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Article

Jōchi montessōri kyōin yōsei kōsu dōsōkai kyōdō kenkyū montessōri kyōiku no jittai chōsa (1) - montessōri kyōshi no jittai chōsa/ Machida Akira; Matsumoto Ryōko / 上智モンテッソーリ教員養成コース同窓会共同研究 モンテッソーリ教育の実態調査(1) - モンテッソーリ教師の実態調査 [Sophia Montessori Teacher Training Course Alumni Joint Research Survey of Montessori Education (1) - Survey of Montessori Teachers]

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 20

Pages: 66-89

Asia, East Asia, Japan, Montessori method of education - Teachers

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Language: Japanese

ISSN: 0913-4220

Article

Nouvelles Diverses; Résolutions présentées par Mmes Montessori et Rotten et adoptées à l'unanimité par le 6. Congrès Montessori international 1937 [Resolutions presented by Ms Montessori and Ms Rotten and unanimously adopted by the 6th International Montessori Congress 1937]

Available from: Université Caen Normandie

Publication: Pour l'ère nouvelle: revue internationale d'èducation nouvelle, vol. 16, no. 134

Pages: 28-29

Conferences, International Montessori Congress (6th, Copenhagen, Denmark, 1-10 August 1937)

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Abstract/Notes: The cover of this issue is incorrectly numbered "132" - this is issue number 134.

Language: French

Doctoral Dissertation

How "Montessorian" Are the Montessori Schools? A Study of Selected "Montessori" Schools with Respect to Their Adherence to the Montessori Tradition.

Available from: ProQuest - Dissertations and Theses

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Language: English

Published: New Brunswick, New Jersey, 1975

Doctoral Dissertation

Montessori anne destek eğitim programının; Montessori eğitimi alan 4-5 yaş çocukların matematik ve günlük yaşam becerilerine etkilerinin incelenmesi / Mother Support of Montessori Education Program: Montessori Education Area Children Ages 4-5, Investigation of Effect of Mathematıcs and Daily Life Skills

Available from: Selçuk University (Turkey)

Asia, Middle East, Montessori method of education - Criticism, interpretation, etc., Parent participation, Practical life exercises, Turkey, Western Asia

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Abstract/Notes: Bu araştırma Montessori eğitim yöntemi ile okulöncesi eğitim alan ve anneleri "Montessori Anne Destek Programı"na katılmış deney grubu çocuklar ile "Pür Montessori" eğitimi alan 4-5 yaş kontrol grubu çocukların matematik ve günlük yaşam becerilerine etkisini incelemeyi amaçlamıştır. Çalışma grubunda, 2016-2017 öğretim yılında Konya ilinde bulunan Selçuk Üniversitesi, Sağlık Bilimleri Fakültesi, İhsan Doğramacı Uygulama Anaokuluna devam eden Montessori yöntemi ile okulöncesi eğitim alan, 8 deney, 11 kontrol olmak üzere toplam19 çocuk yer almıştır. Araştırmada deney ve kontrol gruplarından veri toplama aracı olarak Temel Okul Becerileri Envanteri Matematik ve Günlük Yaşam Becerileri alt Testi Uygulanmıştır. Testler çocuklara öğretmenleri tarafından deneme öncesi ve sonrası uygulanmıştır. Ayrıca deneme grubuna eğitim programı bittikten 12 hafta sonra tekrar uygulanmıştır. Araştırmada elde edilen verilerin analizinde Mann Whitney U ve Wilcoxon İşaretli Sıralar Testi uygulanmıştır. İncelenen bulgular deneme ve kontrol grubu arasında sontest puan ortalamaları arasındaMatematik de deneme grubu lehine anlamlı bir farklılaşma görülmüştür. Günlük Yaşam Becerileri sontest değerlendirmelerinde ise bir farklılaşma bulunamamıştır. Deneme grubu çocukların TOBEMAT ve TOBEGYBAT testi sontest ve izleme testi puan ortalamaları arasında anlamlı bir farklılaşma olmamıştır. / This research aimed to investigate the effects of Montessori education method on the mathematics and daily life skills of the children who took the preschool education and the mothers of the experimental group participated in the "Montessori Mother Support Program" and the children of the control group of 4-5 age "Pure Montessori". In the study group, 19th Montessori method, which took place in Selcuk University, Faculty of Health Sciences, İhsan Doğramacı Application Nursing School, located in Konya province in the 2016-2017 school year, took place. The Basic School Skills Inventory Mathematics and Daily Life Skills Sub-Test was applied as a data collection tool in the study. Tests were administered to children before and after the test by their teachers. In addition, the experimental group was reapplied 12 weeks after the end of the training program. Mann Whitney U and Wilcoxon Marked Ranks Test were applied in the analysis of the data obtained in the research. A significant difference was found in the mean scores of the post test scores between the findings and control groups examined in favor of the experimental group in Mathematics. In Daily Life Skills posttest evaluations, no differentiation was found. There was no significant difference between the BSSI-MAT and BSSI-DLS test posttest and follow-up test scores of the children in the experimental group.

