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Article

South Carolina Conference of Montessori Educators (SCCME)

Publication: Montessori Today (London), vol. 1, no. 6

Pages: 26

Americas, North America, South Carolina Conference of Montessori Educators (SCCME), United States of America

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Language: English

ISSN: 0952-8652

Article

TEP Listings

Available from: ProQuest

Publication: Montessori Life, vol. 32, no. 1

Pages: 54-55

⛔ No DOI found

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Abstract/Notes: Teacher education programs affiliated by the American Montessori Society provide comprehensive courses of study that prepare the adult learners of today to be the highly skilled, highly qualified Montessori teachers and leaders of tomorrow. ARIZONA ARIZONA MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Chandler KHALSA MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary II, Elementary I-II Tucson ARKANSAS ARKANSAS CENTER FOR MONTESSORI STUDIES Early Childhood, Elementary I, Elementary I-II Little Rock CALIFORNIA CAPITAL EDUCATION INSTITUTE Early Childhood Claremont COTTAGE MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Fresno Additional Site: Lancaster EAST BAY MONTESSORI TRAINING Early Childhood Fremont FOUNTAINHEAD MONTESSORI ADULT EDUCATION Early Childhood Dublin MONTESSORI CENTER FOR TEACHER EDUCATION Early Childhood, Elementary I, Elementary II, Elementary I-II San Diego MONTESSORI HILLS ACADEMY TEACHER CERTIFICATION PROGRAM Early Childhood Chula Vista MONTESSORI INSTITUTE OF ADVANCED STUDIES Early Childhood Castro Valley MONTESSORI TEACHER ACADEMY Early Childhood Dana Point MONTESSORI TEACHER EDUCATION CENTER/SAN FRANCISCO BAY AREA Infant & Toddler, Early Childhood, Elementary I, Elementary I-II San Leandro, San Mateo, Sunnyvale Additional Site: West Covina MONTESSORI TRAINING CENTER Early Childhood, Elementary I, Elementary I-II Shingle Springs UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM AT UC IRVINE Early Childhood Irvine COLORADO MONTESSORI EDUCATION CENTER OF THE ROCKIES Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Administrator Boulder DELAWARE DELAWARE INSTITUTE FOR MONTESSORI EDUCATION Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Hockessin MONTESSORI INSTITUTE FOR TEACHER EDUCATION Infant & Toddler, Early Childhood Wilmington FLORIDA BARRY UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I-II Miami Shores DUHOVKA MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I-II Additional Site: Fernandina Beach MAITLAND MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Maitland MONTESSORI ACADEMY TRAINING INSTITUTE Early Childhood Pembroke Pines MONTESSORI TEACHER TRAINING INSTITUTE/MTTI Early Childhood Palmetto Bay ORLANDO MONTESSORI TEACHER EDUCATION INSTITUTE Early Childhood Celebration PALM HARBOR MONTESSORI TEACHER EDUCATION CENTER Early Childhood Tarpon Springs SUMMIT MONTESSORI TEACHER TRAINING INSTITUTE Infant & Toddler, Early Childhood, Elementary I Davie GEORGIA MONTESSORI TEACHER EDUCATION INSTITUTE-ATLANTA Infant & Toddler, Early Childhood Atlanta HAWAII CHAMINADE UNIVERSITY OF HONOLULU MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Honolulu ILLINOIS MIDWEST MONTESSORI TEACHER TRAINING CENTER Early Childhood, Elementary I, Elementary I-II Evanston MONTESSORI HEARTLAND TEACHER EDUCATION CENTER Early Childhood Moline SETON MONTESSORI INSTITUTE Infant & Toddler, Early Childhood, Administrator Clarendon Hills INDIANA MONTESSORI TEACHER ACADEMY AT EDISON LAKES Early Childhood Mishawaka KENTUCKY GREATER CINCINNATI CENTER FOR MONTESSORI EDUCATION Infant & Toddler, Early Childhood Covington MAINE MAINE MONTESSORI INSTITUTE Early Childhood Falmouth MARYLAND INSTITUTE FOR ADVANCED MONTESSORI STUDIES Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Administrator Silver Spring MARYLAND CENTER FOR MONTESSORI STUDIES Early Childhood Lutherville MONTGOMERY MONTESSORI INSTITUTE Infant & Toddler, Early Childhood Rockville MASSACHUSETTS CAMBRIDGE MONTESSORI INSTITUTE Infant & Toddler Cambridge MONTESSORI ELEMENTARY TEACHER TRAINING COLLABORATIVE Elementary I, Elementary II, Elementary I-II Lexington MONTESSORI INSTITUTE - NEW ENGLAND Infant & Toddler, Early Childhood Beverly NEW ENGLAND MONTESSORI TEACHER EDUCATION CENTER Early Childhood Newton NORTHEAST MONTESSORI INSTITUTE Infant & Toddler, Early Childhood Wenham MICHIGAN ADRIAN DOMINICAN MONTESSORI TEACHER EDUCATION INSTITUTE Early Childhood Adrian MICHIGAN MONTESSORI TEACHER EDUCATION CENTER Early Childhood, Elementary I, Elementary I-II, Elementary II Waterford MINNESOTA VIRGINIA MONTESSORI TEACHER EDUCATION CENTER Early Childhood Additional Site: Excelsior MISSOURI HOPE MONTESSORI EDUCATIONAL INSTITUTE Infant & Toddler, Early Childhood St. Louis MONTANA MONTANA MONTESSORI TEACHER EDUCATION INSTITUTE Early Childhood Kalispell NEBRASKA MID-AMERICA MONTESSORI TEACHER TRAINING INSTITUTE Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Omaha NEVADA MONTESSORI TRAINING OF SOUTHERN NEVADA Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Las Vegas NEW JERSEY MONTESSORI CENTER FOR TEACHER DEVELOPMENT Early Childhood Morristown MONTESSORI TEACHER TRAINING INSTITUTE OF MERCER COUNTY COMMUNITY COLLEGE Early Childhood Robbinsville PRINCETON CENTER TEACHER EDUCATION Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Administrator Princeton WEST SIDE MONTESSORI SCHOOL TEACHER EDUCATION PROGRAM Infant & Toddler Additional Site: Whitehouse Station NEW YORK BUFFALO MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Clarence CENTER FOR MONTESSORI EDUCATION I NEW YORK Infant & Toddler, Early Childhood, Administrator New Rochelle WEST SIDE MONTESSORI SCHOOL TEACHER EDUCATION PROGRAM Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Administrator New York City NORTH CAROLINA CENTER FOR MONTESSORI TEACHER EDUCATION/NORTH CAROLINA Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Huntersville OHIO CINCINNATI MONTESSORI SECONDARY TEACHER EDUCATION PROGRAM Secondary I, Secondary I-II Cincinnati COLUMBUS MONTESSORI TEACHER EDUCATION PROGRAM Infant & Toddler, Early Childhood Columbus XAVIER UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Cincinnati OKLAHOMA OKLAHOMA CITY UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Oklahoma City OREGON MONTESSORI OF ALAMEDA TEACHER EDUCATION PROGRAM Infant & Toddler, Early Childhood Portland PENNSYLVANIA CHESTNUT HILL COLLEGE MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Philadelphia PUERTO RICO INSTITUTO NUEVA ESCUELA Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Secondary I Rio Piedras SOUTH CAROLINA GULF COAST MONTESSORI TEACHER EDUCATION CENTER Elementary I, Elementary I-II Additional Site: Charleston HOUSTON MONTESSORI CENTER Secondary I-II, Administrator Additional Site: Charleston LANDER UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary II, Elementary I-II Greenwood NORTHEAST MONTESSORI INSTITUTE Early Childhood Additional Site: Mt. Pleasant SEACOAST CENTER FOR EDUCATION Elementary I, Elementary I-II Charleston TENNESSEE MONTESSORI TRAINING CENTER OF BRENTWOOD Infant & Toddler, Early Childhood Brentwood TEXAS DALLAS MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Plano GULF COAST MONTESSORI TEACHER EDUCATION CENTER Elementary I, Elementary I-II Houston HOUSTON MONTESSORI CENTER Infant & Toddler, Early Childhood, Elementary I, Elementary II, Elementary I-II, Secondary I, Secondary I-II, Administrator Houston MONTESSORI DEVELOPMENT CENTER OF DFW Infant & Toddler, Early Childhood Irving MONTESSORI TEACHER EDUCATION INSTITUTE-HOUSTON Early Childhood Houston NORTH TEXAS MONTESSORI INSTITUTE Early Childhood Frisco SHELTON MONTESSORI TRAINING Early Childhood, Elementary I, Elementary I-II Dallas UTAH INSTITUTE FOR MONTESSORI INNOVATION AT WESTMINSTER COLLEGE Infant & Toddler, Early Childhood, Elementary I, Elementary II, Elementary I-II, Administrator Salt Lake City VIRGINIA NORTHERN VIRGINIA MONTESSORI INSTITUTE Early Childhood Ashburn VIRGINIA CENTER FOR MONTESSORI STUDIES Infant & Toddler, Early Childhood Richmond VIRGINIA MONTESSORI TEACHER EDUCATION CENTER Early Childhood Chesapeake WASHINGTON MONTESSORI CENTER FOR TEACHER EDUCATION-WASHINGTON STATE Early Childhood Bellevue MONTESSORI EDUCATION INSTITUTE OF THE PACIFIC NORTHWEST Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Bothell WISCONSIN UNIVERSITY OF WISCONSIN- RIVER FALLS MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II River Falls INTERNATIONAL BAISHAN MONTESSORI TEACHER EDUCATION INSTITUTE Infant & Toddler, Early Childhood Qingdao, CHINA BEIJING HEART & MIND MONTESSORI TEACHER EDUCATION CENTER Infant & Toddler, Early Childhood Beijing, CHINA Early Childhood Additional Site: Yiwu, CHINA CADALIN GLOBAL EDUCATION Infant & Toddler, Early Childhood Hsinchu City, TAIWAN CAPITAL COLLEGE Infant & Toddler, Early Childhood Richmond, BC, CANADA CAPITAL EDUCATION INSTITUTE Early Childhood Additional Site: Nanning, CHINA CENTRE FOR ADVANCED MONTESSORI STUDIES-VANCOUVER Elementary I, Elementary I-II Vancouver, BC, CANADA CENTRO DE ENSEÑANZA MONTESSORI, A.C. Early Childhood Tijuana, BC, MEXICO CENTRO DE ENTRENAMIENTO MONTESSORI Early Childhood, Elementary I, Elementary I-II Monterrey, NL, MEXICO THE CHILDREN'S HOUSE MONTESSORI EDUCATION CENTER Early Childhood Beijing, CHINA DR. JUN INSTITUTE OF MONTESSORI EDUCATION Infant & Toddler, Early Childhood Seoul, REPUBLIC OF KOREA DUHOVKA MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Prague, CZECH REPUBLIC ETONKIDS MONTESSORI TEACHER TRAINING ACADEMY Infant & Toddler, Early Childhood Beijing, CHINA HOUSTON MONTESSORI CENTER Secondary I, Secondary I-II Additional Site: Prague, CZECH REPUBLIC INFINITY MONTESSORI ACADEMY OF HONG KONG Infant & Toddler, Early Childhood Kowloon Tong, Kowloon, HONG KONG INTERNATIONAL MONTESSORI EDUCATION INSTITUTE Early Childhood, Elementary I, Elementary I-II Taichung City, TAIWAN INTERNATIONAL MONTESSORI TEACHING INSTITUTE Early Childhood Beijing, CHINA KOREAN INSTITUTE FOR MONTESSORI Early Childhood Seoul, REPUBLIC OF KOREA KOREAN MONTESSORI COLLEGE Early Childhood Seoul, REPUBLIC OF KOREA LMS MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Windsor, ON, CANADA MONTESSORI INSTITUTE FOR TEACHER EDUCATION Early Childhood Additional Site: Istanbul, TURKEY MONTESSORI TEACHER EDUCATION CENTER/SAN FRANCISCO BAY AREA Infant & Toddler Additional Site: Taipei City, TAIWAN Early Childhood Additional Site: Kowloon Tong, HONG KONG NORTHEAST MONTESSORI INSTITUTE Infant & Toddler, Early Childhood Additional Site: Chengdu, CHINA OKLAHOMA CITY UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Additional Site: Taipei City, TAIWAN PALM HARBOR MONTESSORI TEACHER EDUCATION CENTER Early Childhood Additional Site: Beijing, CHINA SHANGHAI MONTESSORI EDUCATION ACADEMY Infant & Toddler, Early Childhood, Administrator Shanghai, CHINA WEIMING MONTESSORI EDUCATION CENTRE Early Childhood Beijing, CHINA WEST SIDE MONTESSORI SCHOOL TEACHER EDUCATION PROGRAM Infant & Toddler Additional Site: Beijing, CHINA

