• Corpus ID: 54969917

Recent Studies and Practices of the Montessori Educational Method : Ten Years from 1979 on the DIALOG Data-Base

  title={Recent Studies and Practices of the Montessori Educational Method : Ten Years from 1979 on the DIALOG Data-Base},
  author={則明 我妻 and Azuma Noriaki},
I review recent practices and studies of the Montessori method from 1979and intend to discover some tasks for future studies. I researched fourteen files in the DIALOGdata-base, and tried to find papers from 1979 using the key word "MONTESSORI". Sixty-seven titles of books and papers were output from the DIALOGdata-base. I classified them into five large groups. Each large group was further divided into small groups. The following are these large groups, with the numbers of books and papers… 



Beliefs About Teaching in Montessori and Non-Montessori Preschool Teachers

The purpose of the study was to contrast the reported beliefs of teachers in Montessori preschools with those of teachers serving in more eclectic, traditional preschools. At present, little

Why Montessori for the Gifted?

Dr. Maria Montessori developed a theory of child growth from her scientific observations of the young child's natural proclivities and applied it to the classroom. In her educational system, the

Montessorian Music Method: Unpublished Works

The purpose of this article was to announce the existence of 35 unpublished booklets on Montessorian music education that were conceived by Maria Montessori and authored by her music consultant, Anna

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40 4‐year‐old children from Constructivist and Montessori preschool programs were compared on social‐cognitive competence. The Experimenter (E) taught children in pairs to play a board game in

Moral Beginnings: the Just Community in Montessori Pre‐Schools

Abstract Kohlberg's concept of a just community has been instituted, in varying degrees and at various levels, from the early elementary years upward. It is argued here that, although pre‐school

Long-term effects of four preschool programs: ninth- and tenth-grade results.

Follow-up of achievement test and IQ data on low-income black youths who had participated for 1 year in Bereiter-Engelmann, DARCEE, Montessori, or Traditional prekindergarten was continued through ninth and tenth grades, and the possibility of relationships between techniques used in the different preschool programs and sex differences in children's developmental level was discussed.

Cognitive and Social-Emotional Development of Children in Different Preschool Environments

Significant differences in favour of the school groups were found for vocabulary, language comprehension, ability to judge the correctness of figural stimuli, visual memory, and perceptual organization, and no relationship existed between type of preschool and level of development.


1 This paper is a revised version of the keynote address presented to the International Convention of the Religious Education Association, November 25, 1979, in Toronto, Canada. The research on which