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Thesis

Método Montessori: vida práctica para el desarrollo de la autonomía en preescolares de una institución de ventanilla, 2018 [Montessori Method: Practical Life for the Development of Autonomy in preschools of a Ventanilla institution, 2018]

Available from: Universidad César Vallejo - Institutional Repository

Americas, Autonomy in children, Early childhood care and education, Early childhood education, Latin America and the Caribbean, Montessori method of education, Peru, Practical life exercises, South America

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Abstract/Notes: Esta investigación tituladam Método Montessori: Vida Practica para el desarrollo de la Autonomía en preescolares de una institución de Ventanilla, 2018, el cual fue fundamentado en la pedagogía Montessori para lograr el desarrollo de la autonomía de los niños del nivel inicial, a través del programa empleado para que los niños y niñas sean mas independientes, ya que se fomento la libertad, movimiento en el aula, potenciando las capacidades de toma de desciciones, el objetivo de esta investigación fue determinar la Influencia del método Montessori: Vida Practica para el desarrollo de la autonomía en niños de 3 años de una institución de ventanilla, 2018, esto fue evidenciado en la aplicación del programa Metodo Montessori: Vida Práctica Yo Puedo hacerlo sin tu ayuda, ya que la investigación es de tipo aplicada, con diseño cuasi experimental, lo que influyo la ejecución del pre y pos test en la muestra que fueron los niños y niñas de 3 años, la población fue constituida por 60 alumnos del nivel inicial, por el tipo de investigación la pueba realizada fue no paramétrica utilizando asi para los resultados la prueba estadisstica U de Man Whitney, en base a los datos recopilados a travez de la observación, se concluyo que el programa es efectivo para el desarrollo de la autonomía, por tanto la influencia del método Montessori es alta. [This research titled "Montessori Method: Practical Life for the Development of Autonomy in preschools of a Ventanilla institution, 2018, which was based on the Montessori pedagogy to achieve the development of the autonomy of the children of the initial level, through the program used for children to be more independent, since freedom is promoted, movement in the classroom, enhancing the abilities of decision making, the objective of this research was to determine the Influence of the Montessori method: Practical Life for the development of the autonomy in children of 3 years of a window institution, 2018, this was evidenced in the application of the program Montessori Method: Practical Life I can do it without your help, since the research is of applied type, with quasi-experimental design, that influenced the execution of the pre and post test in the sample that was the children of 3 years, the population was with It was constituted by 60 students of the initial level, for the type of research the study was non-parametric, using for this the Man Whitney U statistic test, based on the data collected through the observation, it was concluded that the program is effective for the development of autonomy, therefore the influence of the Montessori method is high.]

Language: Spanish

Published: Lima, Peru, 2018

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

Bachelor's Thesis

Prvky Montessori pedagogiky ve vzdělávacích programech a praxi mateřských škol / Elements of Montessori pedagogy in educacion programs and practice of nursery schools

Available from: Univerzita Karlova Institutional Repository

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Abstract/Notes: The main target of my essay is to find out and to clarify the meaning of “elements of Montessori pedagogy”. The theoretic part of the essay contains entrance to the theme, information about life and pedagogic work of Marie Montessori, explanation and closer understanding of intention and philosophy of pedagogy Marie Montessori. In this essay is describing principals of Montessori pedagogy. There is five parts which are used for Montessori pedagogy. Theoretic part of this essay also includes description of the main documents for kindergarten, which means framework and school education program. The essay is donated to explanation of poems principal and element from the pedagogic and lexicon view. In practical part of this essay is the purpose to find out what it “element of Montessori pedagogy” is and how this poem “elements” understanding managers and pedagogues of selected kindergartens and also the member of company Montessori o.s. Many of kindergartens in these days proclaim use of elements of Montessori pedagogy, but Montessori pedagogy only works with poem “principals”. The target is to find out the elements composing into the school education program for preschool education. ůnother target is to find out how pedagogic works in practice in kindergartens with “Montessori elements”. The essay explains how schools and teachers understand the original intention of the Montessori direction.

