Abstract/Notes: Project PACT (Partnerships, Action, & Collaboration, Together) (a pseudonym) is a multi-stakeholder partnership that reflects multiple goals, commitments, and priorities for early childhood education. PACT was informed by the literature on community-based research (CBR) and a commitment by partners to strengthen P–3 education where stakeholder assets contributed to reciprocal learning experiences in early childhood education. PACT stakeholders transformed two early childhood education classrooms into Montessori classrooms within a district public school. As one in a series of investigations, this research specifically examined partner commitments to a unique collaboration, the emergence of roles and responsibilities over time, and manifestations of innovation within a traditional public school setting. Data illustrate how stakeholders established a collaboration that allowed for flexibility, perspective-taking, and the opportunity to work together to reconsider and strengthen P–3 education through a model typically reserved for children of affluence. Beyond the operational demands of a startup initiative, findings also reflect the power of a collective through flexibility and a stance that values the assets of a community. The impact of this work demonstrates the potential to successfully impact quality education in early childhood settings through equity and opportunity.

Language: English

DOI: 10.54656/PPYY7979

ISSN: 1944-1207

Abstract/Notes: This study examines teaching and learning economics and entrepreneurship through a student-run Montessori middle school store. By designing and managing a school store, students created a 'community of practice' to learn economics concepts in their daily environment. Questions guiding this study were: (a) How do students' social-interactions in a Montessori middle school student-operated business demonstrate economics content knowledge? (b) How do students' social-interactions in a Montessori middle school student-operated business demonstrate economics skills? (c) How do students' business roles in the store develop their understanding of economics principles? Findings indicate that: (1) student activities in the school store promoted learning through social interaction; (2) the type and number of business roles a student assumed created opportunities for economic learning; (3) student entrepreneurs expressed specific knowledge of economics concepts, and, (4) students' decision-making and ownership affected behavior. Additionally, features of Kohlberg's (1985) concept of Just Community supported the learning environment. This study can provide social studies teachers and teacher-educators with a model for learning economics (or social studies) concepts through a curricular-based student-run enterprise.

Language: English

ISSN: 0885-985X, 2352-2798

Language: English

DOI: 10.1177/002205742209601823

ISSN: 0022-0574, 2515-5741

Abstract/Notes: 53 4- and 5-yr-olds in traditional and Montessori nursery schools were observed for social interaction during free play. The schools differed on teaching orientation and grading but had the same child/adult ratio. Ss in both settings engaged in the same amount of social interaction, but Ss in the Montessori setting had longer mean durations of interactions and more verbal and less nonverbal interaction. Males interacted more than females and adults intervened with males more than with females. Results are discussed as they relate to child/adult ratio and differences across and within settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Language: English

DOI: 10.1037/0022-0663.68.6.725

ISSN: 0022-0663, 1939-2176

Abstract/Notes: "The most essential component to offering the children an education for peace is the emphasis on that which unites us." With this focus, Elizabeth Henke presents a picture of how Montessori students progressively develop a sense of moral, civic, and social responsibility. The foundation is set during the elementary years when children gain an understanding of the interconnectedness of all life and the commonalities between all people through Cosmic Education. The morality developed in elementary is refined during adolescence and is aided by coursework that is focused on current ethical issues and opportunities to participate in their school, local, and global communities. As they begin to place themselves into the world by thinking of themselves as citizens of their community and components of culture, their work for the betterment of that world gains relevance. [This talk was presented at the NAMTA Adolescent Workshop at the AMI/ USA Refresher Course, February 17-20, 2017 in Austin, TX.]

