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9 results

Article

A Montessori Itinerary [Greece, Italy, Germany, Holland, Ireland, England]

Available from: Stadsarchief Amsterdam (Amsterdam City Archives)

Publication: Around the Child, vol. 10

Pages: 46-51

Albert Max Joosten - Biographic sources, Albert Max Joosten - Writings, England, Europe, Germany, Greece, Holland, Ireland, Italy, Netherlands, Northern Europe, Southern Europe

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Language: English

ISSN: 0571-1142

Article

News Items of the Montessori World Movement [England, France, Germany, Greece, Holland, India, Ireland, Italy]

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1956, no. 3

Pages: 13–16

Asia, England, Europe, Germany, Germany, Great Britain, Greece, Holland, India, Ireland, Italy, Netherlands

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Language: English

ISSN: 0519-0959

Article

Music for Montessori in Greece [Athens Montesori School and Katerina Paraskevopoulou]

Publication: Montessori International, vol. 69

Pages: 27–30

Europe, Greece, Southern Europe

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Language: English

ISSN: 1470-8647

Article

Music for Montessori in Greece

Publication: Tomorrow's Child, vol. 13, no. 4

Pages: 4

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Abstract/Notes: Letter to the Editor

Language: English

ISSN: 1071-6246

Article

News from Greece

Publication: AMI Bulletin, no. 1

Pages: 9

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Language: English

Book

Proceedings of the International Symposium, American College of Greece, Athens, August 13-15, 1979

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Language: English

Published: New York, New York: American Montessori Society, 1980

Article

✓ Peer Reviewed

Parental Views of the Montessori Approach in a Public Greek Early Years Setting

Available from: Taylor and Francis Online

Publication: Education 3-13, vol. 50, no. 2

Pages: 281-287

Europe, Greece, Montessori method of education, Montessori schools, Parent and child, Perceptions, Public Montessori, Southern Europe

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Abstract/Notes: According to Montessori, children learn more effectively when they discover knowledge on their own, through spontaneous exploratory learning and experiential approach to knowledge, focusing primarily on trusting the child and respecting his exceptional capabilities and skills. The Montessori educational approach was implemented in a public preschool setting in North Greece. Two years after the implementation of the Montessori approach, parents were invited to participate in focus groups interviews. According to parents’ views, children gained confidence in mathematics and reading stories by their own, cooperated more easily and resolved problems with maturity. The data indicates that in such an environment, the classroom becomes productive and the children individually give their personal interpretation of the information offered to them.

Language: English

DOI: 10.1080/03004279.2020.1849344

ISSN: 0300-4279, 1475-7575

Bachelors Thesis

Η ενσωμάτωση των παιδιών με μαθησιακές δυσκολίες στο εκπαιδευτικό σύστημα Μοντεσσόρι [The Inclusion of Children with Learning Disabilities into the Montessori Education System]

Available from: University of Western Macedonia

Children with disabilities, Europe, Greece, Inclusive education, Learning disabilities, Montessori method of education, Southern Europe

