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Article
Teaching in the Montessori Classroom: Investigating Variation Theory and Embodiment as a Foundation of Teachers’ Development
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 6, no. 1
Date: 2020
Pages: 33-45
Montessori method of education, Teachers, Trainings
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Abstract/Notes: The theory of Montessori education has been interpreted by some researchers to be vaguely formulated. However, as shown in previous research, Maria Montessori’s didactic approach to teaching and learning mathematics is fully consistent with variation theory and the theory of embodiment. Dr. Montessori used the theoretical concept of isolation of quality, which means that the learning objects have to be kept identical except for one variable, which has to differ to be perceptible. This concept is in alignment with variation theory, which emphasizes variation as a necessary condition for learners to discern aspects of an object of learning. The other theory applied in this article is the theory of embodiment: important cognitive functions are fundamentally grounded in action that is concordant with Dr. Montessori’s view that mind and movement are parts of the same entity. This article reports on a qualitative single-case study with a formative intention in which we investigated the significance of being acquainted with variation theory and the theory of embodiment when working with Montessori material. The study analyzes a teacher’s mathematics presentations with the Montessori material and the children’s work with this material, using Epistemological Move Analysis, which focuses on how the teacher directs children’s learning. The analysis was shared with the teacher to support her awareness of the ways teaching can be developed from a variation and embodiment theoretical perspective. Results show that the teacher’s awareness of why a specific learning object be treated in accordance with variation theory and embodiment seems to promote a more constructive and effective way to direct children’s learning.
Language: English
ISSN: 2378-3923
Article
Fighting Poverty with Montessori Education: The Hilda Rothschild Foundation Community Development Program in El Salvador
Publication: El Boletin [Comité Hispano Montessori]
Date: Oct 1995
Pages: 5-9
Americas, Central America, Comité Hispano Montessori - Periodicals, El Salvador, Hilda Rothschild Foundation, Latin America and the Caribbean, Latin American community, Latino community, Montessori method of education - History
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Language: English
Article
The Montessori Philosophy is a Good Foundation to Education of New Generation
Available from: Directory of Open Access Journals (DOAJ)
Publication: ILIRIA International Review, vol. 8, no. 2
Date: 2018
Pages: 227-238
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Abstract/Notes: The purpose of the paper is to present the philosophy of reform of education in Albania during the post-communist transition. Reforming education is a priority, but has been neglected by governments over the last 25 years. Over the last five years, the new curriculum and the new textbook system are being implemented according to the European standards. The core of reform is "have human beings learnt" (E. Ultarur, 2012). The constructivist philosophy of learning is a sure foundation that guarantees the new quality of the educational process. The Montessori's philosophy guarantees high quality and safety for the future because: First, this philosophy serves as a theoretical basis and serves as a method. Montessori has discovered the stages of natural development of the thinking human beings from childhood to adolescence, basing on scientific evidence, from childhood to adolescence. Secondly, Montessori’s constructivism moved the knowledge from the product into the process. Montessori illuminates the way of building human values during educational teaching process at school and in the community by the falling down of the classic wall that separates school from the community (public). Our research is based on the study of curricular experiences and on data from consultations with students, parents and specialists. The search method is holistic. By the holistic education the children need not only to develop academically, but to develop the ability as well in order to survive in the real world. The real world in our era is in front of the virtual world. In this contexts, we must teach children to learn not what?, but how? (How does it work/learn?). The teacher must learn his/her students how they construct the values by their immediate relationships with their friends and family as well as social development, health, and intellectual development.
Language: English
ISSN: 2365-8592, 2192-7081
Article
Reggio Emilia, Maria Montessori, and John Dewey: Dispelling Teachers’ Misconceptions and Understanding Theoretical Foundations
Available from: Springer Link
Publication: Early Childhood Education Journal, vol. 39, no. 4
Date: 2011
Pages: 235-237
Comparative education, John Dewey - Biographic sources, John Dewey - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Progressive education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education)
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Abstract/Notes: During the past century Loris Malaguzzi (1920–1994), a principal figure in the establishment and creation of the preschools of Reggio Emilia, Italy, was one of the seminal thinkers in early childhood education. The influence of John Dewey, one of the most important American philosophers, is visible in contemporary early childhood classrooms of Reggio Emilia. However, as this editorial contends, in the author’s experience, many pre-service teachers have the misconception that the two programs that originated in Italy—Maria Montessoir and Reggio Emilia—are synonymous. This editorial discusses another connection; namely, the relationship between John Dewey’s philosophy of education and the pedagogy of Reggio Emilia preschools. Pre-service teachers’ understanding of Dewey’s theory and the Reggio Emilia experience makes an important contribution to the development of their personal teaching philosophy and understanding of best practices in the field.
Language: English
DOI: 10.1007/s10643-011-0451-3
ISSN: 1082-3301, 1573-1707
Article
Post-Foundational Thoughts About Learning in Different Registers: Decolonial, Cross-Cultural, and Montessorian
Available from: Wiley Online Library
Publication: Curriculum Inquiry, vol. 36, no. 1
Date: 2006
Pages: 5–13
Article
Taking Montessori National: The Role of Foundation Funding
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 16, no. 3
Date: Summer 1989
Pages: 17–18
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Language: English
ISSN: 0010-700X
Article
AMS News: Teachers' Section Awards Grant to Cantalician Foundation; A Second Grant for Research
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 12, no. 3
Date: Summer 1985
Pages: 15
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Language: English
ISSN: 0010-700X
Article
When Foundations Help: Huffmans Provide Scholarships, More
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 22, no. 1
Date: Fall 2009
Pages: 1, 33
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Language: English
ISSN: 1071-6246
Article
Federal Officials to Drop All Charges Against Foundation Center Head [Marilyn Prosser]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 9, no. 2
Date: Winter 1997
Pages: 30
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Language: English
ISSN: 1071-6246
Article
Montessori Foundation Seeks 'Best Practices'
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 10, no. 2
Date: Winter 1998
Pages: 30
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Language: English
ISSN: 1071-6246