Language: Danish

Abstract/Notes: Compared the frequencies of peer and adult social interactions, the mean durations of social interactions, and the amounts of negative behaviors of 3-, 4-, and 5-yr-old children of both sexes (N = 131) in a Montessori nursery school, a university laboratory preschool, and a parent cooperative nursery school. The total amount of social interaction, the amount of peer interaction, and the duration of the average social interaction increased with age. The Montessori Ss differed from the Ss in the other 2 schools in amount of peer interaction and in duration of the average interaction in the same direction as older Ss differed from younger Ss. This finding suggests that teacher ratio and age distribution factors enhance the development of social interaction skills in Montessori nursery school children.

Language: English

ISSN: 0277-9064

Abstract/Notes: Sara Suchman is the founder and executive director of the National Center for Montessori in the Public Sector. As attention shifts to how to meet each and every learner with what they need and how to help students build the social-emotional skills they need to thrive, Montessori schools have been doing just this for decades. Often seen as a private school offering catering to the elite, Montessori education has in fact thrived in limited public settings and in serving low-income students. Sara will speak to what is the reach of Montessori schools in the public sphere, what are the broader barriers to spreading the impact, and what her vision is for a more widespread and accessible Montessori education and how her organization is helping this vision solidify.

Language: English

Published: May 20, 2022

Language: German

Language: English

Language: English

Abstract/Notes: The article informs the reader with the program of Montessori education and application of principles of Montessori education in conditions of Czech pre-schools (kindergartens). The authors focus on the formulation of the principles of this form of alternative education based on the study of works by M. Montessori and they further use them to research the level of social skills of pre-school children. Due to a fact that the educational approach at a Montessori kindergarten and a regular kindergarten differs, the authors also focus on the comparison of social skills among pre-school children of kindergartens of both abovementioned types. The quantitative design of the research was used. The questionnaires were submitted to 7 kindergartens: in 5 of them, children were educated by the principles of Montessori education, 2 of them were regular. The results linked to the pre-school children’s level of social skills were compared not only from the perspective of the type of kindergarten, but also from the perspective of children’s gender, siblings or the age when they started to attend the pre-school education.

Language: English

Published: Seville, Spain: International Academy of Technology, Education and Development (IATED), 2017

