsburg Fortress Publishers, 1995
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
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.
Published: River Falls, Wisconsin, 2023
Unveiling Alternative Schools: A Systematic Review of Cognitive and Social-Emotional Development in Different Educational Approaches
Available from: ScienceDirect
Publication: Children and Youth Services Review
Date: Jan 28, 2024
Pages: Article 107480
Alternative education, Child development, Cognitive development, Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Social emotional learning, Waldorf method of education - Criticism, interpretation, etc.
Abstract/Notes: Alternative schools such as Montessori, Reggio Emilia or Waldorf emerged on the educational scene over a century ago but have proliferated internationally in the last 15-20 years. In addition to being considered as educational alternatives to conventional approaches, these schools are often associated with enhanced benefits in cognitive, social, emotional, and personal development of attending children. This assumption stems from the fact that these approaches are aligned with the basic principles of child development, especially because in these schools, daily practices are organized according to children's developmental strengths and considering individual learning rhythms. However, empirical research on this assumption is scarce and little is known about the type of schools studied and the aspects of development analyzed. Thus, this systematic review aims to address two objectives: to identify which types of alternative schools have captured the interest of researchers and to explore the most studied areas of cognitive and socioemotional development during childhood, along with the main findings. The review includes studies conducted in the last decade that compare the effects of attending alternative schools versus conventional preschools, elementary schools, or high schools. Twenty-four articles were included, most of them focused on Montessori and, to a lesser extent, Waldorf schools. Other types of alternative schools (democratic, Freinet) had limited representation. Executive function, creativity and academic achievement have received more attention in research compared to well-being, social competence, or independence. Overall, the results show a better performance in children from alternative schools or no differences with their counterparts in conventional schools. However, this study provides a critical perspective on these findings, highlighting limitations that should be considered when interpreting them and guiding future research endeavors.
A Spotlight on Adaptation: Preimplementation of Montessori-Based Approaches in VA Long-Term Care
Available from: Oxford Academic
Publication: Innovation in Aging, vol. 7, no. Supplement 1
Abstract/Notes: Effectively adapting evidence-based interventions for nursing home (NH) implementation is a critical, yet under-examined, component of improving care quality. Montessori-based activity programming (MAP) is an evidence-based intervention that promotes person-centered care, engages persons living with dementia, and mitigates distress behaviors. Currently, there is sparse examination of MAP in Department of Veterans Affairs NHs (i.e., Community Living Centers, CLCs). We report on the use of the Framework for Reporting Adaptations and Modifications-Enhanced (FRAME) to track adaptations made to MAP – providing a pre-implementation exemplar for NH clinicians and implementation scientists. Qualitative and quantitative data were collected across two phases (i.e., pre-implementation and pilot implementation) at eight VA CLCs between 2017-2019. We used an iterative, rapid content analytic approach to triangulate findings across data sources (e.g., advisory panel, staff interviews, training evaluations, field notes, fidelity assessments) and identify needed adaptations for the CLC setting and population. More than 300 frontline VA CLC staff participated in qualitative interviews and/or provided feedback on quantitative staff training. Thirty-six adaptations were made. Most adaptions occurred during the pre-implementation phase, were reactive, focused on training/evaluation, and involved researchers, intervention developers, and practitioners. All were fidelity-consistent with MAP. The most common goal across adaptations was increased reach/engagement of the intervention. CLCs and community NHs can use findings to support intervention adaptation, and adapt and implement MAP to improve meaningful engagement for persons living with dementia and other residents. Future research should further evaluate and standardize FRAME for diverse users of complex interventions.
Theories and Approaches to Learning in the Early Years
Abstract/Notes: By focusing on key figures in early years education and care, this book considers the influential thinkers and ground-breaking approaches that have revolutionized practice. With contributions from the leading authorities and researchers in the field, chapters provide an explanation of the approach, an analysis of the theoretical background, case studies from practice and questions and discussion points to facilitate critical thinking. Included are chapters on: Froebel, Psychoanalytical theories of educating and caring for young children, Maria Montessori, Steiner Waldorf education, High/Scope, Post-modern and post-structuralist perspectives, The role of the creative arts, Forest Schools, Vivian Gussin Paley, Te Whariki.
Published: [S.I.]: SAGE Publications, 2010
Individualization, differentiation, and personalization in mathematics in the Czech Republic through three different approaches: Scheme-oriented, Child-centred, and Undesignated / Individualizace, diferenciace a personalizace ve třech přístupech vyučování matematice na 1. stupni ZŠ v České republice - metoda budování schémat, pedocentricky orientovaná metodaa nevyhraněná metoda
Available from: Charles University Digital Repository (Czechia)
Abstract/Notes: The goal of the presented work was to determine whether and how individualization, differentiation, and personalization are utilized in the principles of the selected programs and in the teachers’ beliefs and practices in the teaching of mathematics at elementary school. In order to collect data, six teachers in the Czech Republic were selected with three different approaches to teaching– Scheme oriented approach, child–centred educational approach, and an undesignated mainstream approach. The basic concepts and all three selected approaches to teaching were defined in the theoretical part of the work. In the experimental part, episodes from interviews about beliefs and practices identified in teaching were interpreted within the context of characteristics of individualization, differentiation, and personalization. Practices such as the use of textbooks and homework assignments were specifically described. The study shows that teachers of a scheme-oriented approach and a child–centred educational approach use elements of individualization, differentiation, and personalization in their practices. Individualization appears in the teaching of the undesignated mainstream approach, but this approach does not contain aspects of differentiation and personalization. The analysis in all monitored areas of selected teachers indicates which of the characteristics prevail in individual teachers’ work and the approaches. The research confirmed that selected teachers in all three approaches (Hejny method, Montessori method and an undesignated) individualize, differentiate, or personalize to some extent. / Cílem předkládané práce bylo popsat, zda a jak jsou uplatňována individualizace, diferenciace a personalizace ve vybraných programech, jejich principech, učitelských přesvědčeních a praktikách ve výuce matematiky na prvním stupni základní školy. Za účelem sběru dat bylo vybráno šest učitelů se třemi odlišnými přístupy k výuce – výuka orientovaná na budování schémat, pedocentricky orientovaná metoda a nevyhraněný přístup hlavního vzdělávacího proudu v České republice. V teoretické části práce byly definovány základní pojmy a vymezeny všechny tři vybrané přístupy k výuce. V experimentální části byly na pozadí charakteristik individualizace, diferenciace a personalizace interpretovány epizody z rozhovorů o přesvědčeních a praktikách sledovaných při výuce. Z praktik bylo konkrétně popsáno užití učebnic a zadávání domácích úkolů. Ukázalo se, že učitelé ve výuce orientované na budování schémat i učitelé pedocentricky orientované metody využívají při výuce prvky individualizace, diferenciace i personalizace. U učitelů v nevyhraněném přístupu hlavního proudu se objevuje individualizace. Analýza ve všech sledovaných oblastech u vybraných učitelů naznačuje, které z charakteristik převažují u jednotlivých učitelů a přístupů (v Hejného metodě, montessoriovské metodě a nevyhraněném přístupu).
Published: Prague, Czechia, 2023
Making Converts; Montessori: A Modern Approach [review]
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Mar 17, 1972