Language: English

ISSN: 1054-0040

Bachelor's Thesis

Perbedaan tingkat kemandirian anak Prasekolah di sekolah Montessori dengan sekolah non Montessori [Differences in the level of independence of preschool children in Montessori schools and non-Montessori schools]

Available from: CORE

Asia, Australasia, Comparative education, Indonesia, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Southeast Asia

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Abstract/Notes: Kemandirian adalah kemampuan seseorang untuk melakukan segala sesuatunya sendiri sesuai dengan tugas perkembangannya yang didasari oleh inisiatif, keinginan, kontrol diri dan kepercayaan pada kemampuannya sendiri. Anak perlu dilatih kemandiriannya sejak usia dini supaya tugas perkembangan dapat berkembang secara optimal. Sekolah memiliki peran penting untuk meningkatkan kemandirian anak. Menurut Santrock (2002:242), lingkungan bermain sangat penting dalam optimalisasi perkembangan anak. Salah satu sekolah dengan pendekatan seperti di atas adalah sekolah Montessori. Pendekatan Montessori menerapkan agar anak belajar mandiri dan tidak bertanya kepada guru atau menunggu jawaban (Hainstock 2008:38-40). Anak yang dididik dengan pendekatan Montessori diberi kesempatan untuk bekerja sendiri dengan material-material yang ada di lingkungannya, mengungkapkan keinginannya untuk memilih aktivitas, mengembangkan disiplin, dan anak perlu mengetahui apa yang baik dan buruk. Apabila hal-hal ini telah dipenuhi, maka kemandirian anak akan terbentuk (Modern Montessori International n.d.:40-41). Penelitian ini bertujuan untuk mengetahui secara empiris ada tidaknya perbedaan tingkat kemandirian anak prasekolah di sekolah Montessori dengan sekolah non Montessori. Subjek penelitian (N=28) adalah anak prasekolah berusia 3-4 tahun yang bersekolah di sekolah Montessori “X” dan sekolah non Montessori “Y” Teknik pengambilan sampel menggunakan seluruh populasi playgroup 2. Pengambilan data menggunakan rating scale terhadap kemandirian anak di sekolah Montessori maupun di sekolah non Montessori. Data dianalisis dengan teknik Uji t (t-test). Nilai t = 0.364, dengan p = 0.720 (p > 0.05) yang berarti hipotesis penelitian ditolak. Hal ini berarti tidak ada perbedaan signifikan tingkat kemandirian anak prasekolah di sekolah Montessori “X” dengan sekolah non Montessori “Y”. [Independence is a person's ability to do things on their own in accordance with their developmental tasks based on initiative, desire, self-control and belief in their own abilities. Children need to be trained to be independent from an early age so that developmental tasks can develop optimally. Schools have an important role in increasing children's independence. According to Santrock (2002: 242), the play environment is very important in optimizing children's development. One of the schools with such an approach is the Montessori school. The Montessori approach applies so that children learn independently and do not ask the teacher or wait for answers (Hainstock 2008:38-40). Children who are educated with the Montessori approach are given the opportunity to work alone with materials in their environment, express their desire to choose activities, develop discipline, and children need to know what is good and bad. If these things have been fulfilled, then the child's independence will be formed (Modern Montessori International n.d.: 40-41). This study aims to determine empirically whether there are differences in the level of independence of preschool children in Montessori schools and non-Montessori schools. The research subjects (N=28) were preschoolers aged 3-4 years who attended Montessori schools "X" and non-Montessori schools "Y" The sampling technique used the entire playgroup population 2. Data collection used a rating scale on the independence of children in Montessori schools. as well as in non-Montessori schools. The data were analyzed by using the t-test technique (t-test). The value of t = 0.364, with p = 0.720 (p > 0.05) which means the research hypothesis is rejected. This means that there is no significant difference in the level of independence of preschool children in Montessori schools "X" with non-Montessori schools "Y"]