Language: Turkish

Published: Konya, Turkey, 2018

Doctoral Dissertation

An Evaluation of the Effectiveness of the Korean Montessori Teacher Training Program as Perceived by Montessori Teachers and Parents of Montessori-Educated Children

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: During the past ten years, a total of 3,642 teachers and administrators have attended the Korean Montessori Teacher Training Program (KMTTP). A sample of Montessori teachers (n = 261) and Korean parents (n = 375) from 32 Korean Montessori schools located in the major cities of Korea were surveyed in order to evaluate the effectiveness of this teacher preparation program. The EXPECTATIONS AND GOAL ATTAINMENT QUESTIONNAIRE (EGAQ), designed by the researcher, was the instrumentation used to conduct this study. Major findings demonstrated that 74.5 percent of the teachers surveyed indicated that their main reasons for attending the KMTTP were to increase their professional competency and their knowledge of child development through Montessori philosophy. The correlation between teachers' levels of satisfaction with their preparation and perceived effectiveness of the training program was higher (r =.29, p $<$.05) than between their levels of satisfaction with the program and their perceptions of their preparedness after completion of training (r =.18, p $<$.05). Significant differences existed between perceived effectiveness of the KMTTP and teachers' ages, positions, and years of experience. Older teachers and those with more advanced teaching positions expressed greater satisfaction with the program. Teachers indicated that, upon completion of the KMTTP, they felt more prepared in, than knowledgeable of, Montessori educational methodology. From the parent perspective, the most frequently cited reason (74.3%) for sending their child to a Montessori School was to provide a learning environment that nurtured their child's interpersonal growth. A majority of the parents (58.5%) were very satisfied with the Montessori experience; no parents were dissatisfied or very dissatisfied. In correlating the effectiveness of Montessori education with specific outcomes, parents indicated highest levels of satisfaction in the areas of "concentration" and "academic achievement." A majority of the teachers surveyed (52.8%) encouraged the implementation of the Montessori Teacher Training Program in neighboring countries, with 42.1 percent strongly encouraging implementation. This study demonstrated the need for further development and improvement in the area of Montessori teacher training in Korea.

Language: English

Published: San Francisco, California, 1994

Article

✓ Peer Reviewed

La pedagogía de Montessori y la formación de profesores. La importancia de la teoría / Montessori Pedagogy and Teacher Training. Nothing so Practical as a Good Theory / Pedagogia Montessori e Formação de Professores. Nada tão prático quanto uma boa teoria

Available from: Universidad Pedagogica Nacional (Colombia)

Publication: Pedagogía y Saberes, no. 58

Pages: 59-72

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Abstract/Notes: This article reflects how to know about Montessori pedagogy and the process she followed to build it, can help future teachers to be reflective and innovative. The aim is not to suggest that student teachers should know the pedagogy of Montessori, nor that of any specific pedagogue, and to put it into practice or imitate it, without further ado. Educational literature agrees that an educational system will be as good as its teachers, and they will not be able to improve education if they simply apply methods designed by others in an uncritical and decontextualized way. After describing how Montessori came to propose her method and establish her pedagogical principles, the importance of linking theory and practice in the initial and permanent training of future teachers is underlined.