Language: English

ISSN: 1522-9734

Abstract/Notes: "How much can one fathom in a heartbeat or know deeply at a glance? In a culture smitten with technology, what does good thinking look like?" This question sets the stage as Maggie Jackson explores society's relationship with devices and society's use of technology. She examines ways in which multitasking has jeopardized our ability to think deeply. She then offers techniques to foster "slow thinking," such as spacing out thinking and work and creating boundaries of time and space to spotlight thinking. While alarming, her message is hopeful. Recognizing the Montessori approach as part of the solution to encouraging concentration, freedom, and self-discipline, she poses its importance in a larger cultural context. [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: Fraction concept is one of the learning problems that often occurs in elementary students. Elementary student’s misconceptions can be caused by teacher’s misconceptions. PGSD students are teacher candidates, so they must have the correct concept then they can teach the concept of fractions correctly too. Learning must be an inspiration for students when they become teachers later. One medium that can be used to teach fraction concepts is media based on Montessori. Local culture can support the use of Montessori media. This study aims to design and validate the learning sequence of PGSD Students in using Montessori media, to develop design principles to teach fraction concepts in elementary school students. The approach in this research is design research which includes three phases, namely design, trial and assessment. In the design phase, researchers formulate students’ prior knowledge and learning objectives. This is used as the basis for the sequence of learning. This stage of learning is evaluated in a repeat trial phases, the hypothesis design principle is developed and from which the learning stages are redesigned. The results of the assessment phase, together with the experience of the previous cycle and research review, are used to perfect the design principles of the student’s learning sequences so they can teach the concept of fractions correctly. From: The 7th South East Asia Design Research International Conference (SEADRIC 2019) 25-27 July 2019, Yogyakarta, Indonesia

Language: English

DOI: 10.1088/1742-6596/1470/1/012083

ISSN: 1742-6596

Abstract/Notes: Descriptive and ecobehavioral analyses were used to explore the daily activity contexts in classroom settings reflecting two distinct models of early childhood education. Activity context, social configurations, teacher behavior, and child behavior were explored, with specific consideration given to peer verbal behavior as an indicator of social interaction. Twenty-four children between the ages of 3 and 6 years enrolled in a Montessori classroom and 26 children between the ages of 3 and 5 years enrolled in a traditional preschool classroom were observed over a 3-month period using the Ecobehavioral System for Complex Assessment of Preschool Environments (ESCAPE; Carta, Greenwood, & Atwater, 1986). Overall, activity context, social configurations, teacher behavior, and child behavior varied across settings in ways consistent with program philosophies. However, levels of peer verbal interaction did not vary significantly.

Language: English

DOI: 10.1080/02568540809594655

ISSN: 0256-8543, 2150-2641

Abstract/Notes: María Montessori empezó a descubrir la infancia a partir de la capacidad que el niño pequeño tiene de polarizar su atención. En la base de la capacidad de atención están los poderes de la mente absorbente que hoy los estudios de la neurociencia han descubierto con indiscutibles pruebas empíricas. Su pedagogía puede definirse como pedagogía de la atención: atención hacia el niño, atención hacia los detalles, atención hacia la atención del niño. Los estudios sobre la capacidad de atención y sobre la relación entre la atención y la memoria confirman que es necesario proporcionar a los niños la posibilidad de concentrarse durante largo tiempo en una actividad (trabajo) con materiales adecuados y sin interrumpirlos jamás. Actualmente existen múltiples y variadas tecnologías de la información que fragmentan y fomentan una tendencia a la atención superficial en los niños y en los jóvenes. Por esto, la propuesta educativa y didáctica montessoriana resulta más actual hoy que al inicio del pasado siglo. [Montessori began her discovery of childhood starting from the polarization of attention in young children. Behind attention are the powers of the absorbent mind that neuroscience today is discovering with irrefutable empirical evidence. It is the pedagogy of attention: attention to the child, attention to the details, focus on the attention of the child. Studies on attention and the relationship between attention and memory have confirmed that it is necessary to give children the opportunity to focus on a specific activity for a long time using suitable materials, without interruptions. Today, there are many technologies that break up the attention of children and young people. This is why Montessori education and teaching is more relevant today than at the beginning of the last century.]

Language: Spanish

ISSN: 2255-0666

Abstract/Notes: Reprinted in Around the Child v. 10.

Language: English

ISSN: 0571-1142