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Book

Montessori und die Defizite der Regelschule: Internationale Krimmler Montessori-Tage, Symposium zum Thema Montessori-Pädagogik eine Perspektive für die 90er Jahre?

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Language: German

Published: Freiburg im Breisgau, Germany: Herder, 1993

ISBN: 3-210-25090-1

Article

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Montessori en la Argentina: una mirada histórica desde la prensa pedagógica / Montessori in Argentina: A historical view from the pedagogical press / Montessori na Argentina: um olhar histórico desde a imprensa pedagógica

Available from: Universidad Pedagogica Nacional (Colombia)

Publication: Pedagogía y Saberes, no. 58

Pages: 101-114

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Abstract/Notes: This paper aims to inquire about the pedagogy of María Montessori in Argentina from the point of view of the history of education. In order to achieve this goal, the historical sources analyzed were two of the most critical journals in the first half of the 20th century: El Monitor de la Educación Común and La Obra. The first was the official review of the National Education Council, which oversaw Argentinian primary education as a government organ. The second was driven by a group of teachers and was formerly known as the official representation of the New School in Argentina. This investigation looks for marks and hints on the reception among Argentinean teachers of this pedagogy, internationalized since the second decade of the 20th century, over these two journals. As the main contribution, we learn about different ways of appropriation of Montessori’s pedagogy as well as the critics of her proposal and its usage to discuss positions of power in the local pedagogy field.

Language: Spanish

DOI: 10.17227/pys.num58-17331

ISSN: 2500-6436, 0121-2494

Article

Das "Beispiel Montessori": eine Art case-study über Rezeption und Entwicklung der Montessori-Pädagogik im faschistischen Italien [The "Example of Montessori": a kind of case study about the reception and development of Montessori pedagogy in fascist Italy]

Available from: Eidgenössische Technische Hochschule (ETH) - e-Periodica

Publication: Zeitschrift für pädagogische Historiographie, vol. 7, no. 1

Pages: 11-20

Europe, Fascism, Italy, Montessori method of education, Southern Europe

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Language: German

DOI: 10.5169/seals-901872

ISSN: 1424-845X

Article

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La grande bellezza: María Montessori e la Pedagogia al Femminile / La gran belleza: María Montessori y la Pedagogía en Femenino / The Great Beauty: Maria Montessori and Feminine Pedagogy

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 3, no. 3

Pages: 109-116

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Abstract/Notes: A través de algunos flash, dar luz a los horizontes del pensamiento pedagógico oculto de María Montessori. En particular, vamos a entregar a los lectores un conjunto de "islas" de su inabissabile inexplorado - porque inmortal - archipiélago de niño de la educación. Reforzar el teorema. En las siguientes líneas, illumineremo una cara de luna Montessori se mantuvo en gran medida en las sombras. Hablamos de su mirada problemática y dialéctico de puntos con pensamientos débiles.

Language: Spanish

ISSN: 2255-0666

Article

Meng tai suo li (Montessori Maria 1870-1952) / 蒙台梭利 (Montessori Maria 1870-1952) [Maria Montessori, 1870-1952]

Publication: Xiandai Daxue Jiaoyu / 現代大學敎育 [Modern University Education], vol. 1991, no. 4

Pages: 3

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Abstract/Notes: <正> 意大利女教育家,蒙台梭利法的创始人。作为意大利女性,最初毕业于罗马大学医学系,后到法国钻研特殊儿童的治疗。1899年任国立异常儿童学校校长,1909年任罗马大学讲师。1907年在罗马贫民街开设“幼儿之家”,采用自己考察的教育法,引起了世界的注目。她在人类学、生理学、异常心理学等领域潜心钻研,积累了实践经验,充分有效地利用

Language: Chinese

ISSN: 1671-1610

Article

M. Montessori no gainen" Concentration" ni kansuru shōron / M. Montessori の概念"Concentration"に関する小論 [An Essay on Maria Montessori's Concept of "Concentration"]

Available from: National Diet Library (Japan)

Publication: Nihon hoiku gakkai taikai kenkyū happyō ronbun shōroku / 日本保育学会大会研究発表論文抄録 [Abstracts of papers presented at the Annual Meeting of the Japan Society of Early Childhood Education], no. 26

Pages: Article 1-102 (2 pages)

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Language: Japanese

Article

De la pédagogie Montessori aux inspirations montessoriennes: Réflexion sur la question des emprunts pédagogiques partiels dans les pratiques enseignantes [From Montessori pedagogy to Montessori inspirations: Reflection on the question of partial pedagogical borrowing in teaching practices]