Language: Spanish

DOI: 10.17227/pys.num58-17194

ISSN: 2500-6436, 0121-2494

Article

✓ Peer Reviewed

I materiali sensoriali Montessori oltre le aule scolastiche / Los materiales sensoriales Montessori más allá del aula / Montessori sensorial materials beyond classrooms

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 3, no. 3

Pages: 127-146

Autism in children, Children with disabilities, People with disabilities

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Abstract/Notes: Quest’articolo descrive due esperienze molto diverse effettuate in Italia. La prima riguarda l’introduzione di un laboratorio basato sull’uso dei materiali sensoriali Montessori all’Università dell’Immagine di Milano, fondata dal fotografo Fabrizio Ferri, che offriva a creativi di varia provenienza professionale e geografica una formazione post-secondaria biennale, organizzata incinque laboratori, ciascuno dedicato a uno dei cinque sensi, condotto da un docente responsabile. Quello da me condotto aveva il titolo: “Angolo del ristoro sensoriale” ed era trasversale agli altri cinque. La seconda riguarda invece l’utilizzazione di incastri solidi, torre rosa e scala marrone, nel percorso rieducativo di una ragazza di vent’anni, affetta da grave ritardo mentale con tratti autistici. In entrambi i casi i risultati sono stati molto positivi. Nel primo, la percezione sensoriale degli studenti dell’Università dell’Immagine, si è raffinata e perfezionata.Nel secondo, il caso di ritardo mentale con tratti autistici, ha suscitato nella ragazza un interesse che si è esteso all’ambiente esterno e alle persone che interagivano con lei. Ha inoltre migliorato la manualità fine, rendendo più efficaci le indicazioni per svolgere correttamente le mansioni della vita quotidiana nella propria casa, in cui in precedenza aveva scarsissima autonomia. Con lei il percorso Montessori è iniziato in uno studio di musicoterapia e ha interagito con quelle sedute, per proseguire poi a casa sua, con varie attività di vita pratica, volte a migliorare il coordinamento del corpo nello spazio, il coordinamento oculomanuale, i movimenti raffinati delle dita e la discriminazione visiva. Queste attività hanno fatto progredire molto la sua autonomia. / En este trabajo se describen dos experiencias llevadas a cabo en Italia: la introducción de un laboratorio para el uso de los materiales sensoriales Montessori en la Universidad de la Imagen de Milán (UI) que ofrecía a los “creativos” de diversas procedencias profesionales y geográficas la formación postsecundaria según un programa experimental de dos años, organizado en cinco laboratorios, cada uno dedicado a uno de los cinco sentidos. El que yo dirigí se titulaba “Rincón de descanso sensorial” y fue trasversal a los otros cinco. Se denominaba: “Rincón de descanso sensorial” y fue transversal a los otros cinco. El segundo se refiere al uso de encajes sólidos, torre rosa y escalera marrón, en la rehabilitación de una chica de veintiún años, que sufría un retraso mental severo con rasgos autistas. En ambos casos los resultados fueron muy positivos: las percepciones sensoriales de los estudiantes de la UI se han afinado y perfeccionado; la introducción de los materiales en la rehabilitación sensorial de la chica ha despertado un interés que se ha extendido al entorno externo y a las personas que interactuaban con ella. También ha mejorado los movimientos finos de los dedos, lo cual le facilita llevar a cabo las tareas de la vida cotidiana, en la que antes tenían muy poca autonomía. Con ella el proceso Montessori comenzó en un estudio de musicoterapia, para seguir a continuación en su casa, con varias actividades de la vida práctica, para mejorar la coordinación del cuerpo en el espacio, la coordinación óculo-manual, la motricidad de los dedos y la discriminación visual. Estas actividades han mejorado su autonomía. / This paper deals with two different experiences carried out in Italy. The first concerns a Sensorial Materials workshop, which I directed in Milano at the University of Image (UI) founded by photographer Fabrizio Ferri. UI offered a post-secondary education to creative professionals, from various backgrounds and geographical areas, according to a two-year experimental program, organized in five workshops, each of them dedicated to one of the five senses and directed by a professional of the field. My workshop title was: “The corner of sensory relief” and interacted with the other five. The second relates to the use of solid insets, pink tower and brown stairs for the rehabilitation of a twenty-one years-old girl, who suffered from severe mental retardation with some autistic features. In both cases the results were very positive. In the first one, the sensory perceptions of UI students have been refined and perfected; in the second, the girl affected by mental retardation showed a great interest in the above-quoted materials. The girl has spread her interest to external environment and to the people who interacted with her. The fine movements of her fingers were also enhanced, allowing her to perform various tasks in her daily life, which previously she was unable to carry out. Her Montessori rehabilitation began during some music therapy sessions. Then it was carried out at home, where various Practical life activities were introduced. Thanks to them she improved her body coordination in space, her eye-hand coordination and visual discrimination. These activities strengthen considerably her autonomy