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Abstract/Notes: Η εργασία αναφέρεται στην δυνατότητα ενσωμάτωσης παιδιών προσχολικής ηλικίας με ειδικές μαθησιακές δυσκολίες στο παιδαγωγικό σύστημα Μοντεσσόρι. Πιο αναλυτικά η παρούσα πτυχιακή εργασία αποτελείται από τρία κεφάλαια, ουσιαστικά τρία κύρια μέρη. Το πρώτο κεφάλαιο της εργασίας παρουσιάζει τον εννοιολογικό προσδιορισμό των μαθησιακών δυσκολιών και αναφέρει αναλυτικά τα χαρακτηριστικά των παιδιών με ειδικές μαθησιακές δυσκολίες. Μετέπειτα, αναφέρεται στο ιδανικό εκπαιδευτικό περιβάλλον μάθησης, στο οποίο κατηγοριοποιούνται οι πιο συχνές ειδικές μαθησιακές δυσκολίες. Αφετέρου, τεκμηριώνεται με σαφήνεια ο ορισμός και η έννοια της ενσωμάτωσης στο πλαίσιο του παιδαγωγικού συστήματος της Μοντεσσόρι εστιασμένο σε παιδιά με ειδικές μαθησιακές δυσκολίες και τεκμηριώνονται οι παράγοντες που επηρεάζουν την ενσωμάτωση. Το δεύτερο κεφάλαιο περιλαμβάνει το Διαθεματικό Ενιαίο Πλαίσιο Προγραμμάτων Σπουδών (ΔΕΠΠΣ), τις βασικές αρχές και τον σκοπό ολόπλευρης ανάπτυξης των παιδιών και την ανάγκη ποικίλων διδακτικών προσεγγίσεων, διότι κάθε άτομο έχει διαφορετικές ανάγκες. Επίσης, επισημαίνεται η αναγνώριση πρώιμων ενδείξεων για τις ειδικές μαθησιακές δυσκολίες στην πρώιμη σχολική ηλικία. Ακόμη, τονίζεται η σημασία της πρώιμης παρέμβασης ως προς την αποφυγή δευτερογενών προβλημάτων. Το τρίτο κεφάλαιο αναφέρεται αρχικά, στην βιογραφία και το έργο της Μαρίας Μοντεσσόρι, στη συνέχεια, παρουσιάζονται τρόποι για την χρήση εκπαιδευτικού υλικού σε παιδιά με ειδικές μαθησιακές δυσκολίες. Επίσης, περιγράφεται η οπτική της Μοντεσσόρι για τα παιδιά με ειδικές μαθησιακές δυσκολίες. Τέλος, αναλύεται ο ρόλος του εκπαιδευτικού και το πρόγραμμα σπουδών για τα παιδιά φυσιολογικής ανάπτυξης που συμπεριλαμβάνει και τα παιδιά που αντιμετωπίζουν μαθησιακές δυσκολίες. [The current thesis refers to the possibility of integrating preschool children with special learning disabilities into the Montessori pedagogical system. In more detail, this dissertation consists of three chapters, essentially three main parts. The first chapter of the work presents the conceptual definition of learning disabilities and mentions in detail the characteristics of children with special learning disabilities. Subsequently, it refers in detail to the ideal educational learning environment, in which the most common special learning disabilities are categorized. On the other hand, the definition and concept of integration within the Montessori pedagogical system is clearly documented in children with special learning disabilities and the factors that affect integration are documented. The second chapter includes the Interdisciplinary Unified Curriculum Framework (IUCF), the basic principles and purpose of children's all-round development and the need for a variety of teaching approaches, because each person has different needs. It is also important to recognize early indications of special learning disabilities in the kindergarten. It also emphasizes the importance of early intervention to avoid secondary problems. The third chapter first deals with the biography and work of Maria Montessori, then presents ways to use educational material in children with special learning disabilities. Montessori's vision for children with special learning disabilities is also described. Lastly are analyzed the role of the teacher and the curriculum for children of normal development, including children with learning disabilities.]

Language: Greek

Published: Kozani, Greece, 2020

Article

✓ Peer Reviewed

A Look at AUA Pre-School English Program Through the Lens of Montessori Pedagogy

Available from: ScienceDirect

Publication: Procedia: Social and Behavioral Sciences, vol. 197

Pages: 304-307

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Abstract/Notes: This paper aims at investigating the pedagogy of the AUA Pre-school English program from the perspective of Montessori Method. To reach the aim of the study the convergences and divergences between the Montessori and foreign language pedagogies were investigated in terms of teacher and student roles, materials and environment, sensory development and language use by both the teachers and learners. The mixed methods type of research was chosen for the study, where the qualitative analysis was done through classroom observation checklists and interviews with the program teacher, and the quantitative analysis was done with audio-video recordings. The findings of the research showed that the implementation of the Montessori Pedagogy in the “AUA Pre-school” English program is quite possible as the convergences outweighed the divergences.

Language: English

DOI: 10.1016/j.sbspro.2015.07.141

ISSN: 1877-0428

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