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Article
Piaget and Montessori in the Classroom
Publication: American Montessori Society Bulletin, vol. 17, no. 1
Date: 1979
Pages: 1-15
Classroom environments, Jean Piaget - Philosophy, Maria Montessori - Philosophy
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Abstract/Notes: This article is based on an invited address Elkind delivered at the American Montessori Society meeting, Philadelphia, Pennsylvania, 1977. Another version of this was also publised in 'The Child and Society: Essays in Applied Child Development' by David Elkind (Oxford University Press, 1979: p. 143-155).
Language: English
ISSN: 0277-9064
Book
Integration in a Modern Montessori Classroom
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Abstract/Notes: This is an unpublished manuscript presented at the 1990 OMEP Conference in Lahti (Finland).
Language: English
Published: [S.I.]: [s.n.], 1990
Master's Thesis
Qualitative Research on Math Manipulatives in Montessori and Traditional Elementary 1st-3rd Grade Classrooms
Available from: MINDS@UW River Falls
Comparative education, Elementary education, Elementary school students, Mathematics education, Montessori materials, Montessori method of education - Evaluation
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Abstract/Notes: The purpose of this qualitative study was to identify the benefits that math manipulatives offer in Montessori and traditional environments in order to highlight the strengths of each setting and learn from each other. Both traditional and Montessori teachers were interviewed using a narrative inquiry framework to gather information about their use of math manipulatives in their classrooms. This process brought attention to areas of need and the impact of manipulatives on student learning. Based on the research and the interview data, math manipulatives are beneficial in the Montessori setting. The Montessori math manipulatives allow the child to go from concrete to abstract, they are color-coded, repetitive across grade levels, and presented to the child based on their stage of development. A pictorial inventory of the elementary math manipulatives and their purpose is included in Appendix A. The data showed evidence suggesting there are critical needs that would improve student learning in mathematics. The results proved that we, as Montessorians, need to make more connections between the language and the manipulatives to check for understanding of concepts and standards; we need to be intentional when using observation as a tool to collect data; we need do more regular assessments, and finally, we need to supplement traditional materials where there are manipulatives missing in the Montessori math curriculum. This study provides initial evidence that there are clear benefits of using math manipulatives in the Montessori setting, but there are also changes that need to be addressed to improve our teaching practices which would help our students develop their mathematical mind and mathematical learning.
Language: English
Published: River Falls, Wisconsin, 2021
Master's Thesis
Impact of Daily Student Meditation on Focused Attention in a 3 to 6-year-old Montessori Classroom
Available from: MINDS@UW River Falls
Attention in children, Early childhood care and education, Early childhood education, Meditation, Mindfulness, Montessori method of education
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Abstract/Notes: A growing interest in the benefits of youth meditation has led to new research in early childhood and elementary classrooms. The results of the existing studies are promising, but the body of research is limited and does not include children in a Montessori setting. Youth meditation studies have reported improvements in social-emotional behaviors, self-regulatory skills, executive function, and attention as a result of consistent meditation practices. An action research project was designed to determine if ten children, between the ages of two and a half and six years, in a Montessori classroom would demonstrate an increase in focus and concentration after six weeks of daily meditation practice. Data collection transpired via teacher observations, rating scales, and checklists. The results of this study denoted favorable variations in focus and concentration after the implementation of daily meditation. Future considerations include completing a lengthier assessment to determine the full effects of meditation on students' behavior as well as conducting a comprehensive study that incorporates additional Montessori schools.
Language: English
Published: River Falls, Wisconsin, 2019
Master's Thesis
The Impact of Songs and Gestures on Bilingual Learning in a Montessori Classroom
Available from: MINDS@UW River Falls
Bilingual education, Bilingualism, Classroom environments, Educational environment, Learning environments, Montessori method of education, Nonverbal communication in education
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Abstract/Notes: Previous studies have examined the effects of different forms of sensory input on young learners’ cognition. This study is based on theoretical models of coding, information processing theory, and depth of processing theory. These theories suggest that multiple sources of sensory input at the time of learning establish deeper neural connections which in turn, aid in retrieval of information. This action research project examined two forms of sensory input, auditory and kinesthetic, and their effects on the retention and recall of novel French vocabulary words. Phase I of the experiment tested the effects of gestures on recall of vocabulary words while reciting a poem. Phase II examined the impact of singing on vocabulary recall. It was hypothesized that both gestures and songs would positively effect retention and recall of novel French vocabulary. This study also considers theories of bilingual learning and second language acquisition in early childhood learning environments. Specifically, comparisons are made between simultaneous and sequential bilingualism and the home and school environment respectively. Previous research in the field of second language acquisition suggests that L2 learners build on the linguistic foundations of their native language (L1). This action research project was carried out in a private Montessori school in Northeastern Iowa. Models of bilingualism are situated within the context of Dr. Montessori’s pedagogical methods of teaching language, and this thesis provides examples of bilingual Montessori learning environments.
