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153 results


Il sistema Montessori anche per gli adulti

Publication: Successo

Pages: 84-85

Adult education, Adults - Literacy, Literacy, Maria Montessori - Philosophy, Montessori method of education

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Language: Italian

ISSN: 0039-4440


Differentiating Language Arts in Belize

Available from: ERIC

Publication: Forum on Public Policy, vol. 5, no. 1

Pages: 14 p.

Americas, Belize, Central America, Language arts, Latin America and the Caribbean, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, ⛔ No DOI found

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Abstract/Notes: There is limited amount of research that constitutes non-traditional curricula implemented within an institutionalized context of developing countries. An attempt is made in this project to gain a clearer understanding of a non-traditional early learning program within an orphanage campus setting of Ladyville, Belize, Central America. This program is supported through the Belizean Ministry of Education and the University of Belize. In 1996, a comprehensive literacy survey was conducted in Belize that indicated the functional literacy rate to be approximately 40 percent (Cornerstone, 2007). In addition, it is estimated within developing countries one person in four is illiterate (Terryn, 2006). Liberty Learning Centre (LLC) of Ladyville, Belize implemented non-traditional theoretical curricula reflecting the social-constructivist theory to early learning. The methodologies include: Pikler, Montessori and components of the Reggio Emilia philosophy. The staff of LLC discovered creative, innovative and strategic ways to differentiate traditional academic learning through a diverse non-traditional learning environment. Procedures: Responses from the administration, caregivers, teachers, staff and students were interpreted and documented through various means of audio/DVD/video recordings, photography, interviews and journals. In addition I used detailed anecdotal field notes that became pieces to the methodology for the project. Findings: Responses, thoughts, ideas and viewpoints were given by the administration, teachers, students and staff regarding the implementation of non-traditional curricula within an institutionalized and non-traditional learning environment of a developing country. Implication: An institutionalized and international socio-cultural perspective will extend early childhood education further through a qualitative ethnographic study in Belize. This project gives voice to the silent and voiceless.

Language: English

ISSN: 1556-763X, 1938-9809


Montessori by Nature

Available from: ProQuest

Publication: Montessori Life, vol. 21, no. 4

Pages: 34-37

⛔ No DOI found

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Abstract/Notes: This article discusses the Beyond the Walls outdoor education program at The Franklin Schools in Rockville, Maryland. Under the expert guidance of Maryland outdoor education specialist Amy Beam, Franklin's staff has been guided to reconnect to the landscape, understand native plants and animals, and reclaim a sense of gratitude for the environment that they can readily and enthusiastically share with the 285 children, ages 2 through 6, who attend the school. Beam advocates combining nature and nurture to meet the needs of the whole child and restore the balance between indoors and outdoors. Her pathway to environmental literacy is a welcome companion to all other literacies encouraged in Montessori classrooms. Franklin's three-acre campus, named a Certified Wildlife Habitat by the National Wildlife Federation, provides ample opportunities for the children to establish an early appreciation and stewardship of the area's natural resources. In the backyard of the campus is an area affectionately called, "The Back 40," where vegetation has been deliberately kept wild for the children to observe what is occurring in their immediate environment, and to investigate plants common to the area. In this article, the author provides some simple ways to connect children to nature.

Language: English

ISSN: 1054-0040

Book Section

Learning for Peace: The Montessori Way

Available from: Springer Link

Book Title: Peace and War: Historical, Philosophical, and Anthropological Perspectives

Pages: 155-173

Cosmic education, Mahatma Gandhi, Maria Montessori - Biographic sources, Peace education, Rabindranath Tagore

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Abstract/Notes: Well into the 1930s, the Italian Maria Montessori stated at the European Congress for Peace in Brussels that ‘preventing conflicts is the work of politics; establishing peace is the work of education’. She explicitly linked peace to education and promoted a kind of learning that deviates from mainstream traditional education. Learning for peace was a way of showing that education is not simply about the teaching of literacy and numeracy skills but that it serves a larger purpose, a ‘public common good’. As we gradually approach the twenty-first century, there is a need to rethink about ways in which our educational system can respond to the global challenges. This chapter shows that there are possibilities to build on age-old legacies and theories to improve the quality of education and contribute to a more sustainable future. The focus is on Maria Montessori who somehow appears to be a rare name in the philosophy of education and peace literature.

Language: English

Published: Cham, Switzerland: Palgrave Macmillan, 2020

ISBN: 978-3-030-48671-6


Maria Montessori Writes to Her Grandchildren: Letters from India, 1939-1946

Asia, India, Maria Montessori - Biographic sources, Maria Montessori - Correspondence, Maria Montessori - Writings, South Asia

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Abstract/Notes: In October 1939, while the “storm of war was gathering in Europe”, Maria and Mario Montessori set off to India to deliver a training course and lecture tour. When Italy became involved in the war, the British rule of India did not give the Montessoris permission to leave; they were to spend close to seven years in India, which would become a defining period in Montessori’s outlook on life and education.The letters Montessori wrote to her four teenage grandchildren in Holland give a completely new, private insight into that compellingly interesting period. We see a woman who is deeply connected to her family and friends. We also see her strong commitment to bringing progress and fighting illiteracy in India, which grew into an enduring love for the country and its people. Montessori’s colourful descriptions of her journey and life in India, her worries about her grandchildren in war-torn Europe, and her son’s imprisonment make a fascinating read.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-49-1 90-79506-49-4


