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Thesis

Comparación del desarrollo motor grueso entre estudiantes de 4-5 años de un centro tradicional y de un centro Montessori

Available from: Universidad de Sevilla (Spain)

Architecture, Europe, Montessori method of education, Montessori schools, Southern Europe, Spain

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Abstract/Notes: El propósito de este estudio fue estudiar las similitudes y diferencias en el grado de desarrollo motor grueso en alumnos/as que son estimulados motrizmente con el método tradicional y con el método Montessori utilizando el test de desarrollo de la motricidad gruesa de Ulrich (TGMD-2). El segundo objetivo de nuestra investigación consistió en realizar un análisis de correlación entre las habilidades motrices evaluadas en el TGMD-2. Carrera, galope, salto con 1 pie, zancada, salto horizontal con dos pies, carrera lateral (subpruebas de locomoción), bateo, bote estático, recepción, patada, lanzamiento por arriba y lanzamiento por abajo (subpruebas de control de objetos) fueron evaluadas en 35 educandos de 4 a 5 años que procedían de ambos centros. El principal hallazgo de este estudio fue que el alumnado del centro tradicional obtuvo mayores puntuaciones en todas las variables analizadas, excepto en el salto horizontal con 2 pies y la patada, siendo significativamente superiores en las habilidades de carrera, galope, bote estático, recepción y lanzamiento por arriba. No hubo diferencias significativas en el resto de variables. Por otra parte, al estudiar el grado de correlación entre las variables derivadas del TGMD-2, se observó que se establecen correlaciones significativas entre varios de los aspectos motores incluidos en los subtests de locomoción y control de objetos, indicando por tanto el grado de dependencia que existe entre ellos. Nosotros concluimos que el método tradicional es más adecuado para que los estudiantes desarrollen sus habilidades motrices gruesas que el método Montessori. [The purpose of this study was to study the similarities and differences in the degree of gross motor development in students who are motor stimulated with the traditional method and with the Montessori method using the Ulrich gross motor development test (TGMD-2). ). The second objective of our research was to carry out a correlation analysis between the motor skills evaluated in the TGMD-2. Running, galloping, 1-foot hop, stride, two-foot horizontal jump, lateral running (locomotion subtests), batting, static dribbling, receiving, kicking, overhand throw, and underhand throw (object control subtests) were assessed. in 35 students from 4 to 5 years old who came from both centers. The main finding of this study was that the students of the traditional center obtained higher scores in all the variables analyzed, except in the horizontal jump with 2 feet and the kick, being significantly higher in the skills of running, galloping, static boat, reception and kick. throw over the top There were no significant differences in the rest of the variables. On the other hand, when studying the degree of correlation between the variables derived from the TGMD-2, it was observed that significant correlations are established between several of the motor aspects included in the locomotion and object control subtests, thus indicating the degree of dependence that exists between them. We conclude that the traditional method is more suitable for students to develop their gross motor skills than the Montessori method.]

Language: Spanish

Published: Seville, Spain, 2017

Article

L'Associazione Centro Nascita Montessori di Roma

Available from: Il Quaderno Montessori - Grazia Honegger Fresco

Publication: Il Quaderno Montessori, vol. 10, no. 39

Pages: 4-46

Associazione Centro Nascita Montessori

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Language: Italian

ISSN: 2239-5326

Book

L'Associazione Centro Nascita Montessori di Roma: un'idea, una storia dal 1947 a oggi

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Abstract/Notes: Text revised and updated as of December 1995; Extract from: Il Quaderno Montessori, (autunno 1993), n. 39.

Language: Italian

Published: Busto Arsizio, Italy: Linea grafica, 1995

Article

Il Centro internazionale di Studi Pedagogici e l'asilo Santa Croce (Montessori) di Perugia

Available from: Il Quaderno Montessori - Grazia Honegger Fresco

Publication: Il Quaderno Montessori, vol. 7, no. 26

Pages: 83-104

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Language: Italian

ISSN: 2239-5326

Article

Prehistory and History of the Catechesis of the Good Shepherd

Publication: The Catechesis of the Good Shepherd, vol. 15

Pages: 4–6

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Language: English

Book

History’s Golden Thread: The History of Salvation

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Language: English

Published: Chicago, Illinois: Liturgy Training Publications, 1999

Book

Rivista di Storia dell’Educazione / Journal of History of Education: Maria Montessori, Her Times and Our Years. History, Vitality and Perspectives of an Innovative Pedagogy

Available from: Firenze University Press

Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History

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Abstract/Notes: This is a special issue of the Italian-language journal 'Rivista di Storia dell'Educazione' [Journal of History of Education] devoted to academic research about Maria Montessori, Montessori method of education, and the Montessori movement. // This issue of RSE aims to propose a critical and historical reflection on the many variables that feature the practical and theoretical achievements of Maria Montessori’s pedagogy and movement from the end of the XIX century to our years, by highlighting the human, professional and cultural relations between her, her thought and some significant institutions, educators and thinkers in Italy and in foreign countries. Maria Montessori, her theories, her method and her schools have always been at the center of a broad debate that involves both educational elements, and historical, cultural or political aspects.