Language: Czech

Published: Prague, Czechia, 2017

Book

Montessori-Pädagogik in Deutschland: Rückblick - Aktualität - Zukunftsperspektiven ; 40 Jahre Montessori-Vereinigung e.V. [Montessori Pedagogy in Germany: Review - Current Issues - Future Perspectives 40 years of the Montessori Association]

Europe, Germany, Harald Ludwig - Writings, Western Europe, Western Europe

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Abstract/Notes: Der vorliegende Band 7 der Reihe mit dem Titel „Montessori-Pädagogik in Deutschland“ ist entstanden im Anschluss an die Jubiläumstagung, die aus Anlass des 40jährigen Bestehens der 1961 gegründeten Montessori-Vereinigung e.V., Sitz Aachen, 2001 in der Thomas-Morus-Akademie in Bensberg stattgefunden hat. Die Leserinnen und Leser dieses Bandes erhalten aus den vielfältigen Beiträgen ein reichhaltiges und differenziertes Bild der Montessori-Pädagogik in Theorie und Praxis in Deutschland und darüber hinaus. Denn Montessori-Pädagogik vollzieht sich seit ihren Anfängen in einem internationalen Kontext. Es geht in diesem Band nicht nur um die in den vergangenen vier Jahrzehnten geleistete Arbeit, sondern auch um die Aktualität des pädagogischen Denkens Maria Montessoris, um kritische Weiterentwicklungen und mögliche Perspektiven für die Zukunft angesichts der Herausforderungen des 21. Jahrhunderts.

Language: German

Published: Münster: Lit, 2002

ISBN: 978-3-8258-5746-2 3-8258-5746-8

Series: Impulse der Reformpädagogik , 7

Doctoral Dissertation

An Intergrated Learning Programme for the Knysna Montessori School

Available from: SEALS (South East Academic Libraries System)

Africa, Knysna Montessori School (Knysna, South Africa), Montessori method of education, Montessori schools, South Africa, Southern Africa, Sub-Saharan Africa

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Abstract/Notes: In line with Montessori methodology, the Knysna Montessori School runs its programmes in an integrated and holistic manner. Learning programmes are based on a blend of various Montessori learning programmes and the Revised National Curriculum Statement (RNCS). Classes are divided into three year-age groupings; and integrated learning programmes are in place within the pre-school, (including grade R), the grade 1 to 3 class, and the grade 4 to 6 class. However, the grade 7 to 9 Montessori class has been running in a more traditional and less integrated manner since its inception in 2004. That has motivated the undertaking of this study. The main aim of this qualitative study has been to determine how to best arrange the RNCS according to Montessori principles, that is to say, in a holistic and integrated manner, with the intention of presenting a learning programme for the grade 7 to 9 class. This aim was based on a constructivist philosophical foundation and addressed in conjunction with interpretivism and critical theory. The grounded theory research paradigm was followed. In this paradigm research findings are grounded in the data gathering and the analysis. Three methods of data collection were applied, namely a literature review, interviews and document analysis. A literature review was conducted to gain a better overview and understanding of the RNCS and Outcomes-Based Education (OBE). Furthermore, through the literature review, an in-depth understanding of the Montessori method of education, adolescent development and integrated and holistic education have been achieved. Interviews were conducted with staff from the Knysna Montessori School, with the purpose of gathering information on the Knysna Montessori School and its current application to the RNCS, from pre-school to grade 6. An availability and purposive sampling method was applied, in order to determine which staff members to interview. Finally, document analysis was done. The learning areas for the senior phase (grades 7 to 9) of the General Education and Training Band (GET) of the RNCS were coded and analysed in order to discover emergent themes within the RNCS and how these link with the Montessori curriculum arrangement for this age group. It became apparent that Montessori classrooms, both prior to and for the senior phase, are divided into three areas, namely language, mathematics and cultural studies. Based on this knowledge, as well as the documentary analysis, an integrated learning programme, grounded in the data analysis, was designed. It was found that the RNCS matches well with Montessori’s curriculum arrangement. Thus, this learning programme is in line with Montessori’s curriculum arrangement for the senior phase of the GET band. Such a curriculum arrangement integrates the learning outcomes and assessment standards from arts and culture, economic and management sciences, life orientation, natural sciences, social sciences and technology into different studies. These are globally referred to as cultural studies. However, specific attention was also given to moral education, self-expression through music, art and drama, entrepreneurship, career education and sport. The conclusion was reached that an integrated learning programme, based on Montessori principles and in line with the RNCS requirement, is possible for the Knysna Montessori School.