Does Learning the Alphabet in Kindergarten Give Children a Head Start in the First Year of School? A Comparison of Children’s Reading Progress in Two First Grade Classes in State and Montessori Schools in Switzerland

Available from: Taylor and Francis Online

Publication: Australian Journal of Learning Difficulties, vol. 22, no. 2

Pages: 95-108

Europe, Switzerland, Western Europe

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Abstract/Notes: The main purpose of this study was to examine whether the age at which children start to learn to read affects their later progress. The study was conducted in Zürich, Switzerland, and compared a first grade class in a local school with two first grade classes in a Montessori school. It was found that although the Montessori children had an advantage over the local children in alphabet knowledge at entry to Grade 1, this was not translated into a significant advantage at the end of Grade 1 in either phonemic awareness or reading ability. Further analysis revealed that pretest alphabet knowledge for the whole group was significantly related to progress. In addition, scatterplots showed that some children started school with high levels of alphabet knowledge but did not make progress, indicating that alphabet knowledge is necessary for literacy progress but not sufficient.

Language: English

DOI: 10.1080/19404158.2017.1399913

ISSN: 1940-4158, 1940-4166


Teaching Children to Write

Available from: JSTOR

Publication: Journal of Education (Boston), vol. 97, no. 8

Pages: 205-207

Americas, Early childhood education, Literacy, Montessori method of education, North America, United States of America

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Language: English

DOI: 10.1177/002205742309700805

ISSN: 0022-0574

Book Section

Schreiben und Lesen [Write and read]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 81-85

Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Literacy, Montessori method of education

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Master's Thesis

Printing Peace: Cultural and Pedagogical Negotiation Through Children's Periodicals in Costa Rica, 1912-1947

Available from: University of Illinois - IDEALS

Americas, Carmen Lyra - Biographic sources, Central America, Costa Rica, Latin America and the Caribbean, Luisa González - Biographic sources, Montessori method of education - History, Peace

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Abstract/Notes: At the turn of the twentieth century, in the context of the budding nation-state formation process throughout Latin America, liberalism, nationalism, and social reforms dominated Latin American intellectual political discourse in its relentless quest for modernity. Popular literacy movements and the expansion and centralization of the educational sphere, which was essential for cultivating national identities and reinforcing allegiance, proliferated throughout Latin America. In Costa Rica, the Olympians, a group of elite intellectuals intricately connected with the agro-export oligarchy, directed social and political reforms. The Olympians were overwhelmingly patriotic and patriarchal, and aimed to create a national culture that would reinforce existing economic, gender, and racial hierarchies. This project focuses on revolutionary feminists Carmen Lyra and Luisa González, who negotiated the cultural politics of education as intermediaries between students and the state through the publication of children’s periodicals. Specifically, this project analyzes the periodicals San Selerín (1912-1913, 1923-1924) and Triquitraque (1936-1947) to elucidate the ways in which these educators used children’s literature and Montessorian pedagogy to create a culture of inclusion and engagement rather than the patriotic and patriarchal pedagogy the Olympians. Contemporary memory has forgotten the revolutionary ideals of these educators, but this project affirms Carmen Lyra and Luisa González cannot be separated from their legacies as active members of the Costa Rican Communist Party, as fervent proletarian internationalists, and as revolutionary feminists. To do so would be to neutralize the potency of their memory.

Language: English

Published: Urbana-Champaign, Illinois, 2016


Aprestamiento de la lectoescritura con material Montessori en el nivel de educación [Reading and writing readiness with Montessori material at the educational level]

Available from: Universidad Mayor de San Andrés (La Paz, Bolivia)

Americas, Bolivia, Latin America and the Caribbean, Literacy, Montessori materials, South America

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Abstract/Notes: El trabajo en la modalidad de Memoria Laboral denominado “Aprestamiento de la Lectoescritura con Material Montessori en el Nivel de Educación Inicial en Familia Comunitaria”, surge de la inquietud de dar a conocer el trabajo realizado a lo largo de estos catorce años en la Unidad Educativa Montessori; donde se reafirmó la filosofía, se reestructuró el método y se implementó el adecuado manejo de los materiales. Para lograr un aprendizaje significativo en el proceso de la lectoescritura se deben utilizar diversas metodologías que contribuyan a ello. Inicialmente, si se tiene en cuenta que, al trabajar con hechos, acontecimientos y actividades del medio sociocultural, se está desarrollando en el niño un gran sentido de pertenencia con la sociedad, también se favorece el desarrollo de los procesos lectoescritores, pues al trabajar con situaciones reales que estén presentes y que hagan parte de la vida del niño/a. Se busca generar en el compromiso y sobre todo interés por actividades tan importantes como lo son la lectura y la escritura. Para esto hay que crear en el niño y la niña la necesidad de desarrollar dichas actividades no solo en sus procesos educativos, sino también en la vida y para la vida. Las actividades de aprestamiento para el aprendizaje de la lectura y escritura son básicas y de mucha importancia. El aprestamiento para la lectoescritura con material Montessori, tiene como finalidad iniciar un proceso de intervención que ayude a prevenir o superar problemas que puedan incidir negativamente en el desarrollo del aprendizaje del niño o niña. El método Montessori impulsa principios educativos como la libertad, la actividad y la autonomía; da gran importancia a la autoeducación y al docente como guía del proceso de enseñanza aprendizaje, éste propone material didáctico auto corrector que contribuye a lograr una "educación sensorial completa y graduada”.

Language: Spanish

Published: La Paz, Bolivia, 2019

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