Language: English, Italian

Published: Firenze, Italy: Firenze University Press, 2021

Volume: 8 (issue 2)

Book Section

The History of Methods: History of the Discovery of a Scientific Education for Normal Childre; Description of the Condiutions Surrounding the First Experiment - An Account of Its First Propagation

Book Title: The Discovery of the Child

Pages: 19-40

Maria Montessori - Writings

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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

Article

An Overview of American History: Lecture by David Rawson, Department of History, College of William and Mary, Williamsburg, VA

Publication: AMI Elementary Alumni Association Newsletter, vol. 25, no. 1

Pages: 3–4

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Language: English

Bachelor's Thesis

Lasten ja Aikuisten Yhteisö: Lasten osallisuuden toteutuminen ja vertaaminen tavallisen päiväkotiryhmän ja montessoripedagogiikkaa toteuttavan päiväkotiryhmän kesken [Community of Children and Adults: Realization of children's participation and comparison between a regular daycare group and a daycare group that implements Montessori pedagogy]

Available from: Theseus (Finland)

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Abstract/Notes: The aim of this bachelor´s thesis is to investigate the way in which participatory pedagogy is used in two different early education groups. The aim is also to find out how the two groups differ in terms of the participation of children, as one was an average Finnish early education group, while the other was a group, which used Montessori pedagogy. The thesis also introduces an idea of a joint community of adults and children and how participatory pedagogy enhances the experience of community. The purpose of the thesis is to add understanding and encourage the use of participatory pedagogy in the day-to-day life of early education groups. The theoretical section discusses the notion of participatory pedagogy and how it is used from the point of view of the basic functions of an early education group. The central ideas behind Montessori pedagogy are also discussed. The thesis is qualitative, as the data was collected by observing two different early education groups for a week in May 2016. The results of the bachelor´s thesis show that participation has become an increasingly important factor in early education and that it is used in different ways. It was also evident that the individuality of children is valued and that participation is seen important in the daily life of the early education groups studied. Both the early education groups studied value the importance of communication between parents and teachers. Adults play an important role in the implementation of participation and they need to collect information about the children and apply it. It is also necessary for the adults to be able to develop the basic ways of using participation in the daily life of an early education group. / Tässä tutkimuksessa on tutkittu lasten osallisuuden toteutumista tavallisessa päiväkotiryhmässä ja montessoripedagogiikkaa toteuttavassa päiväkotiryhmässä. Lisäksi haluttiin selvittää millaisia eroja osallisuudesta löytyy kahden erilaisen päiväkotiryhmän välillä. Tutkimuksessa on myös tuotu esiin ajatusta yhteisestä lasten ja aikuisten yhteisöstä, siitä miten osallisuus vahvistaa yhteisöllisyyden kokemusta. Tutkimuksen tarkoituksena on lisätä ymmärrystä lasten osallisuudesta päiväkodin arjessa ja innostaa toteuttamaan sitä. Teoreettisessa viitekehyksessä avataan osallisuuden käsitettä ja käsitellään osallisuutta päiväkodin arjen perustoimintojen näkökulmasta. Lisäksi esitellään montessoripedagogiikan perusajatusta. Tutkimus on kvalitatiivinen ja sen aineisto kerättiin havainnoimalla kahta päiväkotiryhmää viikon ajan toukokuussa 2016. Tutkimustulokset osoittavat, että päiväkodeissa osallisuus on noussut erittäin merkittäväksi tekijäksi ja käytössä on erilaisia lasten osallisuutta vahvistavia toiminta-tapoja. Lisäksi päiväkodeissa näkyi, että lasten yksilöllisyyttä vaalitaan. Osallisuus on nähty tärkeäksi jokapäiväisessä arjessa. Montessoripedagogiikkaa toteuttavassa päiväkotiryhmässä työskentelee aikuisia, jotka kunnioittavat pedagogiikkaa ja toiminta lähtee lapsesta. Molempien päiväkotien näkemykset kasvatuskumppanuudesta ovat samankaltaiset. Aikuisilla on merkittävä rooli lasten osallisuuden toteutumisessa, heidän tulee kerätä lapsista tietoa ja osata hyödyntää tätä, lisäksi aikuisilta vaaditaan taitoa osata kehittää osallisuutta vahvistavia toimintatapoja päiväkodin arkeen.

Language: Finnish

Published: Vaasa, Finland, 2016

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