Abstract/Notes: This article draws on Martha Nussbaum's distinction between basic, internal, and external (or combined) capacities to better specify possible locations for children's ‘incapacity’ for autonomy. I then examine Maria Montessori's work on what she calls ‘normalization’, which involves a release of children's capacities for autonomy and self-governance made possible by being provided with the right kind of environment. Using Montessori, I argue that, in contrast to many ordinary and philosophical assumptions, children's incapacities for autonomy are best understood as consequences of an absence of external conditions necessary for children to exercise capacities they already have internally, rather than intrinsic limitations based on their stage of life. In a closing section, I show how Montessori proposes a model wherein both children and adults have autonomy, power, and responsibility, but over different spheres, and suggest implications of these differences for who has responsibility for establishing the conditions under which children can flourish.

Language: English

DOI: 10.1111/1467-9752.12134

ISSN: 1467-9752

Abstract/Notes: En este artículo se profundiza en cómo se favorece la independencia en un aula Montessori y se complementa con ejemplos de casos vividos en el aula con niños y niñas de 0 a 3 años.

Language: Spanish

ISSN: 1577-5615, 2014-4628

Abstract/Notes: En este artículo se explica cómo se trabaja la autonomía en las aulas de 3 a 6 años con ejemplos que las guías del centro Montessori-Palau han podido observar en el aula.

Language: Spanish

ISSN: 1577-5615, 2014-4628

Abstract/Notes: Examined the nature and degree of autonomous behavior among groups of elementary students from Montessori schools and from traditional public schools. Results indicated that Montessori students demonstrated higher levels of independence, initiative, and self-regulation than students from traditional schools. (PAM)

Language: English

ISSN: 1522-9734

Language: English

Published: Albany, New York, 1988

Language: English

Abstract/Notes: Esta investigación tituladam Método Montessori: Vida Practica para el desarrollo de la Autonomía en preescolares de una institución de Ventanilla, 2018, el cual fue fundamentado en la pedagogía Montessori para lograr el desarrollo de la autonomía de los niños del nivel inicial, a través del programa empleado para que los niños y niñas sean mas independientes, ya que se fomento la libertad, movimiento en el aula, potenciando las capacidades de toma de desciciones, el objetivo de esta investigación fue determinar la Influencia del método Montessori: Vida Practica para el desarrollo de la autonomía en niños de 3 años de una institución de ventanilla, 2018, esto fue evidenciado en la aplicación del programa Metodo Montessori: Vida Práctica Yo Puedo hacerlo sin tu ayuda, ya que la investigación es de tipo aplicada, con diseño cuasi experimental, lo que influyo la ejecución del pre y pos test en la muestra que fueron los niños y niñas de 3 años, la población fue constituida por 60 alumnos del nivel inicial, por el tipo de investigación la pueba realizada fue no paramétrica utilizando asi para los resultados la prueba estadisstica U de Man Whitney, en base a los datos recopilados a travez de la observación, se concluyo que el programa es efectivo para el desarrollo de la autonomía, por tanto la influencia del método Montessori es alta. [This research titled "Montessori Method: Practical Life for the Development of Autonomy in preschools of a Ventanilla institution, 2018, which was based on the Montessori pedagogy to achieve the development of the autonomy of the children of the initial level, through the program used for children to be more independent, since freedom is promoted, movement in the classroom, enhancing the abilities of decision making, the objective of this research was to determine the Influence of the Montessori method: Practical Life for the development of the autonomy in children of 3 years of a window institution, 2018, this was evidenced in the application of the program Montessori Method: Practical Life I can do it without your help, since the research is of applied type, with quasi-experimental design, that influenced the execution of the pre and post test in the sample that was the children of 3 years, the population was with It was constituted by 60 students of the initial level, for the type of research the study was non-parametric, using for this the Man Whitney U statistic test, based on the data collected through the observation, it was concluded that the program is effective for the development of autonomy, therefore the influence of the Montessori method is high.]

Language: Spanish

Published: Lima, Peru, 2018

Abstract/Notes: This descriptive study examined the nature and degree of autonomous behavior among Montessori elementary students. A further aim of the study was to elucidate those elements of the Montessori educational model which may affect the development of autonomy. The study employed direct observation and comparative analysis to examine the actual classroom experience of Montessori elementary students and traditional elementary students. Thirty third-year students from two accredited Montessori schools and thirty third-grade students from two public schools were included in the sample. The research hypothesis stated that the nature and degree of autonomous behavior was expected to differ between the two groups. The first stage of the investigation involved ethnographic observations of classroom environments, focusing upon physical space and furnishings, materials, procedures, social interactions, and the role of the teacher. The second stage of the study compared classroom behaviors of the student groups as recorded by independent observers using the Classroom Autonomous Behavior Checklist. The results of the ethnographic observations demonstrated clear distinctions between the Montessori and traditional classroom environments in all five elements examined. Results of the observations of student behavior indicated that the Montessori students demonstrated significantly higher levels of independence, initiative, and self-regulation, the three constructs used to define autonomy. The nature of autonomous behavior also differed between the two groups with Montessori students initiating more social interaction and employing a more varied approach to task completion and problem solving. The results of this study confirm the effectiveness of the Montessori method in assisting the development of autonomy among children. As such, this research makes an important contribution toward evaluation of the Montessori model and the validity of its methods. For educators concerned about the lack of motivation and initiative among students in our schools, this study highlights the role of education in the development of autonomy and suggests important considerations in restructuring our educational system to address those concerns.

Language: English

Published: Minneapolis, Minnesota, 1992

Abstract/Notes: Stress and burnout among teachers are serious problems because of the negative consequences associated with them that have contributed to the current crisis in the American education system. Until the problems of teacher stress and burnout are understood and addressed, efforts to restructure American education cannot succeed. This study assessed the relationships among perceived autonomy, perceived transformational leadership style and burnout in public elementary teachers, and the moderating/mediatinginfluence of teacher orientation (Montessori and traditional) on burnout levels. An integration of Maslach’s multi-dimensional burnout theory, self-determination theory, and the theory of transformational leadership formed the theoretical foundation of the study. A nonexperimental correlational design was used with survey methodology. A convenience sample of 82 public elementary teachers were recruited via educator social media sites and professional associations. Participants completed an online survey viaSurvey Monkey. Multiple regression analyses determined strong negative relationships among the predictor variables and the three dimensions of burnout as well as the significant predictive power of the independent variables. Moderation analyses determined a significant influence of teacher orientation across these relationships. The mediation analysis determined that teaching autonomy was a significant mediator between teacher orientation and emotional exhaustion burnout. The results from this study may be used for positive social change by developing strategies to mitigate burnout in public elementary teachers, increase engagement, improve teacher retention, ultimately improving student achievement and engagement.

Language: English

Published: Minneapolis, Minnesota, 2022

Abstract/Notes: En este artículo se introduce el concepto de autonomía, uno de los pilares de la pedagogía Montessori, y se exponen algunos de los aspectos que intervienen en su desarrollo. El rol y la preparación del maestro, las características de los materiales educativos, así como la importancia del entorno aula son presentados y analizados en relación con el tema central del artículo.

Language: Spanish

ISSN: 1577-5615, 2014-4628