Abstract/Notes: In this article I focus on the impact of the Maria Montessori’s pedagogical method during the years of her work in South Asia (1939-1946; 1947-1949). The genesis of this research started in the late 1980s during the years of my fieldwork in Madras (today Chennai), when I was amazed to find a large number of “Montessori” schools in that city. Certainly, they were many more than in Italy, and in Rome itself, where Maria Montessori founded the first “House of Children” on the 6th January 1907. Thus, out of mere curiosity I started to enquire about the reasons of such “implantation”. Soon I came to know that Maria Montessori (1870-1952) and her son, Mario Montesano Montessori (1898-1982), from 1939 till 1949, spent almost ten years in India, Pakistan, and Sri Lanka. In all those countries they collaborated and interacted with local pedagogists, by also training hundreds of children and more than thousand students and teachers to the homonimous “Montessori” pedagogical method. India, after Italy, was also the country where Maria Montessori spent the longest period of her life. After relating to the major events of her personal life as well as her scientific and social engagements as psychiatrist, pedagogist, outspoken feminist and antifascist, I deal here with the adoption and adaptation of her pedagogical method in South Asia. Finally, I tackle the influence of the local educational systems and cultural practices on Maria Montessori herself and on her own method’s further development. Due to such a synergic encouter and interaction, today India is one of the most dynamic and prestigeous international centers for the “Montessori” pedagogical method teachers’ training.,Dans cet article, j’étudie en particulier l’impact de la méthode pédagogique de Maria Montessori durant ses années en Asie du Sud (1939-1946, 1947-1949). La genèse de cette recherche a débuté à la fin des années 1980, quand j’ai été étonnée de trouver à Madras (Chennai) un si grand nombre d’écoles Montessori au cours de mon long terrain dans cette ville. Certes, elles étaient beaucoup plus nombreuses que celles présentes en Italie, et plus qu’à Rome même, où Maria Montessori fonda la première Maison des Enfants le 6 janvier 1907. Ainsi, par simple curiosité, je commençai à m’enquérir des raisons d’une telle « implantation ». Bientôt, j’ai réalisé que Maria Montessori (1870-1952) et son fils, Mario Montesano Montessori (1898-1982), avaient de 1939 à 1949, séjourné près de dix ans en Inde, au Pakistan et au Sri Lanka. Dans tous ces pays, ils ont collaboré et interagi avec les pédagogues locaux, en formant également des centaines d’enfants et plus de mille élèves et enseignants à la méthode pédagogique « Montessori ». L’Inde, après l’Italie, était aussi le pays où Maria Montessori a passé la plus longue période de sa vie. Après avoir évoqué les grands événements de sa vie personnelle ainsi que ses engagements scientifiques et sociaux en tant que psychiatre, pédagogue, féministe et antifasciste, je traite ici de l’adoption et de l’adaptation de sa méthode pédagogique en Asie du Sud. Enfin, j’analyse l’influence des systèmes éducatifs locaux et des pratiques culturelles sur Maria Montessori elle-même et sur le développement ultérieur de sa propre méthode. Grâce à cette rencontre et à cette interaction synergiques, l’Inde est aujourd’hui l’un des centres internationaux les plus dynamiques et les plus prestigieux pratiquant la méthode pédagogique Montessori.

Language: French

Published: Paris, France: OpenEdition Books, 2018

ISBN: 978-2-7132-3154-4

Series: Purushartha

Abstract/Notes: Effectively adapting evidence-based interventions for nursing home (NH) implementation is a critical, yet underexamined, component of improving care quality. Montessori-based activity programming (MAP) is an evidence-based intervention that promotes person-centered care, engages persons living with dementia, and mitigates distress behaviors. Currently, there is sparse evidence of MAP in Department of Veterans Affairs NHs (i.e., community living centers [CLCs]). CLCs differ significantly from community NHs and require adaptations to support MAP use and sustainability. This study uses the Framework for Reporting Adaptations and Modifications-Enhanced (FRAME) to track changes made to MAP as an exemplar for clinicians and implementation scientists. This work fills a gap in adapting interventions through a detailed examination of the adaptation process in NHs.Qualitative and quantitative data were collected across 8 CLCs (e.g., advisory panel, staff interviews, training evaluations, field notes, and fidelity assessments). We used an iterative, rapid content analytic approach to triangulate findings and identify needed adaptations for the CLC setting.Thirty-six adaptations were made. Most adaptions occurred during the preimplementation phase, were reactive, focused on training/evaluation, and involved researchers, intervention developers, and practitioners. All were fidelity-consistent with MAP. The most common goal across adaptations was increased reach/engagement of the intervention.CLCs and community NHs can use findings to support intervention adaptation, and adapt and implement MAP to improve meaningful engagement for persons living with dementia and other residents. Future research should further evaluate and standardize FRAME for diverse users of complex interventions.

Language: English

DOI: 10.1093/geront/gnac133

ISSN: 1758-5341

Abstract/Notes: There have been two distinct phases of the Montessori method of education in New Zealand. The first began in 1912 and continued into the 1950s. The second phase, starting in 1975, has resulted in over one hundred Montessori early childhood centres being established throughout the country. In this thesis I examined the historical evolution and contemporary status of Montessori schooling in New Zealand, as an adaptation of an alternative educational ideal to a particular national context. To situate this study, the history of the Montessori movement was investigated, taking into consideration the particular character and personality of its founder, Dr. Maria Montessori (1870-1952). It is argued that the apparent contradictions of Montessori, who claimed to be both a scientific educator and a missionary, help explain the endurance of her method. The thesis further maintains that Montessori became a global educator whose philosophy and pedagogy transcends national boundaries. The middle section of this thesis examines the Montessori movement in New Zealand during the first phase and the second phase, highlighting the key role that individuals played in spreading Montessori's ideas. The major aim was to examine how Montessori education changes and adapts in different cultures and during different time frames. The thesis concentrates on New Zealand as a culturally specific example of a global phenomenon. The final section of the thesis is a case study of a Montessori early childhood centre examining the influence of Government policy and how the development of the centre supports the ongoing implementation of Montessori's ideas. The perceptions of Montessori teachers, former parents and students regarding the nature and value of Montessori education are also considered. Finally, observations carried out as part of the case study are analysed to further demonstrate the ways in which the original ideas of Montessori have been reworked to suit a different historical and societal context. It is concluded that Montessori is a global educator whose philosophy and pedagogy transcends national boundaries. Nonetheless, the integration of Montessori education within any country, including New Zealand, does result in a culturally specific Montessori education.

Language: English

Published: Palmerston North, New Zealand, 2004

Language: English

Published: Deventer, The Netherlands: Saxion Progressive Education University Press, 2022

Edition: 1st edition

ISBN: 978-94-92618-56-6

Abstract/Notes: Lecture given at Montessori Training Course, London, 1933

Language: English

Published: [Amsterdam, The Netherlands]: Association Montessori Internationale, 1961

Language: English

Published: Seattle, Washington: Special Child Publications of the Seguin School, 1964

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Language: English

Published: Normal, Illinois, 1951

Language: English

Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2019

ISBN: 978-90-79506-44-6

Series: The Montessori Series , 14

Language: English