Available from: CAIRN

Publication: Spécificités, vol. 12, no. 1

Pages: 31-55

Education - Study and teaching, Europe, France, Montessori method of education - Teachers, Teachers, Western Europe

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Abstract/Notes: Un nombre important d’enseignant(e)s de l’école maternelle remettent actuellement en cause ses modalités pédagogiques habituelles en instillant dans leur pratique des éléments issus de la pédagogie Montessori. Qu’il s’agisse de l’organisation spatiale, du matériel, des usages du temps, ou du rôle de l’adulte, ces pratiques « d’inspiration montessorienne » s’avèrent très hétérogènes et plus ou moins orthodoxe. Cet article cherche à les catégoriser en distinguant des pratiques relevant d’un faible ou d’un fort engagement montessorien. Dans les deux cas, il s’agit aussi de mettre au jour d’inexorables limites à l’importation de la pédagogie Montessori au sein de l’école maternelle publique, du fait des programmes et du cadrage institutionnel. L’ensemble du raisonnement est l’occasion d’une réflexion sur l es emprunts pédagogiques partiels, lorsque des éléments d’une pédagogie sont repris sans forcément l’ensemble de ses principes fondateurs. [A significant number of french preschool teachers are currently changing their usual pedagogical methods by instilling elements from Montessori pedagogy into their practice. Concerning spatial organization, pedagogical material, uses of time, or adult’s role, these practices are very heterogeneous and more or less orthodox. This article seeks to categorize them by distinguishing practices within a weak or strong Montessori commitment. In both cases, it’s also a question of inexorable limits to the importation of Montessori pedagogy into public french preschool, due to programmes and institutional framework. This whole reasoning is an opportunity for reflection on partial pedagogical loans, when elements of a pedagogy are taken up without necessarily all its founding principles.]

Language: French

DOI: 10.3917/spec.012.0031

ISSN: 2256-7186, 2426-6272

Master's Thesis

Montessori eğitimi alan ve almayan okul öncesi dönemdeki çocukların oyun davranışlarının incelenmesi / Investigation of preschool children's play behaviors in Montessori and non-Montessori preschools

Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)

Asia, Comparative education, Middle East, Montessori method of education, Preschool children - Play, Turkey, Western Asia

