Language: English

Published: Portsmouth, New Hampshire: Heinemann, 1992

ISBN: 0-435-08709-6 978-0-435-08709-8

Language: English

ISSN: 0010-700X

Language: English

ISSN: 1071-6246

Abstract/Notes: Draft of a position paper for AMS

Language: English

Abstract/Notes: Presents the guiding philosophy of the North Avondale Montessori School in Cincinnati, Ohio. Discusses foundations of social responsibility, the use of Great Lessons to understand and appreciate the interdependence of all things, the identification and support of children's natural psychological tendencies brought to learning experiences, and the role of the prepared environment. (KDFB)

Language: English

ISSN: 1522-9734

Abstract/Notes: In questa prima fase della ricerca - ancora in itinere - si compie un’analisi storico-pedagogica del rapporto infanzia/famiglie/istituzioni. L’indagine si focalizza sulle trasformazioni dei modelli familiari, visti nella loro interdipendenza con l’elaborazione di nuove pratiche educative. Al riguardo, l’avvento del’900 si profila come un passaggio importante, che trova un suo esito nel volume di Ellen Key, Il secolo dei fanciulli. Proprio in quest’opera, la scrittrice svedese elabora una nuova idea di “maternità” e di “paternità” che pone al centro i bisogni e le esigenze infantili. La sua prospettiva diventa oggetto di dibattito, agli inizi del secolo scorso, sia in campo pedagogico, sia in campo femminista, soprattutto in merito al dilemma per la donna di coniugare insieme sfera pubblica e sfera privata, maternità e autonomia individuale. Secondo l’ipotesi qui evidenziata è in particolare Maria Montessori a raccogliere la sfida di Ellen Key, con il suo esperimento pedagogico della “Casa dei bambini”, in cui lo spazio domestico, “privato” si trasforma in uno spazio scolastico, “pubblico”, a misura di “bambino” (valenza estetica degli ambienti, cura delle relazioni umane, ecc.). [In the first phase of research it conducts an historical and pedagogical analysis on the relationship between childhoods, families and institutions, identifying family-models changes and their interdependence with the elaboration of new educative practices. At the beginning of twentieth century, Ellen Key wrote the famous book The century of children. Following the introduction of Modernity age, the author defined a new idea of “motherhood” and “fatherhood” which focused on childish subjects’ needs and requirements. Her prospective became item of debate both in pedagogic and in feminist fields, especially in regard to women’s dilemma on how to combine public and private life, motherhood and individual autonomy. In particular, Maria Montessori took up the Ellen Key challenge, in fact she made the pedagogical experiment of Children’s House, where domestic space became institutional space (settings’ aesthetic quality, human relationships’ care).]

Language: Italian

DOI: 10.6092/issn.1970-2221/1767

ISSN: 1970-2221

Abstract/Notes: Montessori methods are used with individuals with dementia to create meaningful, inclusive, failure-free activities that enhance quality of life. This research qualitatively explored the barriers to implementing a Montessori-based intervention for people living with dementia in a 24-hr memory care setting. A lens comprised of key Montessori values and principles guided a content analysis of field note data to create an overall framework for understanding implementation barriers, which are rarely addressed in the literature. Interestingly, the four themes that emerged as barriers—the absence of respect, interdependence, meaningful activity, and structure—permeated implementation efforts and represent the opposite of Montessori principles. These findings confirm literature that identifies similar barriers across diverse interventions. Findings underscore the need for formal documentation of implementation barriers and extensive pre-implementation work to accomplish culture change in long-term care.

Language: English

DOI: 10.1177/0733464820938270

ISSN: 0733-4648

Language: English

ISSN: 2215-1249, 2772-7319

Abstract/Notes: "The way you make your bed is the way your day will go." The way in which people gather is an extension of the making-the-bed analogy: "The way we gather is the way our school days go." The mindfulness people bring to the little ways they behave with one another sets the tone for the entire organization. When Montessori speaks of allowing the individual to remain independent throughout all the stages of development, she is not asking to create a pull-oneself-up-by-one's-bootstraps individual; rather, she is asking to consider the ways in which people honor the blossoming of each person, and that they do that in order to benefit society. People honor the unfolding of the personality, petal by petal, within the context of their relationship to one another and out of respect for their interdependence. Montessori addresses the big picture--the importance of the individual to the function of all humankind. When people show up as individuals within a group, they have the opportunity to see the small frame within the larger frame; they have created a microcosm of the larger society with the potential to display man's wealth--"the unity of mankind." (Contains 1 footnote.)

Language: English

ISSN: 1054-0040