Pages: 8016-8024

DOI: 10.21125/iceri.2017.2142

ISBN: 978-84-697-6957-7

Abstract/Notes: The aim of this study is to compare the math skills of children with and without Montessori education. A mixed design method was used in the research. Quantitative data were used to measure children's mathematical skills. Parents' views on early mathematics education were obtained by qualitative data collection method. The study group included 39 children who attended two different kindergartens with and without Montessori education for two years and their parents. Personal information form and the Early Mathematics Test (EMAT) were used to collect data. As a result that the educational institution they attend is effective in children's mathematics skills, it was found that, the mathematics skill scores of the children who received Montessori education were higher than those who did not receive Montessori education. It was determined that the age of the children's parents, education level of the parents and working status of mothers did not cause significant changes on the children's math scores. Parents of children attending both schools stated that they see mathematics as a part of daily life and that early mathematics achievements will affect both their whole life and their future academic achievements. It was observed that the parents mostly focused on counting skills. While some of the parents expressed skills such as sequencing, matching, and patterns, none of them responded to geometry. It has been concluded that the families adopting the Montessori education method see this education method as a tool for learning mathematics and guide their learning at home by interacting more with their teachers. / Bu araştırma, Montessori eğitimi alan ve almayan çocukların matematik becerilerini karşılaştırmak amacıyla yapılmıştır. Araştırmada nicel ve nitel veri toplama yöntemleri birlikte yer almıştır. Araştırmanın nicel boyutunda sontest kontrol gruplu model, nitel boyutunda ise ilişkisel tarama yöntemi kullanılmıştır. Çalışma grubuna MEB OÖEP'na göre eğitim veren ve MEB OÖEP'na ek olarak Montessori yöntemiyle eğitim veren farklı anaokullarından 39 çocuk ve bu çocukların ebeveynleri dahil edilmiştir. Veri toplama aracı olarak, Aile Görüşme Formu ve Erken Matematik Testi (EMAT) kullanılmıştır. Araştırma sonucunda; çocukların matematik becerilerinde, devam ettikleri eğitim kurumunun etkili olduğu, Montessori eğitimi alan çocukların matematik beceri puanlarının, Montessori eğitimi almayan çocuklardan daha yüksek olduğu tespit edilmiştir. Çocukların yaş grubu, cinsiyet ve kardeş sayısının matematik becerilerini etkilemediği görülmüştür. Anne-baba yaşı, anne-baba öğrenim durumu ve annenin çalışıp çalışmama durumunun çocukların EMAT puanları üzerinde anlamlı değişikliklere yol açmadığı saptanmıştır. Her iki okula devam eden çocukların ebeveynleri, matematiği günlük hayatın bir parçası olarak gördüklerini ve erken dönem matematik kazanımlarının hem hayatın tamamını hem de akademik başarıları etkileyeceğine yönelik görüş bildirmişlerdir. Ebeveynlerin matematik konusunda en çok sayı sayma becerisi üzerinde durdukları görülmüştür. Bazı ebeveynler sıralama, eşleştirme, örüntü gibi becerileri ifade ederken geometriye yönelik herhangi bir yanıt gelmemiştir. Montessori eğitim yöntemini benimseyen ailelerin, bu eğitim yöntemini matematik öğrenimi için bir araç olarak gördükleri ve öğretmenleriyle daha çok etkileşimde bulunarak evdeki öğrenmelerine rehberlik ettikleri sonucuna ulaşılmıştır.

Language: Turkish

Published: Ankara, Turkey, 2021

Abstract/Notes: A century ago, John Dewey remarked that when home changes radically, school must change as well. With home, family, and gender roles dramatically altered in recent years, we are faced with a difficult problem: in the lives of more and more American children, no one is home. The Schoolhome proposes a solution. Drawing selectively from reform movements of the past and relating them to the unique needs of today's parents and children, Jane Martin presents a philosophy of education that is responsive to America's changed and changing realities. As more and more parents enter the workforce, the historic role of the domestic sphere in the education and development of children is drastically reduced. Consequently, Martin advocates removing the barriers between the school and the home--making school a metaphorical "home," a safe and nuturant environment that provides children with the experience of affection and connection otherwise missing or inconsistent in their lives. In this proposition, the traditional schoolhouse where children are drilled in the three Rs is transformed into a "schoolhome" where learning is animated by an ethic of social awareness. At a time when many school reformers are calling for a return to basics and lobbying for skills education and quick-fix initiatives, Martin urges us to reconsider the distinctive legacies of Dewey and Montessori and to conceive of a school that integrates the values of the home with those of social responsibility. With cultural diversity and gender equality among its explicit goals, the schoolhome expands upon Dewey's edict to educate the "whole child," seeking instead to educate all children in the culture's whole heritage. Martin eloquently challenges reformers to reclaim the founding fathers' vision of the nation as a domestic realm, and to imagine a learning environment whose curriculum and classroom practice reflect not merely an economic but a moral investment in the future of our children. More than a summons to action, this remarkable book is a call to rethink the assumptions we bring to the educational enterprise, and so, to act wisely.

Language: English

Published: Cambridge, Massachusetts: Harvard University Press, 1992

Edition: 1st

ISBN: 978-0-674-04067-0 978-0-674-79265-4 978-0-674-79266-1

Abstract/Notes: Pages 110-111 include remarks made by Yeats related to the Montessori Method as applied in a school in South Ireland: "I should like to draw the attention of the Government to one nation which has reformed its educational system... that is Italy... This system has been tried in Ireland... There is one large primary school managed by nuns in the South of Ireland which has adopted practically the entire Italian system and which is carrying it out with great effect..."

Language: English

Published: Bloomington, Indiana: Indiana University Press, 1960

Edition: 1st ed.