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544 results

Article

L’Action Philanthropique de Mary Cromwell Pendant et Après la Première Guerre Mondiale: La Méthode Montessori au Secours de la Petite Enfance [The Philanthropy of Mary Cromwell During and After the First World War: Using the Montessori Method to Rescue Early Childhood]

Available from: CAIRN

Publication: Les Études Sociales, vol. 175, no. 1

Pages: 105-125

Europe, France, Mary R. Cromwell - Biographic sources, Montessori method of education - Criticism, interpretation, etc., Western Europe, World War, 1914-1918

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Abstract/Notes: L’article retrace l’itinéraire de la philanthrope américaine Mary Cromwell et sa participation dès le début du XXe siècle à la promotion de la méthode Montessori en France, à des moments charnières qui favorisèrent l’éclosion de réformes éducatives empreintes de progressisme dans le contexte de la Première Guerre mondiale. Loin de l’image des jardins d’enfants montessoriens accueillant les enfants des familles aisées qui fleurissent dans l’entre-deux-guerres, les classes Montessori qu’elle met en place dans les œuvres de guerre au profit de petits réfugiés révèlent une dimension curative de la pédagogie Montessori. Forte de cette expérience, Mary Cromwell tentera d’implanter la pédagogie Montessori dans les classes maternelles de l’Institution publique de l’après-guerre. / This article traces the path of the American philanthropist Mary Cromwell and her participation in the promotion of the Montessori method in France from the beginning of the twentieth century, at pivotal moments that fostered the emergence of progressive educational reforms in the context of the First World War. Far from the image of the Montessori kindergartens for children from wealthy families that flourished between the two wars, the Montessori classes that she set up in war charities for the benefit of child refugees revealed a curative dimension of Montessori pedagogy. Based on this experience, Mary Cromwell then attempted to implement Montessori pedagogy in the kindergarten classes of the post-war public institutions.

Language: French

DOI: 10.3917/etsoc.175.0105

ISSN: 0014-2204

Article

✓ Peer Reviewed

The IEA preprimary project in Ireland [IEA ‘preprimary project’ en Irlande / IEA ‘preprimary project’ en Irlanda]

Available from: Taylor and Francis Online

Publication: International Journal of Early Years Education, vol. 5, no. 1

Pages: 47-56

Europe, Ireland, Northern Europe

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Abstract/Notes: Despite great changes in the level and type of early childhood services in Ireland over the last decade, relatively little research has been carried out on this topic. We know little about the types of services used, the reason for particular choices, the numbers of children attending different settings and the experiences such children are having. In an effort to broaden the research base and learn more about the lives of our young children the authors undertook to take part in an international comparative study investigating the early experiences of children—the IEA Preprimary Project. This article provides an account of the recent developments in early education in Ireland, addresses the question of quality in service provision and describes Ireland's participation in the research project. [En dépit des grands changements qui ont eu lieu depuis une dizaine d'années le niveau et type d'assistance offerte a la petite enfance, tres peu de recherche a été faite dans ce domaine. Nous savons très peu de choses sur les types de services utilisés, les raisons pour les choix qui sont faits, le nombre d'enfants répartis par groupes de niveaux ainsi que les experiences vécues par ces enfants. Dans le but d'élargir la base de la recherche et aussi d'étudier la vie de nos jeunes enfants, les auteurs se sont engages a participer a une etude comparative Internationale qui examine les premieres experiences de jeunes enfants dans le cadre du ‘IEA Preprimary Project’. Cet article expose les récents développements dans l'enseignement des jeunes enfants en Irlande. Il addresse aussi la question de la qualité des services fournis et décrit la participation de l'Irlande dans ce projet de recherche. / A pesar de grandes cambios en la calidad y tipo de servicios de primera infancia acontecidos en Irlanda en la ultima década, relativamente escasa investigation ha sido desarrollada en este tema. Sabemos poco de los tipos de servicios empleados, el motivo de determinadas elecciones, el número de ninos que acudieron a los diferentes entornos y las experiencias que tales ninos han tenido. En un esfuerzo por ampliar la base investigadora y aprender más sobre las vidas de nuestros pequeños, los autores decidieron indagar en las primeras experiencias de los niños, tomando parte en un estudio comparativo international — IEA Preprimary Project. Este artículo ofrece un informe sobre los útimos progresos en la cuestión de primera education en Irlanda se pronuncia on el tema de la calidad en las prestaciones de cara al futuro y describe la participación de Irlanda en el proyecto de investigación.]

Language: English

DOI: 10.1080/0966976970050105

ISSN: 0966-9760

Article

The Spirit of La Croce Bianca and Mary Cromwell

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2006, no. 2

Pages: 10

Displaced communities, Europe, Refugees, White Cross (Croce Bianca)

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Abstract/Notes: Includes reproduction of London Daily News (UK) article on The White Cross, Sept. 18, 1916.