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Abstract/Notes: The aim of this study is to analyze the peer play behaviors of preschool children according to views of their teachers and their parents by the type of school. The research sample consisted of parents of 36-72 months old children attending Private Montessori Preschools and Private Preschools in Çankaya, Ankara (N = 243) and teachers working in these schools (N = 46). Penn Interactive Peer Play Scale-Parent Form (PIPPS-P) and Penn Interactive Peer Play Scale-Teacher Form (PIPPS-T) that were developed by Fantuzzo, Mendez and Tighe (1998) and were made its adaptation to Turkish by Ahmetoğlu, Acar and Aral (2016, 2017), General Information Form "including sociodemographic characteristics of children and their parents and General Information Form which includes sociodemographic and professional characteristics of teachers were used. The study was designed in quantitative research approach and survey method was used. While analyzing the data, Independent Sample t Test, Paired t Test and descriptive statistical methods were used. In the result of the study; it is seen that the majority of the parents in both groups are between 36 and 40 years of age, they have a job and they work, have a nuclear family, and have one child. It is observed that teachers working in Montessori Private Schools are younger, have higher level education than the teachers working in Private Schools. It was found that all of the teachers allow outdoor time to children in daily routine in both groups. Outdoor time span varies from school to school at Montessori Private Preschools. Outdoor time span varies from school to school besides it varies from teacher to teacher in the same school at Private Preschools. It has seen in the research that Private preschools' teachers didn't take Montessori teacher training and Montessori preschool teacher's took Montessori teacher training. It was determined that the teachers working in the Montessori preschools took Montessori trainings from the school director that they are working for. Factor Analyses showed that there is no significant difference in the scores of "Play Disruption" and "Play Disconnection" factors of Penn Interactive Peer Play Scale-Parent Form (PIPPS-P) and Penn Interactive Peer Play Scale-Teacher Form (PIPPS-T) (p>0,05). There is significant difference in the third factor of both scales: "Play Disconnection" (p<0,05). Teacher scores are higher than parents' scores. In addition, the opinions of the teachers who participated in the research were compared with the opinions of parents. Factor analyes show that there is significant different in all areas (p<0,05). Teacher's scores are higher than parents' scores in tha factors of "Play Disruption" and "Play Disconnection". Parents' scores are higher than teachers' scores in factor of "Play Disconnection". Preschool is a period from three to six years. This age range is a period in which children play with their peers. As a result of playing with peers, positive play behaviors ("Play Interaction") such as sharing his/her toy with a friend, showing positive emotions during the play and negative play behaviors ("Play Disruption") such as usurping his/her friend toys, crying, showing agression are common play behaviors of preschool children. As a result of the study, both the teachers and parents' opinions show that the positive and negative play behaviors of children do not differ according to the type of school. In other words, there is no difference between the positive and negative play behaviors of preschool children who attend Montessori and who attend Non-Montessori schools. According to the result, we can say that wherever there is a child there is play and this situation does not differ according to the type of school. However, according to the type of school, the point that differs is about "Play Disconnection". The scores of the "Play Disconneciton" which includes play behaviors such as wandering outside the play group, refusing to participate in play are high in Montessori group. In other words, "Play Disconnection" behaviors are more common in children who are attending Montessori schools. The reason for the result can be explained by the principles of Montessori education. The principle of free choice and respect to the child. In Montessori schools, children are not forced for anything even play. Therefore, the child participates in the play whenever he/she wants. If he/she doesn't want to participate in the play it is okey for teachers so children are free walking in a classroom, outside the play group. / Bu çalışmada; Montessori eğitimi veren özel okul öncesi eğitim kurumlarına devam eden çocuklar ile MEB programı uygulayan özel okul öncesi eğitim kurumlarına devam eden çocukların oyun davranışlarının, anne-baba ve öğretmen görüşlerine göre incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu, Ankara ili Çankaya ilçesinde bulunan Montessori eğitimi veren özel okul öncesi eğitim kurumları ve MEB programı uygulayan özel okul öncesi eğitim kurumlarına devam eden 36-72 aylık çocukların anne-babaları (n=243) ve öğretmenleri (n=46) oluşturmaktadır. Çalışma grubundaki çocukların akran oyun davranışlarını incelemek amacıyla Fantuzzo, Mendez ve Tighe (1998) tarafından geliştirilen; Ahmetoğlu, Acar ve Aral (2016, 2017) tarafından Türkçeye uyarlaması yapılan "Penn Etkileşimli Akran Oyun Ölçeği Ebeveyn Formu (PEAOÖ-E)", "Penn Etkileşimli Akran Oyun Ölçeği Öğretmen Formu (PEAOÖ-Ö)", çocukların ve anne-babalarının sosyodemografik özelliklerini içeren "Anne-Baba Genel Bilgi Formu" ile öğretmenlerin sosyodemografik ve mesleki özelliklerini içeren "Öğretmen Genel Bilgi Formu" kullanılmıştır. Verilerin analizinde parametrik testlerden Bağımlı Örneklem t Tesi (Independent Samples t Test) ve Bağımsız Örneklem t Testi (Paired Samples t Test), tanımlayıcı istatistiksel metotlar (yüzde, ortalama, maksimum ve minumum değerler) kullanılmıştır. Araştırmada; her iki gruptaki anne-babalarının büyük çoğunluğunun 36-40 yaş aralığında olduğu, çalıştığı, çoğunluğunun çekirdek aileye ve tek çocuğa sahip olduğu görülmektedir. Montessori eğitimi uygulayan ÖOÖEK'da çalışan öğretmenlerin MEB programı uygulayan ÖOÖEK'ndaki öğretmenlere göre daha genç oldukları, lisans/lisansüstü mezuniyet oranının daha yüksek olduğu görülmektedir. Her iki grupta da öğretmenlerin, çocukları her gün açık havaya çıkardıkları, Montessori eğitimi veren okullarda günlük açık hava saatinin sadece okuldan okula değiştiği, okul bazında ise her okulun standart bir açık hava saati uygulamasının bulunduğu tespit edilmiştir. MEB programı uygulayan kuramlarda ise açık hava saatinin kurumdan kuruma ve aynı kurumda çalışan öğretmenden öğretmene değişiklik gösterdiği saptanmıştır. Montessori okullarında çalışan öğretmenlerin Montessori eğitimi almış ya da hali hazırda eğitim alıyor oldukları ve bu eğitimleri kurum müdürlerinin verdiği belirlenmiştir. Hem öğretmen (PEAOÖ-Ö) hem de ebeveyn formunun (PEAOÖ-E) "oyun etkileşimi" ve "oyunun bozulması" alt faktörlerinden alınan puanlar arasındaki farklılık anlamlı değilken (p>0,05), "oyundan kopma" davranışında Montessori eğitimi veren ÖOÖEK devam eden çocuklar yönünde anlamlı farklılık bulunduğu görülmüştür (p<0,05). Araştırmaya alınan çocukların akran oyun davranışlarının anne-baba ve öğretmen görüşleri arasında farklılık bulunup bulunmadığı incelenmiş; "Oyun Ektileşimi, Oyunun Bozulması ve Oyundan Kopma" faktörlerinin tümünde anlamlı farklılık olduğu tespit edilmiştir. "Oyun Etkileşimi ve Oyunun Bozulması" alt faktörlerindeki anlamlılık öğretmen görüşü yönünde farklılık gösteriyor iken "Oyundan Kopma" alt faktörü anne-baba görüşü yönünde anlamlı farklılık göstermektedir. Okul öncesi dönem üç-altı yaş arasını kapsayan bir dönemdir. Bu yaş aralığı çocukların akranları ile yoğun bir şekilde oyun oynadıkları bir dönemdir. Akranları ile oyun oynamanın bir sonucu olarak çocuklarda "Oyun Etkileşimi" alt faktörünün altında bulunan "arkadaşı ile oyuncağını paylaşma, oyun esnasında olumlu duygular gösterme" gibi olumlu oyun davranışları ve "Oyunun Bozulması" alt faktörünün altında bulunan "arkadaşının oyuncağını zorla alma, ağlama, kızgınlık gösterme" gibi olumsuz oyun davranışlarını gösterme durumları olağandır. Araştırma sonucundan da anlaşılacağı üzere hem öğretmen hem de anne-baba görüşlerine bakıldığında çocukların olumlu ve olumsuz oyun davranışları okul türüne göre farklılık göstermemektedir. Diğer bir ifade ile Montessori eğitimi alan ve almayan okul öncesi dönem çocuklarının olumlu ve olumsuz sayılabilecek oyun davranışlarında farklılık bulunmamaktadır. Bu sonuca göre diyebiliriz ki çocuğun bulunduğu her yerde oyun da mevcuttur ve bu durum okul türüne göre farklılık göstermemektedir. Fakat okul türüne göre farklılık gösteren nokta ise "Oyundan Kopma" alt faktöründedir. "Oyun grubunun dışında gezinir, oyuna katılmayı reddetme" gibi davranışları içeren "Oyundan Kopma" alt faktörünün puanları Montessori eğitimi alan çocuklarda yüksek çıkmıştır. Yani oyundan kopma davranışı Montessori eğitimi alan çocuklarda daha sık görülmektedir. Bunun sebebi de Montessori eğtiminin ilkelerinden çocuğa saygı, özgür seçim ilkesi, konsantrasyon ile açıklanabilir. Montessori okullarında çocuklar hiçbirşey için oyun oynamak için dahi zorlanmazlar. Dolayısıyla çocuk istediği zaman oyuna katılır, istemediğinde ise sınıfta serbest gezmede özgürdür.

