Language: English

ISSN: 1470-8647

Abstract/Notes: The purpose of this research was to determine if the addition of natural loose parts, or manipulatives, to the outdoor play yard would increase creativity in the classroom. This study took place in a private Montessori school with 14 children ages 3 to 6 years old over a five-week period. Various methods were used to gather information to determine any change in creativity. Observations of creative behaviors, concentration (state of flow), and spontaneous collaboration were collected as well as drawing tests for creative thinking, and samples of creative writing and artwork. The results of the study found that the loose parts did not increase creativity in the classroom. However, the addition of the loose parts did correlate with an increase in collaboration, imaginative play and a possible increase in concentration. Suggestions for further research include extending the amount of time the study took place, and focusing on one age rather than a mixed aged grouping.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: The purpose of this investigation was to study the impact of extended recess with loose parts play on student self-regulation at recess and on-task behavior after recess. The population for this action research study were students in grades one through three at a public Montessori elementary school in the Lower Mainland of British Columbia during a Covid-restricted school year. The intervention involved 45-60 minutes of extended recess with access to loose parts play for three weeks. Data collection included the following: loose parts play field observations, conflict type and frequency, on-task behaviors tally, and student self-assessments of on-task behaviors. As a result of the intervention, students experienced fewer conflicts at recess and more on-task behaviors after recess. Due to the findings, future actions include trying different schedules of extended recess with rotating access to loose parts and inviting more children to join.

Language: English

Published: St. Paul, Minnesota, 2021

Language: English

ISSN: 2332-9424

Abstract/Notes: These science activities for elementary students focus on the external structures and functions of the human eye with hands-on object box activities based on the Montessori theory (1966) of concrete learning through manipulation of objects and focus of attention through touch. Object boxes are sets of items and corresponding cards housed in a box. Two types of object boxes are highlighted: (a) form and function analogy object boxes that describe the structures and functions of external parts of the human eye along with analogous manufactured items exhibiting the same forms and functions and (b) words with multiple meanings object boxes that present objects and two different meanings of eye-related words. These activities use analogy to help learners construct connections between previous and new learning along with developing vocabulary for better thinking and communication.

Language: English

DOI: 10.3200/SATS.45.2.13-22

ISSN: 0036-8121, 1940-1302

Abstract/Notes: This essay explores “context-rich learning” in the arts, cases of its practice, and the virtues and limits thereof. Nevertheless, much of the essay is dedicated to articulating the contexts themselves in which art as a whole and knowledge of the human kind are rooted. The essay explores five example...

Language: English

Published: Hershey, Pennsylvania: IGI Global, 2023

ISBN: 978-1-66847-644-4 1-66847-644-4 978-1-66847-645-1 978-1-66847-648-2

Language: English

ISSN: 0571-1142

Language: Dutch

ISSN: 0042-4196

Abstract/Notes: This article reflects on the concept of cosmic education set out by Maria Montessori in strict correlation to those of cosmic vision and cosmic plan. Cosmic education is considered here as a fundamental direction within the original core of the thought of Maria Montessori since the early twentieth century. Among the different orders of consideration that support the actuality of cosmic education, two are the object of analysis. The first concerns the content plan that aims to create interactions with the various disciplinary fields (scientific, historical and geographical education, etc.) as a unitary vision and development of knowledge. The second concerns the existential level: it embraces and summarizes the concepts of “ecological education”, “education for peace”, and “education for the world” in themselves to the point of recalling implications of ethical and aesthetic education.

Language: English

DOI: 10.13128/Studi_Formaz-24669

ISSN: 2036-6981

Language: English