Language: English

Published: Port Elizabeth, South Africa, 2010

Doctoral Dissertation

The Effects of Montessori Teacher Training on Classroom Teaching Skills: The Public Montessori Teachers' Perspective

Available from: ProQuest Dissertations and Theses

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Abstract/Notes: This study compares the opinions of public school teachers of their classroom teaching skills due to participation in the Montessori model of teacher training and the traditional teacher education training programs. The data were collected through a survey of 223 public Montessori schools across the United States. The design used in this study is causal comparative to establish cause and effect. The independent variable is the participation in the Montessori Model of Teacher Training. The dependent variables are the opinions of public school teachers as perceived from participation in the Montessori Model of Teacher Training. Comparisons of teacher opinions were compiled from a survey to ascertain the impact of participation in the Montessori Model of Teacher Training. The population for this study included all teachers employed in the public Montessori schools. The sample included the entire population of teachers who participated in traditional teacher training to earn state licensure and in a Montessori teacher training program. A total of thirty-eight states were included in the survey. A total of 560 surveys were received from the population sample. The teachers surveyed included 81% females and 19% males. The years of teaching experience in public schools were 0–5 years 31%; 6–10 years 28%; 11–15 years 16%; and over 15 years 25%. The years of teaching experience in Montessori schools were 0–5 years 57 %; 6–10 years 23%; 11–15 years 11%; and over 15 years 9%. The basic conclusions from this study indicated that there are significant differences, p < .05, in the responses of teachers who participated in the Montessori model of teacher training and the traditional teacher training for preparation of classroom instruction. In 11 out of the 12 survey items, the diverse approach of teaching used in the Montessori model of teacher training was perceived to be superior to traditional teacher training. However, in one survey question, the traditional teacher training was viewed superior for preparation of teaching in a whole group setting. This study suggest that the responses of teachers strongly recommend the Montessori model of teacher training.

Language: English

Published: Orangeburg, South Carolina, 1997

Document

Declaration Judgment [by the Switzerland Federal Court] concerning the degeneration of the mark "Montessori" as claimed by Association Montessori Internationale [BGE 130 III 113]

Available from: Bundesgericht Tribunal Federal (Switzerland)

Association Montessori Internationale (AMI) - History, Intellectual property, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, Trademark dilution

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Language: German

Published: Nov 3, 2003

Doctoral Dissertation

The Impact of Montessori Teaching on Academic Achievement of Elementary School Students in a Central Texas School District: A Causal-Comparative Inquiry

