Abstract/Notes: It was hypothesized that the Montessori curriculum accelerates the acquisition of a number of concrete operational skills. To test this, eighty 4-year-old children were given three Piagetian problems—seriation, classification, and conservation. Half of the subjects were from Montessori schools, and the other half were from more traditional nursery settings. Within each type of school, half of the children were first year and the other half were second year enrollees. Results showed that significantly more Montessori than traditional children seriated and classified objects like concrete thinkers but that there were no differences on the conservation problem. Year of enrollment did not influence performance on any of the tasks. It was concluded that the hypothesis was confirmed and that the failure to find acceleration of conservation performance was due to its advanced nature relative to the other problems and/or the tangential manner in which Montessori exercises deal with the critical concepts that underly it.

Language: English

DOI: 10.1016/0361-476X(76)90055-2

ISSN: 0361-476X

Language: English

Published: Kent, Ohio, 1976

Abstract/Notes: Children's adaptability to the study of languages and the age when such studies may be taken up with the most positive assurance of successful work will be discussed at the regular monthly meeting of the Montessori Association of Northern California at the Hotel St. Francis, San Francisco, on the afternoon of March 2. Mrs. Adele Randall Lawton of Palo Alto will speak. Discussion will be followed by a business session presided over by Mrs. Marian Beaufait and Mrs. Agnes Berne, president and secretary.

Language: English

Language: English

Abstract/Notes: This booklet is a printed edition of a talk given to parents of children at The Aquinas Montessori School (Alexandria, Virginia) in 1966, when the school was newly opened. Later, at the request of parents, the booklet was prepared and used for parent education and information by many other Montessori schools and organizations. The booklet describes Maria Montessori's view of the characteristics of the "normalized" child, an ideal of child development espoused by Montessori and striven for in Montessori education by providing environments that meet all of a child's developmental needs. The booklet discusses the needs of children in achieving normalization: (1) the need for movement; (2) the need for language development; (3) the need for independence; (4) the need for love and security; (5) the need for discipline; and (6) the need for order. Assuming these needs are met, the normalized child will appear. The booklet goes on to discuss the normalized child's characteristics, including: (1) a love of order; (2) a love of work; (3) love of silence and working alone; (4) mutual aid and cooperation; (5) profound spontaneous concentration; (6) obedience; (7) independence and initiative; (8) spontaneous self-discipline; (9) attachment to reality; (10) sublimation of the possessive instinct; and (11) joy. A version of this publication was published in NAMTA Journal (vol. 22, no. 2, Spring 1997, p. 138-156).

Language: English

Published: Cleveland, Ohio: North American Montessori Teachers' Association, 1998

Abstract/Notes: Includes the following section(s): 'Know Thyself', The Parents' Mission, The Rights of the Child, Ecce Homo

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017

ISBN: 978-90-79506-39-2

Series: The Montessori Series , 22

Abstract/Notes: Children in a Montessori preschool were administered a series of tests at the beginning of the school year and retested on the same battery 8 mo. later, at the end of the school year. The children exhibited a mean gain of about 11 points on the Peabody Picture Vocabulary Test IQ. They also exhibited a decline in Impuisivity and an increase in Superego scores, on the average, as measured by the Arrow-Dot Test. These longitudinal results corroborate an earlier cross-sectional analysis; and, as these results follow a prediction from Freudian theory, give indication of construct validity for the test.

Language: English

DOI: 10.2466/pms.1970.30.1.269

ISSN: 1558-688X, 0031-5125

Abstract/Notes: In Nurturing the Whole Child: Montessori Principles Applied to the Catechesis of Children, Gianna Gobbi draws on a lifetime of experience with children, having apprenticed with educator Dr. Maria Montessori, and collaborated with biblical scholar Sofia Cavalletti to develop the Catechesis of the Good Shepherd (CGS). With a deep understanding of the way children hear God speak to them personally and with profound simplicity, Gobbi explains how Montessori principles are practically applied with children in the context of religious formation. This work is the fruit of entering gently and respectfully into the child's joyful encounter with the mystery of God's silent self-revelation made tangible through ancient biblical images, liturgical signs, and celebrations. Originally presented in Italian as a series of lectures for the formation of catechists in CGS, “la dispenza di Gianna” has been translated in English and edited for publication. This book is an important addition to the CGS library and a valuable reference in the formation of catechists in CGS. Parents of young children attending the CGS atrium will also find this book an informative resource on the nature of children and their prayer life.

Language: English

Published: Chicago, Illinois: Liturgy Training Publications, 2024

ISBN: 978-1-61833-491-6

Language: English

Published: New York, New York: Holt, Rinehart, and Winston, 1968

Language: English, Italian

Published: Roma, Italy: Ente Opera Montessori, 1950