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Book Section

The Organization of the Work Materials and the Spontaneous Production of the Child's Mind ([San Diego] Lecture 1: 14 July 1915)

Book Title: The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings by Maria Montessori

Pages: 30-39

Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings

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Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018

ISBN: 978-1-85109-296-3

Series: The Montessori Series , 15

Article

The Effect of Vegetable gardening Activities on 4-years-old Children's Science-Related Attitude and Scientific Exploration / 채소 기르기 활동이 만 4세 유아의 과학 관련태도 및 과학적 탐구능력에 미치는 영향

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 14, no. 2

Pages: 1-32

Asia, Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea

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Abstract/Notes: The purpose of this study was to examine the effect of vegetable gardening activities for 4-years-old children. For this purpose, this study is focused on learning how effect vegetable gardening activities on 4-years-old children's science-related attitude and scientific exploration ability. To examine this purpose, the following research questions were investigated: 1. How effects does vegetable gardening activity make on 4-years-old children's science-related attitudes? 2. How effects does vegetable gardening activity make on 4-years-old children's scientific exploration ability? The Subjects were fifty children from 2 classes of B kindergarten in Jung-gu, Daejeon. The subject were experimental group consisted of 25 children, while control group consisted of 25 children whose average age 4 years 10 weeks. Measuring tools for this study included the science-related attitude test and the scientific process skills test. For the science-related attitude test researcher modified 'Instrument for science-related attitude test' which Che,Jung-yeon had made in 2003 on the basis of Kim, Hyo-nam's Chung, Wan-ho's Jeong, Jin-Woo's national assessment system of science-related affective domain in 1999. And for the scientific exploration ability test researcher modified 'Instrument for scientific exploration ability test' which Lee, Kyoug-min had made in 2000 on the basis of Martin's scientific exploration ability evaluation benchmark in 1997. To verify young children's science-related attitude, after coming up with score's difference of pretest and posttest of science-related attitude, executed t-test. To verify young children's scientific exploration ability, after coming up with frequency and percentage of scientific exploration ability, executed X2-test. The result of study are as follows. First, vegetable gardening activity theory exerted positive effects on 4-years-old children's science-related attitude. there was also a positive effect as the children's interest in science, desire to learning more about science, science-related jobs and science-related problems issues increased. However, there was no positive effect on science-related activities. Other positive effects on attitudes to science 4 year old children did vegetable gardening, it increased sense of curiosity, ability critically think, ability to cooperate and ability to volunteer. However, there were no effects on the children's openness to new ideas, patience and creativity. Second, vegetable gardening activity theory exerted positive effects on 4-years-old children's scientific exploration ability. this had positive effect as the children's ability to predict, classify, measure, and discuss improved, but there were no effects on their ability to observe. / 본 연구에서는 채소기르기 활동이 만4세 유아의 과학관련태도 및 과학적 탐구능력에 미치는 영향에 대해 알아보았다. 연구의 대상은 대전광역시 중구에 소재한 B유치원의 만 4세 연령 학급 유아 50명으로, 25명은 실험집단으로 채소 기르기 활동을 실시하고 25명은 통제집단으로 하였다. 본 연구의 결과는 다음과 같다. 첫째, 채소 기르기 활동은 만 4세 유아의 과학관련태도 향상에 긍정적인 영향을 준다. 과학관련 태도의 하위영역별로 살펴보면, 채소기르기 활동은 흥미의 요소 중 과학에 대한 흥미, 과학학습에 대한 흥미, 과학과 관련된 직업에 대한 흥미, 과학에 대한 불안에 긍정적인 영향을 주었으나, 과학과 관련된 활동에 대한 흥미에는 긍정적인 영향을 주지 않았다. 과학적 태도에서는 호기심, 비판성., 협동성, 자진성에서는 긍정적인 영향을 주었으나. 개방성, 끈기성, 창의성에서는 긍정적인 영향을 주지 않았다. 또한 과학에 대한 인식에는 전체적으로 긍정적인 영향을 주지 않는다. 둘째, 채소 기르기 활동은 과학적 탐구능력에는 긍정적인 영향을 준다. 구성 요소에 따라 살펴보면, 예측하기. 분류하기, 측정하기, 토의하기에는 긍정적인 영향을 주었으나, 관찰하기에서는 긍정적인 영향을 주지 않았다.

Language: Korean

ISSN: 1226-9417

Book

Montessori for the Under-Achieving Child

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Language: English

Published: New York, New York: American Montessori Society, 1963

Article

Nel Mondo dell'Infanzia [In the World of Childhood]

Available from: HathiTrust

Publication: Roma: Rivista Politica Parlamentare, vol. 2, no. 36

Pages: 857-858

Maria Montessori - Writings

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Language: Italian

Article

Amazing System of Teaching Young Children

Available from: Chronicling America (Library of Congress)

Publication: The Sun (New York) (New York)

Pages: 12 (Sec. 4)

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Language: English

ISSN: 1940-7831

Book

Children's Play and Its Place in Education, with an Appendix on the Montessori Method

Available from: HathiTrust

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Language: English

Published: New York, New York: Duffield, 1913

Edition: 1st

Book Section

Beyond Day Care: Full-Day Montessori for Migrant and Other Language-Minority Children

Available from: Books to Borrow @ Internet Archive

Book Title: Montessori in Contemporary American Culture

Pages: 215-228

Americas, Displaced communities, Montessori method of education, North America, Refugees, United States of America

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Language: English

Published: Portsmouth, New Hampshire: Heinemann, 1992

ISBN: 0-435-08709-6 978-0-435-08709-8

Article

✓ Peer Reviewed

Performance of Montessori and Traditionally Schooled Nursery Children on Tasks of Seriation, Classification, and Conservation

Available from: ScienceDirect

Publication: Contemporary Educational Psychology, vol. 1, no. 4

Pages: 356-368

Americas, Cognition, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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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

Book

Nurturing Your Child’s Spirit: A Montessorian Approach

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Language: English

Published: Loveland, Ohio: Treehaus Communications, 1998

Edition: 3rd

Article

N.C.M.E. Elementary Training, Amarillo, Texas and Lessons Given to Elementary Montessori Children

Publication: The National Montessori Reporter

Pages: 8–9

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Language: English

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