Available from: Texas A&M University

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Abstract/Notes: Providing a meaningful and experiential learning environment for all students has long created a concern for alternate ways to teach students who are reportedly demonstrating non-mastery on state standardized assessments. As the benchmark for showing successful academic achievement increases, so does the need for discovering effective ways for students to learn. The Montessori teaching method has been in existence since the early 1900s when Dr. Montessori made her discovery of the student learning process. Dr. Montessori connected to the laws of nature and the environment for creating students who are problem-solvers with critical-thinking skills. The Montessori Method is designed to promote independent learning and support normal development in children. A Montessori lesson is defined as any interaction between an adult and a child; it incorporates techniques that are defined to serve as guidance for the adult personality in working with the child. The study investigated the impact of Montessori Method on the academic achievement of 3rd, 4th, and 5th grade students. The State of Texas Assessments of Academic Readiness (STAAR) was used to measure academic achievement in reading and mathematics. An ex post facto, causal-comparative design was employed. The characteristic-present samples consisted of 47 3rd, 40 4th, and 44 5th graders. There were 71 3rd, 60 4th, and 49 5th graders in the comparison samples. Due to non-probability nature of the sampling technique, external validity was limited to study participants. Due to non-experimental nature of the study, no causal inferences were drawn. A series of Multivariate Analysis of Variance (MANOVA) showed that there were no statistically significant differences between the students who received the Montessori Method of instruction and those who did not on the basis of the outcome measures of academic achievement in reading and mathematics. The mean difference effect sizes, which were used to examine the practical significance of the findings, ranged from negligible to small. Although the results of the study did not support the hypothesis, it must be pointed out that the Montessori Method of teaching facilitates self-paced learning that promotes a child's independence and encourages decision-making which are instrumental in becoming successful learners. Additionally, Montessori advocates experiences that are "real-world" and allow children to build intrinsic motivational opportunities; therefore, creating independent thinkers that will be competitive problem-solvers in the global economy of the 21st century. The limited studies on the Montessori Method of teaching offer opportunities for further investigation at all grade levels. For example, it is recommended to conduct a study to compare students who receive Montessori education during the early years of their academic life with those who receive Montessori education from pre-k to high school graduation. Because the Montessori name does not have a trademark, there are opportunities for investigating Montessori teacher preparation and comparing the preparation of the teachers to the standardized assessment results. There are also opportunities for investigating the method and curriculum used at schools that carry the name Montessori for comparison purposes amongst Montessori schools as well as in comparison to the results of the standardized assessments at these schools.

Language: English

Published: Corpus Christi, Texas, 2013

Thesis

Výběr žáků do tříd a škol uplatňujících pedagogiku Marie Montessori / Selection of pupils into classes and schools applying the pedagogy of Maria Montessori

Available from: Univerzita Karlova Institutional Repository

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Abstract/Notes: Tato diplomová práce zkoumá výběr žáků do tříd a škol uplatňujících pedagogiku Marie Montessori. Cílem diplomové práce bylo zjistit, jak si jednotlivé školy vybírají žáky do tříd a škol Marie Montessori. Dále bylo zkoumáno, jaké důvody vedou rodiče k volbě této pedagogiky pro jejich dítě a jaké podmínky musí rodiče a žáci splnit pro přijetí do tohoto vzdělávání. V poslední řadě jsem analyzovala, jak probíhá přijímací řízení. Základním výzkumným designem byla vícepřípadová studie. Cíleně jsem vybrala čtyři základní školy s touto pedagogikou jak ve velkém městě, tak v menších městech. Výzkum jsem rozdělila na dvě části. V první části jsem vedla polostrukturované rozhovory se zaměstnanci zvolených škol a s rodiči dětí z Montessori tříd. V druhé části jsem pozorovala samotné zápisy do 1. tříd. Zjistila jsem, že každá škola má definované požadavky na výběr žáků a tyto požadavky se mezi školami výrazně liší. Rodiče volí školy uplatňující pedagogiku M. Montessori, z důvodu individuálního přístupu k jednotlivcům. Pedagogové se domnívají, že je vhodné, aby rodiče doma uplatňovali stejné výchovné metody a že by toto rádi uplatňovali jako přijímací kritérium. Celý průběh zápisu probíhal stejně jako v běžných školách. Rozdíl byl především v používání Montessori pomůcek / This diploma thesis examines the pupil selection to Marie Montessori pedagogical classes and schools. The aim of the thesis was to find out how the individual schools choose pupils in Marie Montessori classes and schools. Furthermore, it was examined what reasons parents have to choose this pedagogy for their child and what conditions parents and pupils have to fulfill for admission to this education. Last but not least, I analyzed how the admission procedure is taking place. The basic research design was a multi-case study. I chose four primary schools with this pedagogy in the big city as well as in smaller towns. I divided the research into two parts. In the first part I conducted semi-structured interviews with employees of selected schools and with parents of children from Montessori classes. In the second part I observed the first class admission interviews. I have found out that each school has defined pupil selection requirements and that these requirements vary considerably between schools. Parents opt for the Montessori School because of its individual approach to individuals. Teachers believe that it is appropriate that parents apply the same educational methods at home and that they would like to apply this as an admission criterion. The whole admission interviews were the same as in traditional basic schools. The difference was mainly in the use of Montessori tools.

Language: Czech

Published: Prague, Czechia, 2019

Article

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

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