Language: Turkish

Published: Ankara, Turkey, 2019

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El material Montessori: De la vida práctica a la mente matemática / The Montessori material: From practical life to the mathematical mind / O material Montessori: Da vida prática à mente matemática

Available from: Universidad Pedagogica Nacional (Colombia)

Publication: Pedagogía y Saberes, no. 58

Pages: 87-100

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Abstract/Notes: In the industry of didactic teaching materials, Montessori material has been established in a significant way as a possibility of providing children with different tools, so that they learn better and without trauma the contents of the school subject that culturally has been considered of greatest difficulty: mathematics. This reflection paper, derived from the review of the field, aims to make an analysis of the material within the framework of the scientific pedagogy method proposed by María Montessori at the beginning of the 20th century, emphasizing its specific contribution to the learning of mathematics in preschool children and in elementary school. The material used in the segments of practical life and sensory life will be reviewed, as well as deepen into the specialized material for the development of the mathematical mind, to show how the proposal of María Montessori’s method supposes an opportune path to take the children from the concrete representations of mathematical objects to the elevation of the min —that allows them to build abstractions—. Finally, a dialogue is established about the validity of Montessori’s material in the school from research that has promoted its use in mathematics classrooms, and the possibility of including the material in the training of mathematics teachers to strengthen their didactic knowledge is highlighted.

Language: Spanish

DOI: 10.17227/pys.num58-17295

ISSN: 2500-6436, 0121-2494

Article

Montessori-Lyzeum in Rotterdam / Lycée Montessori à Rotterdam / Montessori secondary school in Rotterdam

Available from: Eidgenössische Technische Hochschule (ETH) - e-Periodica

Publication: Bauen + Wohnen / Construction + Habitation / Building + Home: Internationale Zeitschrift, vol. 13

Pages: 383-387

Architecture, Europe, Holland, Montessori Lyceum Rotterdam (Netherlands), Netherlands, Western Europe

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Language: English, French, German

DOI: 10.5169/seals-330152

ISSN: 1663-0629

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