Language: Italian

ISSN: 2239-5326

Abstract/Notes: As leader of a People-to-People tour to Russia, and one whose family history is linked to the cataclysmic history of 20th-century Russia, Ruth Corey, felt a special responsibility to introduce her traveling companions to Russia, and Russian Montessorians to her cohorts. Her traveling companions were a group of 15 Montessori teachers, committed to fulfilling the People-to- People mission statement, which asks them: " to exchange views and share educational and child-rearing ideas for the mutual benefit of both; and through such contact to promote peace and friendship between visitors and hosts." Russia now boasts 62 Montessori centers throughout the Federation. On this trip, they were scheduled to visit two of those-one in Moscow and one in St. Petersburg. They visit an art center, observe the Mother and Child Program where children and parents work along side one another, and discuss day to day challenges of teaching and running a school. The professional final gathering ends with an exchange of gifts, and final expressions of peace and appreciation of one another.

Language: English

ISSN: 1054-0040

Abstract/Notes: The system of education developed by Maria Montessori, noted Italian feminist, anthropologist and physician, is the single largest pedagogy in the world with over 22,000 public, private, parochial, and charter schools on six continents, enduring even as other teaching methods have waxed and waned. Despite its international diffusion and longevity, research into the pedagogy is glaringly absent from mainstream educational literature. The purpose of this study is, first, to explore Dr. Montessori's involvement in international conferences and examine how the exchange of ideas by participants may have influenced her pedagogy. Second, this study investigates the implementation of Montessori pedagogy in two countries, the United Republic of Tanzania and the Russian Federation, focusing on the interplay of teacher training, classroom practice, and culture. This comparative multiple case study was designed to differentiate what is universal in the Montessori pedagogy and what is country specific or culture bound. Observations in classrooms guided by a checklist of ten essential elements, interviews with teachers, trainers and leaders of Montessori associations, and historical and contemporary documents are the primary sources of data. The results of the data indicate that limited economic resources, the quality of training, government regulations and availability of Montessori books translated into the Kiswahili and Russian languages influence the implementation of Montessori pedagogy in the United Republic of Tanzania and the Russian Federation to a greater extent than culture. Montessori pedagogy as implemented in Tanzania is thriving and is providing much needed quality education for young children. Several factors influence its implementation, but poverty permeates through all the classrooms and is the most significant. Montessori pedagogy as implemented in Russia also is thriving, in spite of the challenge of consistent training. Impressive efforts such as the work of the Belgorod Montessori Study Center to develop the theoretical understanding and practical applications of cosmic education and Michailova Montessori School's experiment in integrating into a self-managed government school may determine whether Montessori remains on the periphery of pedagogy or moves to the center, influencing future policy.

Language: English

Published: Minneapolis, Minnesota, 2010

Abstract/Notes: Maria Montessori was an educator who developed the method of teaching children which was named after her. Initially, she worked with mentally retarded children. She made a large number of exercises, sensor materials, causing the children's interest in learning. Later, her textbooks and toys began to spread around the world. The main idea of this teaching method is the personal development of a child. This system improves the child's abilities, increases self-sufficiency, as well as its comprehensive development in accordance with the physiological capabilities. Such approach in education, naturally has a positive effect on the health and education of the child. The value and significance of the Montessori Method has been described in details in the works of foreign scientists. Famous Russian researchers were also interested in this system. The relevance of this study lies in the fact that the methods of education of children is widespread in educational system of Republic of Tatarstan in Russia. Every year a lot of institutions, childcare centers are appearing, which work on the Montessori method. Here we can say about preschool educational institutions. The number of parents who wants to give their child in such kindergarten is increasing every year. The basic principle of education is to play with toys. These researchers examined the application of some of the precepts of Maria Montessori in the family and nursery school. The experimentation was held with preschool children aged 3-5 years in a kindergarten. The application of precepts and principles of education of this technique in a separate modern family was also reviewed. The authors of the research work carried out diagnosis and detailed analysis of the results. This technique is quite interesting and at the same time unique. Children raised in a Montessori environment are very confident, can solve everyday problems. Many of the exercises are aimed to develop fine motor skills. However, the emotional sphere remains untouched. Therefore, it is desirable for modern teachers to add their own methods for the full development of the child. In modern society, this method is very important. The main advantage of education is to reveal the personal qualities and talents of the child. Children become obedient, disciplined.

Language: English

Published: Barcelona, Spain: International Academy of Technology, Education and Development (IATED), 2017

Pages: 5707-5713

DOI: 10.21125/edulearn.2017.2296

ISBN: 978-84-697-3777-4

Language: English

ISSN: 1071-6246

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Language: French

Language: Italian

Language: English

ISSN: 1071-6246

Language: Italian

ISSN: 0011-2801