Recherche simple
Recherche avancée
Mots-clés en FR et ENG les plus fréquents (voir la liste complète dans «Rechercher»)
- Academic achievement
- Alternative schools
- Anxiety Coping styles
- Attention
- Attitudes des enseignants
- Children
- Classroom environment
- cognitive development
- Creativity
- Créativité
- Depression
- Développement social
- Early childhood education
- Ecoles Montessori
- Ecriture
- Education
- Education nouvelle
- Enseignement supérieur
- Environnement de la classe
- Evaluation
- Fidelity of implementation
- Fine motor skills
- Intrinsic motivation
- Kindergarten
- Lecture
- Maternelle
- Montessori
- Motivation intrinsèque
- Motricité fine
- Méthodes d'enseignement
- Pedagogy
- Préparation à l'école
- Préparation à la lecture
- Psychologie
- Pédagogie
- Reading
- School
- School readiness
- Social development
- Styles d'adaptation
- Teacher attitudes
- Teaching methods
- THESE de Doctorat
- Writing
- École
Auteurs
- Bara Florence
- Baumgartner Jennifer
- Belliveau George
- Besançon Maud
- Blair Steven N
- Borman G.
- Bray P. M.
- Brehony Kevin J.
- Brophy Jere
- Brown S
- Brownlee Jo
- Byun Wonwoo
- Chiaa Noel Kok Hwee
- Cimelia Patrizia
- Colé Pascale
- Collado-Ruano, Javier
- Cossentino Jacqueline M.
- Csikszentmihalyi Mihaly
- Denervaud Solange
- Diamond Adele
- DiCarlo Cynthia F.
- Dolby Nadine
- Fernando Y.
- Frick Theodore W.
- Fukuda E.
- Gambrill, Stephanie Jeanne
- Genolini Christophe M.
- Gentaz Edouard
- Gimbel Steven J.
- Giordano Debra A.
- Gokhan Kayili
- Grant Emily
- Greenberg Mark T.
- Gromko Joyce Eastlund
- Guelfi Julien-Daniel
- Gureckis Todd M.
- Harris Mauree E.
- Hart A.
- Haskell Sophie
- Heise M. J.
- Hewes G.
- Hiles E.
- Hillairet de Boisferon Anne
- Ionescu Serban
- Ireland Joseph
- Ispa Jean M.
- Jennings Patricia A.
- Johnson David W.
- Johnson Roger T.
- Judge Joan
- Keea Norman Kiak Nam
- Koh Joyce Hwee Ling
- Kyle Patricia B.
- Lee Kathleen
- Lillard Angelina S.
- Lockhorsta Daan
- Lubart Todd
- Lupton Mandy
- Malm Birgitte
- Maloney Carmel
- Markant Douglas B.
- McHugh, V.
- McNeil Nicole M.
- Meirieu Philippe
- Michela Eva
- Moghni H.
- Morgan Marc
- Neuenschwandera Regula
- Non classé
- Ota Carrie
- OUVRAGE GRAND PUBLIC
- Overman L.
- Pate Russell R
- Pierce Sarah H.
- Rahman Aliya
- Ramazan Ari
- Rathunde Kevin
- Richardson Sylvia Onesti
- Richey E. M.
- Rinke Carol R.
- Riou França Lionel
- Roebersa Claudia M.
- Röthlisbergera Marianne
- Rule Audrey C.
- Serina-Karsky Fabienne
- Shankland Rebecca
- Sobe Noah W.
- Soundy Cathleen S.
- Stewart Roger A.
- Taggart J.
- THESE
- Tong X.
- Tzuo Pei Wen
- V
- Watters James
- Wubbelsb Theo
- Yen Shu-Chen
- Yiaglis Dimitrios
- Zailani S.
- Zoll S.
Méta
Archives
Archives de catégorie : Lillard Angelina S.
Removing supplementary materials from Montessori classrooms changed child outcomes / La suppression du matériel supplémentaire dans les salles de classe Montessori a modifié les résultats des enfants
Lillard, A. S., & Heise, M. J. (2016). Removing supplementary materials from Montessori classrooms changed child outcomes. Journal of Montessori Research. Link to PDF Abstract. Montessori classrooms vary in the degree to which they adhere to Maria Montessori’s model, including in the … Continuer la lecture
Publié dans Heise M. J., Lillard Angelina S.
Marqué avec cognitive development, développement cognitif, executive function, fidélité de la mise en œuvre, Fidelity of implementation, fonction exécutive, Lecture, Reading
Commentaires fermés sur Removing supplementary materials from Montessori classrooms changed child outcomes / La suppression du matériel supplémentaire dans les salles de classe Montessori a modifié les résultats des enfants
Why Montessori is a facilitative environment for theory of mind: Three speculations. Pourquoi Montessori est un environnement facilitant la théorie de l’esprit: Trois hypothèses.
Lillard, A. S., & Eisen, S. (2017). Why Montessori is a facilitative environment for theory of mind: Three speculations. In V. Slaughter & M. de Rosnay (Eds.), Theory of mind development in context. Pp. 57-70. London: Routledge. Abstract We begin by describing … Continuer la lecture
Publié dans Lillard Angelina S.
Marqué avec théorie de l'esprit, theory of mind
Commentaires fermés sur Why Montessori is a facilitative environment for theory of mind: Three speculations. Pourquoi Montessori est un environnement facilitant la théorie de l’esprit: Trois hypothèses.
Rethinking education: Montessori’s approach / Repenser l’éducation: l’approche de Montessori.
