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144 results

Archival Material Or Collection

Box 11, Folder 48 - Manuscript Fragments, n.d. - "Montessori and the Psychology of Religion"

Available from: Seattle University

Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings

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Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Archival Material Or Collection

Box 16, Folder 7 - Notes, ca. 1929-1948 - Lectures 3 [Psychology II Year; Psychic Compass; Psycho-Analysis; Shared Place in Nature; Libido; Hormone Psyche]

Available from: Seattle University

Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings

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Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Archival Material Or Collection

Box 15, Folder 17 - Notes, ca. 1929-1948 - "Index"; "Old Friends Again"; "Didactic Materials"; "Psychology"; "Intellect"…

Available from: Seattle University

Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings

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Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Archival Material Or Collection

Box 15, Folder 18 - Notes, ca. 1929-1948 - "Characteristics of Normalized Child"; "Psychology of the Child"; [Exercise Book "Numbers"]

Available from: Seattle University

Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings

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Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Archival Material Or Collection

Box 17, Folder 4 - Notes, ca. 1929-1948 - Misc. 4 [Sensitive Periods; Liberty; Geography; Psychology, Young Explorer Lecture Notes; Liberty in the Schoolroom; Math, Environment, Writing, Reading, Grammar, Freedom, Liberation of Intellect; Montessori Method-Lecture MAY 1938; Right Age to Begin School

Available from: Seattle University

Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings

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Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Archival Material Or Collection

Box 17, Folder 32 - Notes, ca. 1929-1948 - "Stage III Adolescence"/"Last Stage"/"Notes for Chapter"/"Mind and the New Psychology"

Available from: Seattle University

Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings

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Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Article

"Normalisation" and "Deviation" in Child Psychology

Publication: Montessori Notes, vol. 3, no. 18

Pages: 19

Claude Albert Claremont - Writings

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Language: English

Book Section

La Psicologia Sperimentale e l'Antrologia nella Storia del Metodo Montessori [Experimental Psychology and Anthrology in the History of the Montessori Method]

Book Title: Psicotecnica: ieri, oggi, domani?

Pages: 119-132

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Abstract/Notes: This is in the conference proceedings for the 1st Congresso Internazionale, Bari, 14-16 marzo 2007.

Language: Italian

Published: Roma, Italy: Aracne, 2011

ISBN: 978-88-548-3869-7 88-548-3869-1

Doctoral Dissertation

The Developmental Psychology of Maria Montessori (Italy)

Available from: ProQuest Dissertations and Theses

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Abstract/Notes: Montessori is historically recognized for her contributions to early education. Her primary recognition derived from the comprehensive educational program which became known as the Montessori Method. Relatively little attention has focused on her background as physician, psychiatrist, and pedagogical psychologist, from which she developed a body of psychological knowledge which established the foundation of the well-known Method. Her pedagogical psychology was overshadowed by her pedagogical theory despite her secure position in the history of child psychiatry. Also contributing to the non-acceptance of Montessori's psychology was the psychological tenor of the times. In the forefront of the psychological movement in the early 1900's were psychometric testing, Freud's psycho-sexual stages, Thorndike's stimulus-response theory, and the emergence of behaviorism under the leadership of Watson, to name a few. This climate was not hospitable to Montessori's developmental-interactionist theory. In the 1960's through the research findings of psychologists and the availability of Federal funds to compensate the "cumulative deficits" of the disadvantaged child, interest was focused on early childhood education and consequently the Montessori Method. As psychologists embraced Piaget's developmental theory, resemblances in thinking between Piaget and Montessori were noted. While psychologists pointed to Montessori's developmental-interactionist ideas, nobody attempted to elaborate her developmental theory in toto. This study attempts to do so. For Montessori, the development of the child takes place in successive and qualitatively different stages, with each stage providing the foundation for succeeding stages. Within this framework, she clearly delineates cognitive, motor, language, socialization, personality, and character as developing through stages. Cognitive structures develop through the child's interaction with, and actions upon, objects in the environment. A thorough examination of her theory leaves no doubt that Montessori is a cognitive developmentalist. While at times she appears nativistic, and at other times an extreme environmentalist, her position on development is interactionist and constructivist. Montessori is historically recognized for her contributions to early education. Her primary recognition derived from the comprehensive educational program which became known as the Montessori Method. Relatively little attention has focused on her background as physician, psychiatrist, and pedagogical psychologist, from which she developed a body of psychological knowledge which established the foundation of the well-known Method. Her pedagogical psychology was overshadowed by her pedagogical theory despite her secure position in the history of child psychiatry. Also contributing to the non-acceptance of Montessori's psychology was the psychological tenor of the times. In the forefront of the psychological movement in the early 1900's were psychometric testing, Freud's psycho-sexual stages, Thorndike's stimulus-response theory, and the emergence of behaviorism under the leadership of Watson, to name a few. This climate was not hospitable to Montessori's developmental-interactionist theory. In the 1960's through the research findings of psychologists and the availability of Federal funds to compensate the "cumulative deficits" of the disadvantaged child, interest was focused on early childhood education and consequently the Montessori Method. As psychologists embraced Piaget's developmental theory, resemblances in thinking between Piaget and Montessori were noted. While psychologists pointed to Montessori's developmental-interactionist ideas, nobody attempted to elaborate her developmental theory in toto. This study attempts to do so. For Montessori, the development of the child takes place in successive and qualitatively different stages, with each stage providing the foundation for succeeding stages. Within this framework, she clearly delineates cognitive, motor, language, socialization, personality, and character as developing through stages. Cognitive structures develop through the child's interaction with, and actions upon, objects in the environment. A thorough examination of her theory leaves no doubt that Montessori is a cognitive developmentalist. While at times she appears nativistic, and at other times an extreme environmentalist, her position on development is interactionist and constructivist. In contemporary terms her "psychopedagogy" would be considered an action psychology, which basically precludes it from academic "respectibility". Her theory contains both strengths and weaknesses in light of present-day thinking; however, on balance, Montessori's theory is quite contemporary and remarkably ahead of most of the psychological thinking of her time.

Language: English

Published: New York, 1982

Article

Personal Meaning and a Prepared Environment [Perceptual Psychology]

Publication: The National Montessori Reporter

Pages: 16–20

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Language: English

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