Language: English
Published: River Falls, Wisconsin, 2021
Master's Thesis
STEM Integration in the Montessori Early Childhood Classroom
Available from: MINDS@UW River Falls
Classroom environments, Early childhood care and education, Early childhood education, Learning environments, Montessori method of education, STEM education
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Abstract/Notes: In today’s world of education, there is a growing interest and emphasis on STEM (Science, Technology, Engineering and Mathematics) concepts in the classroom. Montessori education is well known for its hands-on, student-direct approach to learning. STEM also encourages hands-on, active participation from students. The purpose of this action research study is to observe the effects of technology and engineering activities on the Montessori environment. More specifically, how do these supplemental materials affect student engagement with traditional Montessori materials? STEM, more specifically Technology and Engineering, materials were introduced into a Montessori Children’s House classroom over a period of five weeks. Data was gathered through parent and student surveys, observation journals and a scientific engagement checklist in which the teacher observed student engagement with classroom materials over a period of at least two minutes. The results show an increase in student engagement overall, but a decrease in engagement with Montessori-specific materials. Once the technology and engineering activities were introduced into the classroom, the students seemed to gravitate toward those materials over traditional Montessori materials. A small-scale study such as this would benefit from more time to determine if the attraction to these “new” materials in the classroom would diminish over time. However, this study could link STEM activities to higher student engagement in the classroom.
Language: English
Published: River Falls, Wisconsin, 2020
Article
The Forest and the Trees: A 9-12 Year Old Classroom
Publication: The National Montessori Reporter, vol. 16, no. 3
Date: 1992
Pages: 14–15
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Language: English
Article
Bringing French into the Classroom through Games
Publication: The National Montessori Reporter
Date: 1989
Pages: 14–15
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Language: English
Book Section
Montessori Language Practices Meet the Needs of All Learners: The Montessori Early Childhood Inclusive Classroom: Creating a Cherished Experience
Available from: Rowman and Littlefield
Book Title: The Inclusive Classroom: Creating a Cherished Experience through Montessori
Pages: 83-102
Children with disabilities, Classroom environments, Inclusive education, Language acquisition, Montessori method of education, Montessori schools, Prepared environment, Special education
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Language: English
Published: Lanham, Maryland: Rowman and Littlefield Publishers, 2021
ISBN: 978-1-4758-5635-4
AudioRecording
Folk Tunes and Music of the Masters Adapted for the Classroom
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Abstract/Notes: SIDE A: Band I –– March (Old French Bugle Call) – Run (Russian Folk Tune) – March (Serbian Folk Tune) – Run (Puerto Rican Folk Tune) – March (Jewish Folk Tune) – Run (German Folk Tune) – March (Dutch Folk Tune) – Run (Lithuanian Folk Tune) – March (Soldier's March, Schumann) – Run (Danish Folk Tune) // Band II –– Gallop (Venezuelian Folk Tune) – March (Ukranian Folk Tune) – Run (Pillow Dance, J. Strauss Sr.) – March (from "Carmen", Bizet) – Gallop (Styrian Folk Tune) – March (Hungarian Folk Tune) – Run (from "Orpheus in the Underworld", Offenbach) // Band III –– Slow Walk (French Lullaby) – Gallop (Irish Folk Tune) – March (German Folk Tune, Theme in 4th Movement, Beethoven: Septet Op. 20) – Run (Czech Folk Tune) – Slow Walk (Italian Lullaby) – Gallop (Greek Folk Tune) – March (French Folk Tune, Theme for Variations Suite #5, Handel) – Skip (Swiss Folk Tune) // SIDE B: Band I –– Trot (Ecossaise: Schubert) – Slow Walk (American Lullaby) – Gallop (from: "Fidelio", Beethoven) – March (Polish March Song) – Trot (from: "Trio op. 14 #1", Mozart) – Slow Walk (Basque Folk Tune) – Run-March (English Folk Tune) – Skip (Norwegian Folk Tune) – Slow Walk (Neapolitan Folk Tune) // Band II –– Waltz Step (Portuguese Folk Tune) – Run March (Polish Folk Tune) – Trot (from: "The Masked Ball", Verdi) – Waltz Step (American Cowboy Song) – Gallop (from: Sonatina op. 100, Dvorak) – Slow Walk (The Little Boat: Mendelssohn) – Trot (Finnish Folk Tune) – Waltz Step (Catalonian Folk Tune) – March-Run-March (German Folk Tune) – Slow March (from "Iphigeni En Tauride", Gluck) // Band III –– Polka (American Folk Tune) – Waltz Step (Slovenian Folk Tune) – Skip (Scotch Folk Tune) – Slow March (from: "Caro Mio Ben", Giordani) – Polka (Danish Folk Tune) – March (French Folk Tune, arr. in L'Arlesienne Suite #2, Bizet) – Run (from: Quartet Op. 74 #2, Haydn) – Waltz Step (Czechosolovakian Folk Tune)
Language: English