Lillard, A. S. (2018). Rethinking education: Montessori’s approach. Current Directions in Psychological Science. Link to online access. Abstract More than 100 years ago, an Italian physician began designing an education system with the expressed purpose of helping children thrive to their full … Continuer la lecture
Publié dans Lillard Angelina S.
Marqué avec Education, Montessori
Commentaires fermés sur Rethinking education: Montessori’s approach / Repenser l’éducation: l’approche de Montessori.
Pretend play and fantasy: What if Montessori was right? / Jeu de rôle et fantaisie: Et si Montessori avait raison?
Lillard, A. S., & Taggart, J. (2018). Pretend play and fantasy: What if Montessori was right? Child Development Perspectives. Link to online access. Abstract Pretend play and fantasy are staples of childhood, supported by adults’ provision of encouraging tools (like dress‐up clothing … Continuer la lecture
Publié dans Lillard Angelina S., Taggart J.
Commentaires fermés sur Pretend play and fantasy: What if Montessori was right? / Jeu de rôle et fantaisie: Et si Montessori avait raison?
Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform/ Refusé et admiré: Montessori, l’autodétermination et un cas de réforme scolaire radicale
Lillard, A. S. (2019). Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform. Educational Psychology Review, 1-27. Link to online access.OPEN ACCES Abstract School reform is an important national and international concern. The Montessori alternative school system is unique … Continuer la lecture
Publié dans Lillard Angelina S.
Marqué avec Alternative schooling, Développement humain, Education, Éducation, Éducation alternative, Human development
Commentaires fermés sur Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform/ Refusé et admiré: Montessori, l’autodétermination et un cas de réforme scolaire radicale
Authentic Montessori: The Dottoressa’s View at the End of Her Life Part II/ Montessori authentique: la vision de la Dottoressa à la fin de sa vie, partie II
Lillard, A. S., & McHugh, V. (2019). Authentic Montessori: The Dottoressa’s View at the End of Her Life Part II. Journal of Montessori Research, 5(1), 19-34. Link to online access. Keywords: Childhood education, Montessori, alternative education, school curricula, teacher preparation, child outcomes Abstract … Continuer la lecture
Publié dans Lillard Angelina S., McHugh, V.
Marqué avec alternative education, Childhood education, éducation alternative, éducation des enfants, Montessori, préparation des enseignants, programmes scolaires, school curricula, teacher preparation
Commentaires fermés sur Authentic Montessori: The Dottoressa’s View at the End of Her Life Part II/ Montessori authentique: la vision de la Dottoressa à la fin de sa vie, partie II
Authentic Montessori: The Dottoressa’s View at the End of Her Life Part I /Montessori authentique: le point de vue de Dottoressa à la fin de sa vie Partie I
Lillard, A. S., & McHugh, V. (2019). Authentic Montessori: The Dottoressa’s View at the End of Her Life Part I. Journal of Montessori Research, 5(1), 1-18. Link to online access. Abstract Maria Montessori developed a form of education in the first half … Continuer la lecture
Publié dans Lillard Angelina S.
Marqué avec alternative education, Childhood education, éducation alternative, éducation de la petite enfance, Montessori, programmes scolaires, school curricula
Commentaires fermés sur Authentic Montessori: The Dottoressa’s View at the End of Her Life Part I /Montessori authentique: le point de vue de Dottoressa à la fin de sa vie Partie I
Taggart J., Fukuda E., and Lillard, A. S., 2018, Children’s Preference for Real Activities: Even Stronger in the Montessori Children’s House, Journal of Montessori Research, Volume 4, Issue 2, pp. 1-9.
Keywords: children, Montessori, preschool, activities, preferences, pretend, real Abstract: In the United States, children are often given the opportunity to engage in pretend activities; many believe this kind of play benefits children’s development (Haight & Miller, 1993; Haight, Masiello, Dickson, … Continuer la lecture
Publié dans Fukuda E., Lillard Angelina S., Taggart J.
Marqué avec activités du monde réel, activities, Children, école maternelle, Enfants, jeux de rôle, Montessori, preferences, Preschool, pretend, real
Commentaires fermés sur Taggart J., Fukuda E., and Lillard, A. S., 2018, Children’s Preference for Real Activities: Even Stronger in the Montessori Children’s House, Journal of Montessori Research, Volume 4, Issue 2, pp. 1-9.
Lillard A. S., Heise M. J., Richey E. M., Tong X., Hart A., Bray P. M., (2017), Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study, Front. Psychol. 8:1783. doi: 10.3389/fpsyg.2017.01783
Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model … Continuer la lecture
Publié dans Bray P. M., Hart A., Heise M. J., Lillard Angelina S., Richey E. M., Tong X.
Marqué avec Academic achievement, cognitive development, développement cognitif, Développement social, Early childhood education, Education préscolaire, mastery orientation, Montessori, orientation de la maîtrise, réussite scolairepreschool, Social development, théorie de l'esprit, theory of mind
Commentaires fermés sur Lillard A. S., Heise M. J., Richey E. M., Tong X., Hart A., Bray P. M., (2017), Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study, Front. Psychol. 8:1783. doi: 10.3389/fpsyg.2017.01783
Lillard, A. S. (2011). Mindfulness practices in education: Montessori’s approach. Mindfulness, 2(2), 78–85.
Lillard presented the benefits of mindfulness training and compared this training to Montessori practices. She concluded that these similar practices may be responsible for executive function and socio-emotional benefits. Abstract Mindfulness training has had salutary effects with adult populations and … Continuer la lecture
Publié dans Lillard Angelina S.
Marqué avec Attention, Concentration, Education, Mindfulness practices, Pratiques de pleine conscience
Laisser un commentaire