Language: Indonesian

Published: Surabaya, Indonesia, 2009

Article

Montessori in South Carolina: Authentic or Not?

Available from: ProQuest

Publication: Montessori Life, vol. 30, no. 4

Pages: 48-53

⛔ No DOI found

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Abstract/Notes: While our study focused only on South Carolina, it is safe to assume that at least some of these issues, and probably others, exist in other states as well. Because we are focusing on challenges and barriers, it may give the impression that the overall study findings were negative. Exacerbating this problem is that very few Montessori teachers in South Carolina express interest in moving into administrative positions, reducing the pool of potential administrators qualified to run a Montessori program. [...]few hired principals that come into Montessori schools have Montessori credentials or experience in Montessori classrooms or schools. Offer more professional development and training certificates. * Provide funds for Montessori administrators to enter a training program offering a Montessori Administrative credential. * Offer a user-friendly and low-cost online course on the basics of Montessori. 2. Provide more opportunities for networking/mentoring. * Form online groups for Montessori public school principals. * Assign experienced Montessori principals to mentor new Montessori principals. * Conduct periodic, regional meetings of Montessori administrators for networking and idea sharing. 2 THE EMPHASIS ON STATE STANDARDS VERSUS FOLLOWING THE MONTESSORI CURRICULUM While most South Carolina public Montessori teachers agreed that they were able to implement authentic Montessori while incorporating state standards, and over three-quarters of teachers reported using the Montessori curriculum/sequence training as their foremost teaching guide, nearly half of all teachers reported that their schools required them to use a pacing guide for following standards and benchmark testing.

Language: English

ISSN: 1054-0040

Article

Views on Montessori approach by teachers serving at schools applying the Montessori approach [Montessori yaklaşımını uygulayan okullarda çalışan öğretmenlerin Montessori yaklaşımına ilişkin görüşleri]

Available from: Eurasian Journal of Educational Research

Publication: Eurasian Journal of Educational Research [Egitim Arastirmalari], no. 66

Pages: 123-138

Asia, Middle East, Turkey, Western Asia

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Abstract/Notes: Problem Statement: Further studies on Montessori teachers are required on the grounds that the Montessori approach, which, having been applied throughout the world, holds an important place in the alternative education field. Yet it is novel for Turkey, and there are only a limited number of studies on Montessori teachers in Turkey. Purpose of Study: The aim was to investigate views on the Montessori approach by the teachers who serve at the schools applying the Montessori approach. Methods: Research data was collected by the basic qualitative research, one of the qualitative research methods. Descriptive analysis method was used in analysis of the qualitative data. Nine teachers serving at three different schools in Ankara province applying Montessori approach were interviewed. Findings and Results: Eight main themes were determined upon data analysis; namely, education on Montessori approach, basic qualities required for teachers applying Montessori approach, adequacy of education on Montessori approach, in-service training on the challenges experienced by Montessori teachers, plans of teachers for self-development, following existing studies in Turkey on Montessori approach, views on studies on Montessori approach, and views on the criticisms towards Montessori approach. Conclusions and Recommendations: All teachers confirmed that they internalized the approach upon training in line with Montessori philosophy. They emphasized that they received training covering all the educational fields, yet the implementation dimension was inadequate due to training without the involvement of children. Furthermore, they suggested that all the schools in Turkey were opened by commercial motives, and as such these schools failed to comply with the standards of the institutions providing education on the basis of Montessori approach. They asserted that all criticisms towards Montessori approach would be proved to be groundless upon implementation of the approach. It was seen that experienced supervisors, in-service training, and scientific studies on Montessori approach were required.