Language: Italian

ISSN: 2255-0666

Master's Thesis

Montessori eğitimi alan ve almayan okul öncesi dönemdeki çocukların oyun davranışlarının incelenmesi / Investigation of preschool children's play behaviors in Montessori and non-Montessori preschools

Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)

Asia, Comparative education, Middle East, Montessori method of education, Preschool children - Play, Turkey, Western Asia

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Abstract/Notes: The aim of this study is to analyze the peer play behaviors of preschool children according to views of their teachers and their parents by the type of school. The research sample consisted of parents of 36-72 months old children attending Private Montessori Preschools and Private Preschools in Çankaya, Ankara (N = 243) and teachers working in these schools (N = 46). Penn Interactive Peer Play Scale-Parent Form (PIPPS-P) and Penn Interactive Peer Play Scale-Teacher Form (PIPPS-T) that were developed by Fantuzzo, Mendez and Tighe (1998) and were made its adaptation to Turkish by Ahmetoğlu, Acar and Aral (2016, 2017), General Information Form "including sociodemographic characteristics of children and their parents and General Information Form which includes sociodemographic and professional characteristics of teachers were used. The study was designed in quantitative research approach and survey method was used. While analyzing the data, Independent Sample t Test, Paired t Test and descriptive statistical methods were used. In the result of the study; it is seen that the majority of the parents in both groups are between 36 and 40 years of age, they have a job and they work, have a nuclear family, and have one child. It is observed that teachers working in Montessori Private Schools are younger, have higher level education than the teachers working in Private Schools. It was found that all of the teachers allow outdoor time to children in daily routine in both groups. Outdoor time span varies from school to school at Montessori Private Preschools. Outdoor time span varies from school to school besides it varies from teacher to teacher in the same school at Private Preschools. It has seen in the research that Private preschools' teachers didn't take Montessori teacher training and Montessori preschool teacher's took Montessori teacher training. It was determined that the teachers working in the Montessori preschools took Montessori trainings from the school director that they are working for. Factor Analyses showed that there is no significant difference in the scores of "Play Disruption" and "Play Disconnection" factors of Penn Interactive Peer Play Scale-Parent Form (PIPPS-P) and Penn Interactive Peer Play Scale-Teacher Form (PIPPS-T) (p>0,05). There is significant difference in the third factor of both scales: "Play Disconnection" (p<0,05). Teacher scores are higher than parents' scores. In addition, the opinions of the teachers who participated in the research were compared with the opinions of parents. Factor analyes show that there is significant different in all areas (p<0,05). Teacher's scores are higher than parents' scores in tha factors of "Play Disruption" and "Play Disconnection". Parents' scores are higher than teachers' scores in factor of "Play Disconnection". Preschool is a period from three to six years. This age range is a period in which children play with their peers. As a result of playing with peers, positive play behaviors ("Play Interaction") such as sharing his/her toy with a friend, showing positive emotions during the play and negative play behaviors ("Play Disruption") such as usurping his/her friend toys, crying, showing agression are common play behaviors of preschool children. As a result of the study, both the teachers and parents' opinions show that the positive and negative play behaviors of children do not differ according to the type of school. In other words, there is no difference between the positive and negative play behaviors of preschool children who attend Montessori and who attend Non-Montessori schools. According to the result, we can say that wherever there is a child there is play and this situation does not differ according to the type of school. However, according to the type of school, the point that differs is about "Play Disconnection". The scores of the "Play Disconneciton" which includes play behaviors such as wandering outside the play group, refusing to participate in play are high in Montessori group. In other words, "Play Disconnection" behaviors are more common in children who are attending Montessori schools. The reason for the result can be explained by the principles of Montessori education. The principle of free choice and respect to the child. In Montessori schools, children are not forced for anything even play. Therefore, the child participates in the play whenever he/she wants. If