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989 results

Book

Asili nido in Italia: il bambino da 0 a 3 anni [Nursery schools in Italy: the child from 0 to 3 years]

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Language: Italian

Published: Milano, Italy: Marzorati, 1980

of 2

Book

The English Infant School and Informal Education

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Language: English

Published: [S.I.]: Prentice-Hall, 1971

ISBN: 978-0-13-281295-5

Article

Waarnemingen uit de Montessori-School

Available from: Stadsarchief Amsterdam (Amsterdam City Archives)

Publication: Montessori Opvoeding, vol. 11, no. 3

Pages: 18-19

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Language: Dutch

Master's Thesis

The Effects of Nature on Concentration in Preschool: A Montessori Context

Available from: ProQuest - Dissertations and Theses

Work periods

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Abstract/Notes: This study explored the effects of nature’s environment on attention fatigue restoration, and consequently the regulation of attention in preschool students through a Montessori perspective. The purpose of this study was to further evaluate how effective the attention restoration theory (ART) is for preschool students’ attention fatigue and, consequently, concentration. In addition, this study examined the implications ART has on developing independent attention sustainability in the context of the work period practiced in Montessori pedagogy. The retrospective interview of a Montessori teacher who has taught both indoors and outdoors provided content for further discussion about outdoor learning and its effects on concentration. In conclusion, there seems to be a positive influence on preschool students’ ability to concentrate on a task while working outdoors vs. indoors.

Language: English

Published: Moraga, California, 2022

Article

Oproep van het Nederlandsch Schoolmuseum

Available from: Stadsarchief Amsterdam (Amsterdam City Archives)

Publication: Montessori Opvoeding, vol. 3, no. 8

Pages: 64

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Language: Dutch

Article

Handicrafts in Schools

Available from: ProQuest - Historical Newspapers

Publication: Times of India (Mumbai, India)

Pages: 11

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Language: English

Article

Good Word on Speech [Mary Frier Montessori Special Education School of Cleveland, OH]

Publication: Montessori Special News, vol. 10, no. 1

Pages: 2

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Language: English

Doctoral Dissertation

Executive Function, Social-Emotional Skills, and Academic Competence in Three Preschool Programmes: Pathways to School Readiness

Available from: British Library - EthOS

Academic achievement, Comparative education, Executive function, Preschool education, Social emotional learning

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Abstract/Notes: Research findings indicate that executive function (EF), social-emotional skills, and pre-academic competence significantly promote children's school readiness and later success. School readiness broadly refers to a combination of skills necessary to function successfully in school and lack thereof may increase the risk of children's school problems. Therefore, it is essential for school systems to provide appropriate and timely support to the development of these fundamental skills. The present study focused on three particular preschool programmes: Montessori, Reggio Emilia, and the traditional play-based (British Columbia Early Learning Framework: BCEFL) programmes in Western Canada. Although they are popular, there is little empirical research that examines and compares the benefits of these programmes to the development of school readiness skills. As such, the present study aimed to 1) determine the effectiveness of these three preschool programmes in Western Canada on the development of children's school readiness; and 2) examine other sources of influences in the child, family and school in relation to the development of school readiness skills. Overall, 119 preschool children (48 Montessori, 42 Reggio Emilia, 29 BCELF) participated in the study. Observation was conducted once in the autumn of 2015 for each classroom using the CLASS observation tool. Teachers and parents of participating children filled in a series of questionnaires regarding the quality of their relationship with their child and their perceptions of daily EF and social-emotional skills of their child. The researcher also assessed individual children's fluid intelligence, EF, and pre-academic competence. The results showed that 1) although Montessori education appeared to be the most effective in facilitating numeracy skills, no curriculum stood out as notably more effective than any of the others at improving other areas of school readiness skills; 2) well-run classrooms where teachers were effective in time, behavioural, and attention management were most effective in promoting children's numeracy skills; 3) EF, social-emotional skills, and pre-academic competence exhibited an overlapping developmental process over time; 4) relational quality in both home and school environments significantly affected the development of school readiness skills, especially social-emotional skills; and 5) adults' perceptions of children's EF and social-emotional skills had a significant consequence for how teachers and parents formed their relationships with their children.

Language: English

Published: Oxford, England, 2018

Article

Using "Flow" and Creativity to Motivate Learning in School and Home

Publication: Montessori NewZ, vol. 15

Pages: 6–7

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Language: English

Article

Huiswerk en de Bilthovensche Montessorischool

Available from: Stadsarchief Amsterdam (Amsterdam City Archives)

Publication: Montessori Opvoeding, vol. 6, no. 15

Pages: 134-135

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Language: Dutch

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