Language: English, Turkish

ISSN: 1302-597X, 2528-8911

Doctoral Dissertation

An Evaluation of the Effectiveness of the Korean Montessori Teacher Training Program as Perceived by Montessori Teachers and Parents of Montessori-Educated Children

Available from: ProQuest Dissertations and Theses

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Abstract/Notes: During the past ten years, a total of 3,642 teachers and administrators have attended the Korean Montessori Teacher Training Program (KMTTP). A sample of Montessori teachers (n = 261) and Korean parents (n = 375) from 32 Korean Montessori schools located in the major cities of Korea were surveyed in order to evaluate the effectiveness of this teacher preparation program. The EXPECTATIONS AND GOAL ATTAINMENT QUESTIONNAIRE (EGAQ), designed by the researcher, was the instrumentation used to conduct this study. Major findings demonstrated that 74.5 percent of the teachers surveyed indicated that their main reasons for attending the KMTTP were to increase their professional competency and their knowledge of child development through Montessori philosophy. The correlation between teachers' levels of satisfaction with their preparation and perceived effectiveness of the training program was higher (r =.29, p $<$.05) than between their levels of satisfaction with the program and their perceptions of their preparedness after completion of training (r =.18, p $<$.05). Significant differences existed between perceived effectiveness of the KMTTP and teachers' ages, positions, and years of experience. Older teachers and those with more advanced teaching positions expressed greater satisfaction with the program. Teachers indicated that, upon completion of the KMTTP, they felt more prepared in, than knowledgeable of, Montessori educational methodology. From the parent perspective, the most frequently cited reason (74.3%) for sending their child to a Montessori School was to provide a learning environment that nurtured their child's interpersonal growth. A majority of the parents (58.5%) were very satisfied with the Montessori experience; no parents were dissatisfied or very dissatisfied. In correlating the effectiveness of Montessori education with specific outcomes, parents indicated highest levels of satisfaction in the areas of "concentration" and "academic achievement." A majority of the teachers surveyed (52.8%) encouraged the implementation of the Montessori Teacher Training Program in neighboring countries, with 42.1 percent strongly encouraging implementation. This study demonstrated the need for further development and improvement in the area of Montessori teacher training in Korea.

Language: English

Published: San Francisco, California, 1994

Doctoral Dissertation

A institucionalização do método Montessori no campo educacional brasileiro (1914-1952) [The institutionalization of the Montessori method in the Brazilian educational field (1914-1952)]

Available from: Federal University of Santa Catarina - Institutional Repository

Americas, Brazil, Latin America and the Caribbean, Montessori method of education - History, South America