Language: English

ISSN: 0519-0959

Master's Thesis

Research and Resources for the Primary Grades in a Montessori Classroom

Available from: ProQuest - Dissertations and Theses

Classroom environments, Elementary education, Learning environments, Montessori method of education, Primary education, Reading

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Abstract/Notes: Maria Montessori and Lev Vygotsky believed that children learn best through having personal experiences and social interactions with the people and the environment around them (Lawrence & Snow, 2011; Montessori, 1995; Vygotsky, 1978). Students lose important general classroom instructional time and learning opportunities when they are pulled out to receive reading intervention lessons. When teachers collaborate and approach reading intervention in a connected way, while providing explicit instruction to the students, learning is capitalized. Grounded in the Sociocultural theory, this study and project aimed to address the learning needs of students who struggle with reading in the primary grades of the general education classroom. Anchored in culturally responsive teaching techniques, the research in this project highlight ways teachers are able to respect the diverse student populations housed in American classrooms in respectful and motivating ways. The methods used in this study was in the form of qualitative and quantitative research through conducting surveys. Survey participants were Lead Teachers, Teacher Assistants, and Reading Specialists in a Montessori Setting. The results of the feedback received from the surveys tailored the handbook of resources that will help meet the reading needs for students who struggle with learning how to read. Additionally, this study provides recommendations in addressing reading motivation and identifying the responsibilities of literacy professionals at the school and network level that are rooted in International Literacy Association Standards.

Language: English

Published: Sacramento, California, 2022

Article

It's Elementary: Primary 6-12 in the USA [Julia Brown Montessori Schools, Maryland]

Publication: Montessori International, vol. 10, no. 4

Pages: 16–17

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Language: English

ISSN: 1470-8647

Article

Refresher Course 1999: An Overview [Summary of presentation by Mary Hayes]

Publication: AMI Elementary Alumni Association Newsletter, vol. 31, no. 3

Pages: 7–8

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Language: English

Article

Montessori in Maryland [Colesville Montessori School, Silver Spring, Maryland]

Publication: Montessori Observer, vol. 5, no. 5

Pages: 1

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Language: English

ISSN: 0889-5643

Article

Establishing Primary Classes No Small Acheivement [Howick Primary School, Manukau City, Auckland, NZ]

Publication: Montessori NewZ, vol. 30

Pages: 18

Australasia, Australia and New Zealand, Howick Primary School (Auckland, New Zealand), New Zealand, Oceania

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Language: English

Article

The Mathematical Mind [Birth to Three, The Children's House Child, The Early Primary Child, The Upper Primary Child, The Adolescent]

Publication: Montessori NewZ, vol. 22

Pages: 9–12, 14

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Language: English

Bachelor's Thesis

Actitud de las Maestras de Pre-Primaria y Primaria Baja de un Colegio con Sedes en Zona 15 y Carretera a El Salvador Sobre la Metodología Montessori [Attitude of Pre-Primary and Lower Primary Teachers of a School with Headquarters in Zone 15 and Road to El Salvador on the Montessori Methodology]

Available from: Universidad Rafael Landívar / Rafael Landivar University

Americas, Central America, Guatemala, Latin America and the Caribbean, Montessori method of education

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Abstract/Notes: La presente investigación de tipo mixto tuvo como objetivo determinar la actitud de las maestras de pre-primaria y primaria baja de un colegio privado con sedes en zona 15 de la ciudad de Guatemala y Carretera a El Salvador sobre la metodología Montessori. La población estuvo conformada por 30 maestras encargadas de grado, 4 guías Montessori y un experto en metodología Montessori. Se utilizó muestreo no probabilístico. Para este estudio se utilizaron tres instrumentos, en la parte cuantitativa se trabajó con un cuestionario anónimo para disponer de confiabilidad por parte de los sujetos y en la parte cualitativa se utilizaron dos entrevistas diferentes. Como segundo instrumento, la entrevista la contestaron cuatro guías Montessori y un tercer instrumento, una entrevista dirigida a un experto en metodología Montessori, enriqueciendo de esta forma los datos recabados con el cuestionario. Se concluyó que las maestras de preprimaria y primaria baja de ambas sedes manifiestan una actitud altamente positiva hacia la metodología Montessori. Una de las recomendaciones más importantes es que se sugiere a la institución educativa con el fin de mantener la actitud altamente positiva de las guías Montessori realizar capacitaciones continuas y que de esta forma puedan tener siempre presentes las bases de la metodología, de tal manera que las maestras apliquen el método convencidas de la efectividad del mismo.

Language: Spanish

Published: Guatemala City, Guatemala, 2018

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