O Método Montessori numa intervenção intergeracional: análise do perfil psicomotor de estudos de caso
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Bibliographic record
Abstract
O presente estudo averiguou os efeitos de uma intervenção intergeracional, utilizando o método Montessori como mediador nas crianças com necessidades especificas de educação e nas pessoas idosas com uma patologia associada e/ou com um défice cognitivo. O estudo incluiu 6 participantes (3 crianças e 3 pessoas idosas), que formaram 3 pares, compostos cada um por uma criança e uma pessoa idosa. Os três pares beneficiaram de uma intervenção intergeracional baseada no método Montessori durante 6 meses, com uma periodicidade semanal. Foram avaliados pré e pós intervenção o perfil psicomotor e o estado cognitivo de cada participante, bem como as competências e atitudes socio- emocionais da interação entre ambos. Para a avaliação do perfil psicomotor e o estado cognitivo das pessoas idosas foi utilizado o Examegerontopsicomotor (EGP) e o Montreal Assessment Test (MoCA). Para a avaliação do perfil psicomotor e o estado cognitivo das crianças foi utilizada a Bateria Psicomotora (BPM) e o D2-Test of Attention. As competências e atitudes socioemocionais de ambos foram observadas através de uma Grelhade Observação do Comportamento (GOC). Nos idosos, a intervenção não revelou melhorias significativas no perfil psicomotor e cognitivo. No entanto, observou-se um ligeiro aumento nas competências socio-emocionais na interação com as crianças. Nas crianças, verificaramse melhorias no perfil psicomotor quanto no estado cognitivo, com progressos visíveis na atenção e interação social. Apesar da escassez de estudos, estes resultados sugerem que as intervenções intergeracionais baseadas no método Montessori impactam beneficamente as competências e atitudes socio-emocionais das crianças e idosos; - The Montessori Method in an intergenerational intervention: analysing the psychomotor profile of case studies Abstract: This study investigated the effects of an intergenerational intervention using the Montessori method as a mediator for children with specific educational needs and elderly people with an associated pathology and/or cognitive impairment. The study included 6 participants (3 children and 3 elderly people), who formed 3 pairs, each made up of a child and an elderly person. The three pairs benefited from an intergenerational intervention based on the Montessori method for 6 months, on a weekly basis. Before and after the intervention, the psychomotor profile and cognitive state of each participant were assessed, as well as the socio-emotional skills and attitudes of the interaction between the two. To assess the psychomotor profile and cognitive state of the elderly, the Psychomotor-Engineering Examination (EGP) and the Montreal Assessment Test (MoCA) were used. The Psychomotor Battery (BPM) and the D2-Test of Attention were used to assess the psychomotor profile and cognitive status of children. The socioemotional skills and attitudes of both were observed using a Behavior Observation Grid (GOC). In the elderly, the intervention did not reveal significant improvements in the psychomotor and cognitive profile. However, there was a slight increase in socioemotional skills when interacting with the children. In the children, there were improvements in both the psychomotor profile and the cognitive state, with visible progress in attention and social interaction. Despite the scarcity of studies, these results suggest that intergenerational interventions based on the Montessori method have a beneficial impact on the socio-emotional skills and attitudes of children and the elderly
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.002 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.002 | 0.002 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.002 | 0.003 |
| Open science | 0.003 | 0.000 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it