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Abstract/Notes: Montessori constituiu, em 1907, em Roma, uma escola pública para crianças em situação de risco, a Casa dei Bambini, embasada numa educação integral alicerçada na liberdade, na atividade e na individualidade. Durante aproximadamente quatro décadas, Montessori realizou pesquisas sobre o desenvolvimento infantil, cujos resultados foram difundidos transnacionalmente, configurando práticas e pensamento educacional inovadores fundamentados na relação entre o professor, o aluno e um ambiente de aprendizagem promotor da paz, da autoeducação, da autonomia, do respeito ao outro e do espírito científico e crítico. Com isso, também empreendeu uma didática para professores e a venda em série dos materiais que idealizou. O objeto desta narrativa historiográfica respaldada em Certeau (2014), Chartier (2010) e Magalhães (2004) foi a institucionalização do Método Montessori no Brasil, no âmbito cronológico das cinco primeiras décadas do século passado. Objetivou: reconhecer as formulações teóricas que permitiram identificar a origem do Método Montessori e cotejá-las com os projetos brasileiros desenvolvidos entre 1914-1952 apontando permanências e contribuições à educação brasileira; historicizar o processo de institucionalização da Pedagogia montessoriana no Brasil; problematizar a sua forma de apropriação na Educação Infantil e Ensino Primário, identificando por que o método é relacionado principalmente ao uso de materiais didáticos específicos e de mobiliário adequado ao tamanho das crianças. Foi constatado que a primeira escola montessoriana no Brasil, proveniente da vertente educacional estadunidense, atendeu ao público infantil, em São Paulo, no ano de 1915, num investimento particular de Ciridião Buarque e Mary Buarque. Esta pedagogia se irradiou por intermédio das apropriações realizadas pelos docentes da Escola Normal da Praça, em São Paulo, estado que possuía, desde 1924, legislação que indicava o uso de materiais didáticos de Montessori e de Froebel, mas de forma desarticulada dos princípios pedagógicos. No Paraná, a educação montessoriana foi institucionalizada na legislação educacional da Pré-escola em 1915 e investimentos foram realizados em 1924, quando Lysímaco Costa adquiriu os ?enxovais montessorianos? para quatro Jardins de Infância. Em Curitiba, em 1927, durante a Primeira Conferência Nacional da Associação Brasileira de Educação (ABE) foram apresentadas teses com base montessoriana. Ainda no Paraná, no final da década de 1940, a utilização do método ocorreu no ensino público no Programa da Pré-escola e do Ensino Primário e em 1952 foi inaugurada a Escola Experimental Montessoriana Rural para crianças do Ensino Primário, por iniciativa de Eny Caldeira. Ela e Piper de Lacerda Borges, presidente da Associação Montessori do Brasil, fizeram curso com Montessori, na Itália, em 1951. Já na Bahia, em 1927, efetivaram-se cursos de férias para formação de professores durante os quais foram disseminadas pelos docentes da Escola Normal de Salvador concepções montessorianas e a ressignificação dos materiais, tanto para a Pré-escola como para o Ensino Primário. O teor destes cursos foi divulgado por revistas pedagógicas. No mesmo local, em 1924, Alípio Franca traduziu o Livro Pedagogia Científica. No Rio de Janeiro, materiais e frações do método montessoriano se disseminaram para a Educação Infantil por meio da legislação educacional, em 1921 e em 1929. Evidências da utilização do Método Montessori em perspectiva não restrita ao uso de materiais didáticos foram encontradas nos programas infantis radiofônicos realizados por Mary Buarque, em São Paulo, a partir de 1936; no vínculo do método com a assistência social e teosófica, na década de 1950, disseminado por Piper de Lacerda Borges; no reuso dado ao método pelo lusitano Agostinho da Silva, também nos anos 1950, na criação de algumas universidades. Conclui-se que, entre 1914 e 1952, o processo de institucionalização do método Montessori no Brasil foi capitaneado por diversos sujeitos, em diferentes lugares do país, com apropriações e representações. [Abstract : Montessori established, in 1907, in Rome, a public school to children at risk, The Casa dei Bambini, which since then preserve the Montessori method characteristics, advocating the integral education based on freedom, action and on the individuality. For approximately four decades, Montessori researched about Children development, whose results were spread abroad, defining practices and innovative educational thoughts grounded on the relationship between teacher, the student and the learning environment advancing peace, self-education, self-correction with autonomy in sight, mutual respect, critic and the scientific spirit. The Objective of this study is the Montessori method establishment in Brazil, on the chronologic aspect along the first five decades from the last century. It?s a biographical research and documentary with a historical focus. The analysis is grounded in Certeau (2014), Chartier(2010) e Magalhães(2004). Objective: Recognize the formulation of the Montessori method in projects of its establishment in Brazil between 1914-1952; To Problematize political conditions, social, economical and cultural to set up the Montessori method in Brazil and its Educational applicability, questioning the reductionist mode relating to its use as specific materials and its adequate child-sized furniture. It has been verified that The First Montessori-based in Brazil served the children?s audience, in São Paulo, in the year of 1915, coming from the American strand, in a private enterprise of Ciridião Buarque e Mary Buarque. Such pedagogy irradiated by the mediation of these appropriation and representations made by teachers of the Escola Normal da Praça. São Paulo possessed, since 1924, laws that indicated the use of Montessori and Froebel?s course-ware, mas in a inarticulate way to the pedagogical principles. In Paraná, the Montessori-based education was established in the child education legislation in 1915 and investments were performed in 1924, when Lysímaco Costa acquired the ?montesorri layettes? to 4 Kindergarden. In Curitiba, in 1927, at the First National Conference of The Brazilian Association of Education (ABE), were presented thesis with Montessori bases. Still in Paraná, at the end of 40s, the method utilization occurred in the public education in the Preschool Program and Primary School and in 1952 was opened in Curitiba The Rural Montessori Experimental School to primary school, by the enterprise of Eny Caldeira.Piper Borges de Lacerda and Eny Caldeira speeches, whom realized in 1950 a course with Montessori in Perugia.In 1927, in Bahia, were realized vacation courses to teachers complementary training which were disseminated by the teacher of the Normal School of Salvador the Montessori concepts and the course-ware new meanings to the child education such as primary education. The matters discussed in these courses were spread by pedagogical magazines. In 1924, Alípio Franca translated The Method of Scientific Pedagogy applied to the Child Education at the Boys? House. In Rio de Janeiro, course-wares and parts of Montessori method were spread to Children education by education law, in 1921 and in 1929. Evidences of the Montessori use in perspective non-restricted to materials were found in children radio shows performed by Mary Buarque, in São Paulo, from 1936, whereupon self-education, the independence, the knowledge of child development phases, the singers freedom movement and the minimal intervention of the adult tutor made part of the proposal. In a mystic perspective, there was a link with the method and the social and theosophic assistance, in the 50 decade, disseminating in Rio de Janeiro and Paraná, by Piper Lacerda Borges and his husband. In the reuse given to the Agostinho da Silva method, also in the 1950, were present in the some universities creations, such as the Federal University of Santa Catarina as well from Paraíba and The University of Brasilia. Concluded that between 1914 and 1952, the establishment process of the Montessori method in Brazil was lead by several different individuals, from different parts of the country, with appropriations and personal representations.]

Language: Portuguese

Published: Florianópolis, Brazil, 2017

Article

Formare il «nuovo Maestro» secondo Maria Montessori / Formar al «nuevo Maestro» según Maria Montessori / Training the «new Teacher» according to Maria Montessori

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 5, no. 4

Pages: 78-91

Hélène Lubienska de Lenval - Biographic sources, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Teacher training, Montessori method of education - Teachers, Teacher training

