Abstract/Notes: To find the evidence for the effectiveness of Montessori in improving children development. Systematic search was done on the PubMed, Cochrane library, Web of science, PEDro, Scopus and Google Scholar databases till May 2021. Manual search was also done to find relevant studies. Two authors independently assessed retrieved records and studies against the eligibility criteria specified for this review, then extracted data from the included studies and assess studies methodological quality by using the methodological index for non-randomized studies (MINOR) scale for the clinical studies and the national institute of health (NIH) tool for observational designs. Eighteen studies were included; fifteen on normal children and three on children with communication disorders, autism and attention deficit hyperactive disorder (ADHD). Quality of 5 clinical studies rated as moderate and 7 was poor, while the quality of 5 observational studies was fair and only 1 was poor. These included studies have different outcomes including gross and fine motor skills, executive function, activity of daily living and cognitive skills. Meta-analysis was not appropriate because of the included studies heterogeneity descriptive analysis indicated that Montessori seems to be effective in improving child development. Based on this review findings the present evidence promise an effective role of Montessori for improving child development. More well-designed primary studies are recommended to find clear evidence.

Language: English

ISSN: 0387-5547

Language: English

ISSN: 0015-8658

Abstract/Notes: Review of Failure to Connect by Jane Healy

Language: English

ISSN: 1054-0040

Language: English

ISSN: 0010-700X

Abstract/Notes: This action research study aimed to analyze the impact of direct social-emotional lessons on students' emotional intelligence in a Montessori upper elementary classroom. This study explored the impact of combining social-emotional vocabulary with social-emotional learning (SEL) skill development. The study used quantitative and qualitative data, including pre- and post-assessments, follow-up work, observation logs, and SEL elements added to the students’ weekly work plans. SEL curriculum materials and follow-up work were created for this study following the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework and their SAFE acronym: sequenced, active, focused, and explicit. The data showed that teaching SEL vocabulary and the five competencies’ qualities positively impacted student understanding and SEL skill development. Based on these results, Montessori teachers could positively impact students' emotional intelligence, normalization in the classroom, and overall student well-being by integrating SEL lessons into the cosmic curriculum.

Language: English

Published: St. Paul, Minnesota, 2023

Language: English

Language: English

DOI: 10.1086/461096

ISSN: 0013-5984

Language: English

Published: London, England: Heinemann, 1919

Edition: Rev. ed

Language: English

Published: London, England: Heinemann, 1928

Edition: 3rd ed.

Abstract/Notes: Fotografija. Užsiėmimai Marijos Varnienės „Vaikų nameliuose“. Nežinomas fotografas, Kaunas, 1934 m. kovo mėn. Nespalvota, vertikalaus formato fotografija figūrinėmis žirklėmis apkirptais kraštais. Mergaitė plauna rankas. Tai Savęs apžiūrėjimo pratimai (Montessori metodo), kurių tikslas – sugebėti save apsitarnauti. / Photography. Classes in Marija Varnienė's Children's Home. Unknown photographer, Kaunas, 1934 March. Black-and-white, vertical-format photography with scissors-trimmed edges. The girl washes her hands. These are self-examination exercises (Montessori method) aimed at being able to serve oneself.

Language: Lithuanian

Archive: Lietuvos švietimo istorijos muziejus / Museum of Lithuanian Education History (Kaunas, Lithuania)