Abstract/Notes: Characterizes the Montessori work serving the first 3 years by recounting its genesis; describes early Montessori toddler programs, and the emergence of infant communities internationally in the early 1970s. Highlights ways parents can be supportive of the "spiritual embryo" in cooperation with the school. Suggests how parent education invites parents to participate and observe their child's developmental turning points. (Author/KB)

Language: English

ISSN: 1522-9734

Abstract/Notes: Paper presented at the 2nd Montessori Study Conference, Washington, D.C., July 1966.

Language: English

Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1970

Language: English

ISSN: 2009-2113

Abstract/Notes: In Part I, Parker’s research highlights what helps parents to become competent observers and how this benefits the parent/child relationship. Part 2 focuses on four ideas about change and their sources.

Language: English

ISSN: 0519-0959

Language: Italian

ISSN: 0011-2801

Language: English

Published: New York, New York: American Montessori Society, 1966

Abstract/Notes: The Montessori method of teaching is founded on the idea that education should support rather than undermine a child’s natural abilities. Therefore, scientific research on children and an understanding of how development and learning work should serve as the foundation for education. A psychic force or ability is active through physical organs, causing the experience. The action of the structure acting as a proper origin and determining the force is seen from one perspective; the action of the feeling, which catches the practical and formally establishes experience, is seen from the opposite perspective. The use and development of the senses are stressed in the Montessori method. Doing this a child is observed and new ideas and methods are used to develop the senses in the child. This paper is an attempt to show the methods used by Dr. Montessori in her Children’s Houses to develop senses in children.

Language: English

ISSN: 2582-7421

Language: English

Published: Battersea, England: Maria Montessori Training Organisation, 1939

Abstract/Notes: Since the 1980s, a variety of pre-school approaches has existed within the ACT Public School System. These approaches are in theory based on different educational ideologies and principles. The Field Study Project evaluates and compares three different educational models; existing classroom processes and procedures, and student achievements in a 'traditional', a modified Montessori and a Weikart pre-school currently operating in the ACT Public School System. Using selected criteria, an analysis of the three educational models, an ecological survey and student assessments were carried out to make the evaluations and comparisons. The analysis of the three educational models indicate different program orientations and instructional preferences in the different models. The ecological survey results suggest that the 'traditional', the modified Montessori and the Weikart approaches identify with the models they are based on. Nevertheless, educational trends and orientations are similar in the three programs, which are predominantly cognitively oriented. In contrast, teaching styles differ slightly. It is significant that the teacher in the 'traditional' program fulfills a more nurturing role, while her colleagues in the modified Montessori and the Weikart programs fulfill more instructional roles. The evaluation and comparison of the student assessments seems to indicate that there are no significant differences in achievement in drawing, specific cognitive tasks and in self-concept development between matched groups of learners in the three pre-schools. The findings support the notion that middle class children enrolled in approved pre-schools develop cognitive abilities regardless of the type of program they attend. The evaluation and comparison of the three existing approaches in the ACT suggests that the pre-school organisation in

Language: English

Published: Canberra, Australia, 1985

Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017

ISBN: 978-90-79506-38-5

Series: The Montessori Series , 2