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Abstract/Notes: È noto quanto Maria Montessori fosse esigente nei confronti del maestro. In questo articolo si presenta la sua visione delle caratteristiche che devono animare il «nuovo Maestro» per consentire «al bambino nuovo» di potersi sviluppare in modo armonioso ed equilibrato. Dato che la peculiarità della pedagogia montessoriana è cambiare la modalità relazionale tra l’adulto e il bambino, sono messi in risalto alcuni aspetti concreti e universali condivisibili da tutti gli insegnanti. Questi possono essere applicati ovunque e possono anche facilitare la didattica, anche senza applicare tutto il Metodo Montessori, giacché l’autoeducazione del bambino è legata all’autodisciplina dell’adulto. Per formare i maestri Maria Montessori aveva scelto di organizzare i Corsi internazionali di formazione che duravano diversi mesi. Per chiarire gli elementi essenziali, vengono studiate le conferenze riguardo al nuovo maestro pronunciate durante questi corsi. Da esse vengono ricavati i tre livelli di formazione: materiale, scientifica e spirituale. Alcuni aspetti imprescindibili vengono più approfonditi, quali lo spogliarsi dei preconcetti, il cambiare le attitudini morali e l’essere un’osservatore gioioso, aspetti che la Montessori considerava essenziali per risolvere il problema dell’educazione. Basandosi anche su alcuni racconti di allieve, sono proposte alcune modalità scelte da Hélène Lubienska de Lenval durante il suo Cours Pédagogique, e sono presentate alcune scelte pedagogiche di Adele Costa Gnocchi, che aprirà la Scuola Assistenti all’Infanzia dove saranno approfondite le intuizioni della Montessori per il bambino piccolo fino a tre anni. / Es conocido lo exigente que Maria Montessori ha sido en relación a los maestros. En este artículo se presenta su visión de las características que debería poseer el “nuevo maestro” para permitir al “nuevo niño” desarrollarse de manera armoniosa y equilibrada. Considerando que la finalidad de la pedagogía montessoriana es cambiar la modalidad de interacción entre el adulto y el niño, se pueden destacar algunos aspectos concretos y universales que puedan compartir por todos los maestros. Sin necesidad de aplicar completamente el Método Montessori, estos elementos pueden ser útiles en todo tipo de circunstancia y facilitar la didáctica, puesto che la autoeducación del niño depende de la autodisciplina del adulto. Para formar a los maestros, Maria Montessori decidió organizar los cursos internacionales de formación con una duración de varios meses. Para aclarar los aspectos esenciales, en este artículo se toman en consideración las conferencias relativas al “nuevo maestro” que se pronunciaron en estos cursos. A partir de ellas se pueden derivar los tres niveles de formación: material, científica y espiritual. Se profundiza sobre algunos aspectos fundamentales como liberarse de los prejuicios, cambiar la actitud moral y ser un alegre y atento observador, aspectos que Maria Montessori consideraba primordiales para resolver el problema de la educación. Basándose en algunos relatos de sus alumnas, también se exponen algunas modalidades adoptadas por Hélène Lubienska de Lenval presentadas durante su Cours Pédagogique y además se presentan algunas opciones pedagógicas de Adele Costa Gnocchi, que abrirá la Escuela de Asistentes de la Infancia donde se estudiará a profundidad la visión de Maria Montessori para el niño pequeño, hasta los tres años de edad. / It is well known how much Maria Montessori demanded of teachers. This article presents her vision of the characteristics which should animate the “new teacher” in order to allow the development of the “new child” in a harmonious and balanced manner. Given that the goal of the Montessori pedagogy is to change the manner of relating between adult and child, some concrete and universal characteristics are highlighted which are common to all teachers. Even without applying the entire Montessori methodology, these elements can be useful in all circumstances and can facilitate teaching, given that the self education of the child is linked to the self discipline of the adult. To train teachers, Maria Montessori chose to organize international training courses lasting several months. To clarify the essential elements, the conferences regarding the topic of the new teacher during these training courses are presented here. These elements are divided into three levels of training: the material level, the scientific level, and the spiritual level. Some essential aspects are covered in depth, such as the denuding of preconceptions; changing of moral attitudes; being a joyful observer; all approaches that Maria Montessori considered essential to solve the problem of education. Finally, on the basis of stories of students, there are presented some methods chosen by Helene Lubienska de Lenval taken from her Cours Pedagogique, and some pedagogical methods taken from Adele Costa Gnocchi, who will open the Scuola Assistenti all’Infanzia, where they will delve deeper into Montessori insights regarding the small child up to three years of age.

Language: Italian

ISSN: 2255-0666

Master's Thesis

Nekatere značilnosti pouka matematike po pedagoških načelih pedagogike Montessori [Some Characteristics of Mathematics Instruction According to Pedagogical Principles of Montessori Pedagogy]

Available from: Digital Library of the University of Maribor (DKUM)

