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Montessori Education as a New Method for Teaching Colors in Design Basics (Case Study Foundation Level)

Available from: Al Manhal eLibrary

Publication: Journal of Architecture, Arts and Humanistic Science, vol. 9, no. 1

Pages: 66-79

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Abstract/Notes: Montessori is a method of education that is based on self-directed activity, hands-on learning and collaborative play. This method based on observations and evaluations of a student’s development, which is a fundamental key of the Montessori Method. Color is one of the fundamental elements of art. It is important for art students to not only be exposed to color theory, but to understand it. By studying colors, students are able to embrace their own creativity and create their own masterpieces; one of the introductory art lessons is that of mixing colors and understanding the color wheel. The researcher chose this method to help beginning students grasp the concepts of color theory and color schemes to help them advance through the curriculum with new skills. Hence the research problem is to use general rules and concepts of Montessori to achieve a new method of color education to reform student’s knowledge, self-confidence, self-correction and their own abilities in using colors.

Language: English

DOI: 10.12816/0044318

ISSN: 2357-0342, 2356-9654


Girls Like Colors, Boys Like Action? Imagery Preferences and Gender

Publication: Montessori Life, vol. 7, no. 4

Pages: 37–40

⛔ No DOI found

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Language: English

ISSN: 1054-0040


It's Okay to Mix the Colors

Publication: The National Montessori Reporter, vol. 23, no. 2

Pages: 3–5

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Language: English


Materiale didattico per l'istruzione dei bambini

Maria Montessori - Writings

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Abstract/Notes: The present invention relates to educational material for the education of children. Said material is illustrated, by way of example, in the accompanying drawing from figs. 1-10; it consists of: a) of letters of the alphabet cut from sheets of emory paper, applied on wooden tablets covered with smooth paper, partly by sun (fig. 1 and 2) and partly several together (fig. 5 and 6) and also by letters cut from sheets of smooth paper. These last letters are in different and loose colors, that is to say, not applied on tablets, and are only glued to the lower part over a transversal strip of white paper (fig. 3 and 4); b) of boxes with joints made on their bottom (fig. 7) representing geometrical figures and flowers, and solids with contours corresponding to said hollowed figures (fig. 8); c) of three sizes of cubic, cylindrical and prismatic solids (fig. 9 and 10), the second and third sizes of the cubes having the sides equal to the double and triple of the first size, while the respective sizes of the cylinders are of double and triple height and those of double and quadruple length rules. The height of the letters of the alphabet preferably ranges from eight to five centimeters, dimensions that are reduced to four centimeters or even less as children make progress. The material of the loose letters has different colors in order to better strike the senses of the children, and the strips of paper, fixed behind the loose letters, serve as guides for the regular placement of the letter itself. The said didactic material, and especially the letters of the alphabet, upper and lower case, generally in more exemplary, is kept in special filing cabinets that can be made of cardboard or other suitable material, filing cabinets not shown in the drawings, because besides being easy to understand , are not part of the invention. As far as the interlocking figures are concerned, it should be noted that the joints, as well as the filling solids, are preferably of the same color to accustom the visual sense of children to the recognition of said shapes. The teaching material shown in the drawing is used in teaching all children preferably in the following way: We start with the solid prismatic rules, which are given to the children, who, following their edges, determine their shape. From the prismatic solids we pass to the cylinders and to the cubes, then to the joints and finally to the letters of the alphabet (fig. 10, 9, 8, 7, 1, 2, 3, 4, 5 and 6).

Language: Italian

Date of issue: 1910-11-16


Anaokulları İç Mekan Tasarımında Eğitime Yönelik Mekan İhtiyaçları ve Montessori Anaokulları / Educational Space Requirement in Interior Design of Kindergartens and Montessori Kindergartens

Available from: Journal of Academic Social Science Studies

Publication: Journal of Academic Social Science Studies, vol. 14, no. 86

Pages: 281-293

Architecture, Classroom environment, Early childhood care and education, Early childhood education, Prepared environment

