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Article
Duyu Eğitiminin Otistik Çocukların Alıcı Dil Gelişimine Etkileri / Evaluation of Sensorial Education on Receptive Language Development of Autistic Children
Available from: DergiPark Akademik
Publication: Kastamonu Eğitim Dergisi / Kastamonu Education Journal, vol. 25, no. 5
Date: 2017
Pages: 1819-1834
Asia, Autism in children, Children with disabilities, Developmentally disabled children, Language acquisition, Language development, Middle East, Montessori materials, Montessori method of education, Sensorial education, Sensorial materials, Turkey
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Abstract/Notes: This study aimed to evaluate a sensorial education program using Montessori sensorial materials on receptive language development of 8 young children (DSM-V) with autistic spectrum disorders (ASD). At the end of 6 months intervention period, the sensory processing of the participants was evaluated using Sensory Processing Evaluation Form for Children with ASD and their receptive language level was measured using Peabody Picture – Vocabulary Test. In this study, multiple survey models between subjects were used in single subject design. The emerging findings of the research suggest that there is a substantial improvement in auditory, visual and tactile skills of five out of eight participants. The remainder three participants demonstrated increase in their receptive language scores but a little improvement was observed in their auditory, tactile and visual comprehension. / Bu araştırmada, montessori materyalleri ile sunulan duyusal entegrasyon programının otizmli çocukların alıcı dil gelişimi üzerine etkisinin incelenmesi amaçlanmıştır. Araştırma grubunu, bir okul öncesi kurumunda kaynaştırma eğitimine devam eden, DSM-V kriterlerine göre otizm tanısı almış 8 otizmli çocuk oluşturmaktadır. Çalışma öncesi ve sonrasında çalışma grubunu oluşturan otizmli çocuklar duyusal açısı ve alıcı dil düzeyleri; Peabody Resim-Kelime Testi ve Otizmli Çocuklar İçin Duyusal Değerlendirme Formu kullanılarak değerlendirilmişlerdir. Bu çalışmada, tek-denekli araştırma yöntemlerinden, denekler arası çoklu yoklama modeli kullanılmıştır.Çalışmanın sonucunda; araştırma grubundaki çocuklardan beşinin; işitsel, görsel ve dokunsal algı becerilerinde önemli ölçüde başarı sağladıkları ve dil puanlarının yükseldiği gözlenmiştir. Diğer üç denekte ise; alıcı dil puanlarının yükseldiği ancak işitsel, dokunsal ve görsel algılarındaki artışın daha sınırlı olduğu görülmüştür.
Language: Turkish
ISSN: 2147-9844
Article
The Role of Movement and Sensorial Stimuli for Therapy and education. A comparative study
Available from: Directory of Open Access Journals (DOAJ)
Publication: Revista de Știinţe Educaţiei, vol. 44, no. 2
Date: 2021
Pages: 19-36
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Abstract/Notes: The following article looks at the role movement and sensorial stimuli do play in the educational approaches of Dr. Maria Montessori and Dr. Emmi Pikler as well as the Sensorial Integration and Psychomotor Therapy. The author of this paper has been studying, applying, and teaching all four approaches for many years and used her expertise in all four approaches to look at whether independent scientific research proves the effectiveness of movement and sensorial stimuli for reaching therapeutical as well as educational goals and to also provide scientific evidence for the fact that all four approaches focus on the role of these two factors, which means that this is a comparative study utilizing existing research papers. The methods of applying movement and sensorial stimuli in the four approaches mentioned above are being compared and linked to recent scientific findings concerning the role of movement and sensorial stimuli for the efficacy of education and therapy. This article compares the four approaches based on scientific research on the various methods as well as independent research which looks and the impact of movement and sensorial stimuli as well as a method of application and its effectiveness. It has been found that sensorial stimulation and movement are closely connected and that these play a major role in all four approaches although the methods of application are quite different. One example might be that the Montessori method purposefully teaches specific movements in specific ways while only Sensory integration therapy also utilizes passive movement as a sensorial stimulation. All four approaches rely on the self-motivation of the child and do not apply any kind of pressure.
Language: English
ISSN: 2457-8673
Article
Estimulación multisensorial temprana desde la metodología Montessori: Reflexiones para su aplicación en condiciones de distanciamiento social
Available from: Conciencia Digital
Publication: ConcienciaDigital, vol. 4, no. 1
Date: 2021
Pages: 78-104
Americas, Ecuador, Latin America and the Caribbean, Montessori method of education, South America
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Abstract/Notes: Introduction: Among the most important priorities is early childhood care. With the arrival of COVID 19, this has been greatly affected, causing the need to rethink it in different ways. In the educational context, due to social distancing, it has caused having to migrate from the face-to-face mode to the online one. Objective: To reflect on the feasibility of the Montessori Methodology, for the multisensory stimulation of children with or without special educational needs, in conditions of social distancing. Methodology: The study followed a descriptive, non-experimental methodology, through the use of theoretical and empirical methods and the RSL (Systematic Review of Literature), allowed to consult 46 sources obtaining as Results: The identification of 13 potential studies that contributed to systematize the foundations theoretical on the feasibility of the Montessori Methodology, facilitating the realization of 4 essential theories: 1. Diagnosis relationship with the Intervention process at an early age. 2. The multisensory stimulation base of the infantile development. 3. Teaching materials and resources favor significant learning and the integral development of the child. Early multisensory stimulation of children with special educational needs associated or not with disability in conditions of social distancing is a permanent challenge. Conclusions: The systematization of the preceding theories around the Montessori Methodology highlights its feasibility, relevance and applicability for early multisensory stimulation in children with or without special educational needs, however limitations are evident due to the few studies carried out in relation to its applicability in conditions of social isolation, to this is added the need for training and preparation of teaching staff and the family context for its optimization, as well as the migration of face-to-face pedagogical models to virtual pedagogical models
Language: Spanish
DOI: 10.33262/concienciadigital.v4i1.1529
ISSN: 2600-5859
Article
Rationale for Sensorial Area
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 9, no. 1
Date: Winter 1982
Pages: 22–28
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Language: English
ISSN: 0010-700X
Article
L'educazione sensoriale: un aiuto per orientarsi nel mondo delle cose
Available from: Fondazione Montessori
Publication: MoMo (Mondo Montessori), no. 16
Date: Dec 2018
Pages: 47-51
Montessori materials, Montessori method of education
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Language: Italian
ISSN: 2421-440X, 2723-9004
Article
Those Mysterious Montessori Materials: The Tower of Cubes
Publication: Tomorrow's Child, vol. 1, no. 5
Date: Oct 1993
Pages: 16
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Language: English
ISSN: 1071-6246
Article
Those Mysterious Montessori Materials: The Long Prism Stair ("Red Rods")
Publication: Tomorrow's Child, vol. 2, no. 1
Date: Feb 1994
Pages: 17
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Language: English
ISSN: 1071-6246
Article
Shoes and Art Materials for the Street Children of Sao Paulo
Publication: Montessori Education, vol. 7, no. 4
Date: Mar 1996
Pages: 41, 45
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Language: English
ISSN: 1354-1498
Article
Materials Review
Publication: Montessori International, vol. 68
Date: Jul 2003
Pages: 34
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Abstract/Notes: Arithmasticks, Smart Phonics
Language: English
ISSN: 1470-8647
Article
Materials Review: Artful Dodgers Passes the Test
Publication: Montessori International, vol. 67
Date: Apr 2003
Pages: 35
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Language: English
ISSN: 1470-8647