Mathematics education, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: V magistrskem delu analiziramo nekatere značilnosti pouka matematike po pedagoških načelih pedagogike Montessori in predstavimo, kakšen odnos imajo učenci osnovne šole Montessori do pouka matematike. Magistrsko delo je razčlenjeno na teoretični in empirični del. V teoretičnem delu najprej predstavimo Mario Montessori, ki je z opazovanjem otrok začela spreminjati pogled na vzgojo, šolo in učenje ter razvila novo metodo poučevanja, metodo Montessorijeve. Spoznamo se z omenjeno metodo, s principi, ki so temeljni za vzgojo po metodi Montessori, spoznamo temelje pedagogike Montessori, kjer so otrok, odrasli in okolje med seboj enakovredno povezani. V nadaljevanju predstavimo delovanje osnovne šole Montessori. Posebno pozornost namenimo pedagogiki Montessori pri matematiki in primerjamo učna načrta javne osnovne šole in osnovne šole Montessori ter predstavimo razvojne materiale s področja matematike na predšolski stopnji, 1. in 2. triadi. Zadnji del teoretičnega dela namenimo predstavitvi nekaterih prednosti in omejitev pedagogike Montessori in iščemo podobnosti in razlike med konstruktivističnim načinom poučevanja z načinom poučevanja po metodi Montessori. V empiričnem delu analiziramo in interpretiramo rezultate opazovanja pouka, ki je bilo izvedeno med učenci druge in tretje triade (od četrtega do devetega razreda) osnovne šole Montessori. Zanimale so nas aktivnosti učitelja v splošnem in posebej med samostojnim delom učencev, aktivnosti učencev v splošnem in posebej med njihovim samostojnim delom, v kolikšni meri je prisotno medvrstniško učenje in kakšen je odnos učencev do pouka matematike. [The aims of the master’s thesis were to analyse some of the characteristics of mathematics education according to the pedagogical principles of Montessori pedagogy and present the attitude of Montessori elementary school students towards mathematics lessons. In the theoretical part, Maria Montessori, the person who developed a new teaching method – the Montessori method, was presented. Furthermore, the Montessori method, the fundamental principles of Montessori education and the foundations of Montessori pedagogy were presented. Next, the functioning of Montessori elementary school. A great attention was given to Montessori pedagogy in mathematics. The curriculums of public elementary school and Montessori elementary school were compared. Moreover, the Montessori mathematics materials at pre-elementary level, first triad and second triad were presented. In the final section of the theoretical part, some of the advantages and disadvantages of Montessori pedagogy were presented, as well as the similarities and differences between the constructivist teaching method and the Montessori method. In the empirical part, the results of the observed lesson that had been carried out among students of the second and third triad (from fourth to ninth grade) of Montessori elementary school were analysed and interpreted. The aims of the observation were to determine the teachers’ and students’ activities in general and during the students’ independent work, as well as the presence of peer learning. The research also focused on the attitude of students towards mathematics lessons.]

Language: Slovenian

Published: Maribor, Slovenia, 2018

Doctoral Dissertation

The Growth of the Montessori Movement in the United States, 1909-1970

Available from: ProQuest Dissertations and Theses

Americas, North America, United States of America

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Abstract/Notes: The purpose of this study was to examine the growth of the Montessori Movement in the United States during the periods 1909-1921 and 1952-1970. The Montessori system was viewed as an innovation in American education and special attention was directed to the leaders of the movement and the role they played in its growth. The primary sources used for the initial period were the papers of Mabel Bell kept in the Bell Room of the National Geographic Society and the McClure Manuscripts housed in the Lilly Library at Indiana University. For the latter period, the following sources were utilized: American Montessori Society files, files of Whitby School, tape recordings from the American Montessori Society, interviews with Nancy Rambusch, Cleo Monson, John McDermott and correspondence with Mario Montessori and Margaret Stephensen. In addition to visits to the original Casa dei Bambini in Rome and modern Case in Italy, many Montessori schools in the United States were observed. The background of Dr. Montessori was discussed and the influences, principles and contributions of her method were examined. The period from 1909-1921 was analyzed with reference to the leadership of Maria Montessori, S.S. McClure, Mabel Bell, Helen Parkhurst and William Kilpatrick. The social, educational, political, theoretical and communications problems were examined to determine possible reasons for the demise of Montessori education in that era. The renascance [sic] of Montessori education in the United States (1952-1970) was examined with emphasis on the leadership of Mario Montessori, Nancy Rambusch, Margaret Stephenson, Cleo Monson and John McDermott. The areas of social, educational, theoretical and communications were studied for likely reasons for the resurgence of Montessori education in America. A paradigmatic schema was used to compare the role of the leaders in each period: Policy maker- Maria Montessori and Mario Montessori; Promoter- S.S. McClure and Nancy Rambusch; Organizer- Mabel Bell and Cleo Monson; Disciple- Helen Parkhurst and Margaret Stephenson; Professional Educator- William Kilpatrick and John McDermott. The qualities of leadership which led to the original demise of the Montessori Movement were: 1) Mistrust and lack of direct contact with United States educators and Montessori promoters by Maria Montessori; 2) Withdrawal of lecture and film rights from S.S. McClure by Dr. Montessori; 3) Dissolution of Montessori organizations by Mabel Bell and Helen Parkhurst because of lack of confidence in them by Maria Montessori; 5) Strong influence by William Kilpatrick (who did not believe in the Montessori method) on kindergarten teachers. The rebirth of the Montessori Movement was influenced by: 1) Mario Montessori's strong adherence to the original ideas of Maria Montessori; 2) Nancy Rambusch's proper use of leadership and timing and the formation of the American Montessori Society by her; 3) The organized efforts of the American Montessori Society and its teacher-training and public relations function by Cleo Monson; 4) The loyalty and knowledge displayed by Margaret Stephenson in running the Association Montessori Internationale teacher-training course in Washington; 5) the efforts of John McDermott to put Montessori in an American cultural context in teacher-training and professionalization of Montessori education. The writer finds strong indications for the thesis that it was the leadership which effected the growth of the Montessori Movement in the United States and recommends further research into other educational innovations in the United States such as the British Infant School Movement and Headstart with attention to the leadership.

Language: English

Published: New York, 1971

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