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Abstract/Notes: Anaokulları okul öncesi çocukların bilgi ve becerilerini destekleyen eğitim kurumlarıdır. Farklı eğitim sistemlerini benimsemiş olan anaokullarında aktivitelere göre alanlar oluşturulmaktadır. Algının ve çevrenin öneminin büyük olduğu bu dönemde çocukların hayal güçlerine ilham verecek mekanlar tasarlanmalıdır. Çocukların sözlü beceriden önce öğrenilen görsel dil ile yaratıcılıkları desteklenmektedir. Bunun yanında mekanda bulunan güvenli ve ulaşılabilir mobilyalar da çocukların özgürce hareket etmelerini ve sorumluluk bilinci kazanmalarını sağlamaktadır. Anadilin yanında farklı bir dilin de okul öncesi dönemde öğrenilmesi için mekanda kullanılan görseller ve bunları destekleyici yabancı dilde kelimeler ile görsel hafıza da yer etmesi sağlanabilmektedir. Bu sayede öğrenilen yabancı dildeki kelimeler ile hafızadaki ilişki kuvvetlenerek hatırlanması kolaylaşmaktadır. Bu makalenin amacı Montessori anaokullarında kullanılan mekan ihtiyaçlarını ve günümüz okullarında oluşturulan modern tasarımları araştırmaktadır. Sonuç olarak mekanda kullanılan eğrisel formlar ve donatı elemanlarının boyutlarının çocuklara göre tasarlanması ile çocuğun özgürce hareket edebileceği mekanlar eldeilmektedir. Bu mekanlar bir bütünlük içerisinde estetik bir uyum ile tasarlanmalıdır. Bir düzen içerisinde organize edilmiş az ve yeterli sayıda renk ve obje ile daha huzurlu bir mekan oluşturulmaktadır. Tasarımda ana unsuru yetişkinler ve çocuklar arasındaki olumlu ilişkiler oluşturmaktadır. Mekan tasarımı da bu ilişkiyi desteklemektedir. Doğal aydınlatma, uygun boyutta askılıklar, depolama alanlarının yeterli ve güvenli olması, dolaşım alanlarının yeterli olması da gerekmektedir. / Kindergartens are educational institutions that support the knowledge and skills of preschool children. In kindergartens in different education systems, areas are created according to the types of activities. In this period when perception and the environment are of great importance, spaces that will inspire children's imaginations should be designed. Children's creativity is supported by the visual language learned before verbal skills. In addition, safe furniture in the space allows children to move freely and gain a sense of responsibility. In addition to the mother tongue, it is possible to learn foreign languages in the pre-school period. Therefore, it can be ensured that the language is embedded in the memory with the visuals used in the space and the words in the foreign language supporting them. In this way, the relationship in the memory with the words in the learned foreign language is strengthened and the recall of the word becomes easier. This article aims to explore the space needs found in Montessori kindergartens and the modern designs created in today's schools. As a result, designing the dimensions of the furniture used in the space according to children ensures that children can move freely, implement their own decisions and receive an education without encountering obstacles. The kindergarten interior should be designed with an aesthetic harmony within a unity. Overmuch colors and toys cause a distraction for children. A more peaceful space is created with a sufficient number of colors and objects organized in order.

Language: Turkish

DOI: 10.29228/JASSS.52208

ISSN: 2148-4163

Book Section

The World of Colour

Book Title: Creative Development in the Child: The Montessori Approach

Pages: 132-138

Asia, Colors, India, South Asia, Maria Montessori - Writings, South Asia

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Abstract/Notes: Maria Montessori lectured in Italian during the first International Montessori Course in 1939 at Madras, India. These 75 lectures were translated into English by her son Mario, as she spoke. And were taken down near verbatim in short hand, transcribed and set into galleys overnight. One such set of proofs forms the original manuscript for this book. For the most part, each chapter in this book encompasses a single lecture. The lectures are left in the same order as they were given, swinging between psychology and the use of the materials. India’s diversity of language, social custom and religious practice enriched her research. During this time, Dr. Montessori worked with children in Madras and put into practice her theories of adapting the environment, furniture and the Practical Life materials to local conditions. In these lectures, Maria Montessori speaks with the mature wisdom of a lifetime spent studying, not just early childhood, but human development as a whole and gives a complete, wonderful and colorful overview of her pedagogy and philosophy.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-52-1

Series: The Montessori Series , 24



Publication: The National Montessori Reporter, vol. 19, no. 3

Pages: 11

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Abstract/Notes: grace and courtesy, colors, seasons

Language: English

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