he/she doesn't want to participate in the play it is okey for teachers so children are free walking in a classroom, outside the play group. / Bu çalışmada; Montessori eğitimi veren özel okul öncesi eğitim kurumlarına devam eden çocuklar ile MEB programı uygulayan özel okul öncesi eğitim kurumlarına devam eden çocukların oyun davranışlarının, anne-baba ve öğretmen görüşlerine göre incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu, Ankara ili Çankaya ilçesinde bulunan Montessori eğitimi veren özel okul öncesi eğitim kurumları ve MEB programı uygulayan özel okul öncesi eğitim kurumlarına devam eden 36-72 aylık çocukların anne-babaları (n=243) ve öğretmenleri (n=46) oluşturmaktadır. Çalışma grubundaki çocukların akran oyun davranışlarını incelemek amacıyla Fantuzzo, Mendez ve Tighe (1998) tarafından geliştirilen; Ahmetoğlu, Acar ve Aral (2016, 2017) tarafından Türkçeye uyarlaması yapılan "Penn Etkileşimli Akran Oyun Ölçeği Ebeveyn Formu (PEAOÖ-E)", "Penn Etkileşimli Akran Oyun Ölçeği Öğretmen Formu (PEAOÖ-Ö)", çocukların ve anne-babalarının sosyodemografik özelliklerini içeren "Anne-Baba Genel Bilgi Formu" ile öğretmenlerin sosyodemografik ve mesleki özelliklerini içeren "Öğretmen Genel Bilgi Formu" kullanılmıştır. Verilerin analizinde parametrik testlerden Bağımlı Örneklem t Tesi (Independent Samples t Test) ve Bağımsız Örneklem t Testi (Paired Samples t Test), tanımlayıcı istatistiksel metotlar (yüzde, ortalama, maksimum ve minumum değerler) kullanılmıştır. Araştırmada; her iki gruptaki anne-babalarının büyük çoğunluğunun 36-40 yaş aralığında olduğu, çalıştığı, çoğunluğunun çekirdek aileye ve tek çocuğa sahip olduğu görülmektedir. Montessori eğitimi uygulayan ÖOÖEK'da çalışan öğretmenlerin MEB programı uygulayan ÖOÖEK'ndaki öğretmenlere göre daha genç oldukları, lisans/lisansüstü mezuniyet oranının daha yüksek olduğu görülmektedir. Her iki grupta da öğretmenlerin, çocukları her gün açık havaya çıkardıkları, Montessori eğitimi veren okullarda günlük açık hava saatinin sadece okuldan okula değiştiği, okul bazında ise her okulun standart bir açık hava saati uygulamasının bulunduğu tespit edilmiştir. MEB programı uygulayan kuramlarda ise açık hava saatinin kurumdan kuruma ve aynı kurumda çalışan öğretmenden öğretmene değişiklik gösterdiği saptanmıştır. Montessori okullarında çalışan öğretmenlerin Montessori eğitimi almış ya da hali hazırda eğitim alıyor oldukları ve bu eğitimleri kurum müdürlerinin verdiği belirlenmiştir. Hem öğretmen (PEAOÖ-Ö) hem de ebeveyn formunun (PEAOÖ-E) "oyun etkileşimi" ve "oyunun bozulması" alt faktörlerinden alınan puanlar arasındaki farklılık anlamlı değilken (p>0,05), "oyundan kopma" davranışında Montessori eğitimi veren ÖOÖEK devam eden çocuklar yönünde anlamlı farklılık bulunduğu görülmüştür (p<0,05). Araştırmaya alınan çocukların akran oyun davranışlarının anne-baba ve öğretmen görüşleri arasında farklılık bulunup bulunmadığı incelenmiş; "Oyun Ektileşimi, Oyunun Bozulması ve Oyundan Kopma" faktörlerinin tümünde anlamlı farklılık olduğu tespit edilmiştir. "Oyun Etkileşimi ve Oyunun Bozulması" alt faktörlerindeki anlamlılık öğretmen görüşü yönünde farklılık gösteriyor iken "Oyundan Kopma" alt faktörü anne-baba görüşü yönünde anlamlı farklılık göstermektedir. Okul öncesi dönem üç-altı yaş arasını kapsayan bir dönemdir. Bu yaş aralığı çocukların akranları ile yoğun bir şekilde oyun oynadıkları bir dönemdir. Akranları ile oyun oynamanın bir sonucu olarak çocuklarda "Oyun Etkileşimi" alt faktörünün altında bulunan "arkadaşı ile oyuncağını paylaşma, oyun esnasında olumlu duygular gösterme" gibi olumlu oyun davranışları ve "Oyunun Bozulması" alt faktörünün altında bulunan "arkadaşının oyuncağını zorla alma, ağlama, kızgınlık gösterme" gibi olumsuz oyun davranışlarını gösterme durumları olağandır. Araştırma sonucundan da anlaşılacağı üzere hem öğretmen hem de anne-baba görüşlerine bakıldığında çocukların olumlu ve olumsuz oyun davranışları okul türüne göre farklılık göstermemektedir. Diğer bir ifade ile Montessori eğitimi alan ve almayan okul öncesi dönem çocuklarının olumlu ve olumsuz sayılabilecek oyun davranışlarında farklılık bulunmamaktadır. Bu sonuca göre diyebiliriz ki çocuğun bulunduğu her yerde oyun da mevcuttur ve bu durum okul türüne göre farklılık göstermemektedir. Fakat okul türüne göre farklılık gösteren nokta ise "Oyundan Kopma" alt faktöründedir. "Oyun grubunun dışında gezinir, oyuna katılmayı reddetme" gibi davranışları içeren "Oyundan Kopma" alt faktörünün puanları Montessori eğitimi alan çocuklarda yüksek çıkmıştır. Yani oyundan kopma davranışı Montessori eğitimi alan çocuklarda daha sık görülmektedir. Bunun sebebi de Montessori eğtiminin ilkelerinden çocuğa saygı, özgür seçim ilkesi, konsantrasyon ile açıklanabilir. Montessori okullarında çocuklar hiçbirşey için oyun oynamak için dahi zorlanmazlar. Dolayısıyla çocuk istediği zaman oyuna katılır, istemediğinde ise sınıfta serbest gezmede özgürdür.

Language: Turkish

Published: Ankara, Turkey, 2019

Thesis

La aplicación del método Montessori para el desarrollo integral en el aula de 3 años, de la Institución Montessori School - Arequipa, 2021 [The Application of the Montessori Method for Integral Development in the Classroom of 3 years, of the Montessori School Institution - Arequipa, 2021]

Available from: Universidad César Vallejo - Institutional Repository

Americas, Child development, Classroom environments, Latin America and the Caribbean, Montessori method of education, Montessori schools, Peru, Prepared environment, South America

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Abstract/Notes: El presente trabajo de suficiencia profesional tiene como título: “La Aplicación del Método Montessori para el Desarrollo Integral en el Aula de 3 años, de la Institución Montessori School - Arequipa, 2021”. Además, el objetivo general es: Explicar la importancia de la aplicación del Método Montessori para el desarrollo integral de los niños de 3 años, de la Institución Educativa Montessori School – Arequipa, 2021. Está dividido en 4 capítulos; en el capítulo I se aborda la realidad educativa; en el capítulo II se plantean los antecedentes y bases teóricas; el capítulo III está referido al árbol de problemas y actividades y finalmente en el capítulo IV, se encuentran las conclusiones y recomendaciones. De acuerdo con las revisiones teóricas, el Método Montessori, es una educación que permite que los niños de la primera infancia se desarrollen de manera integral, teniendo en cuenta que esta filosofía se basa en el desarrollo natural de las personas, creando un ambiente propicio (ambiente preparado) que satisfaga los períodos sensibles, las tendencias humanas y aprovechando el primer plano de desarrollo que está caracterizado por la mente absorbente. Además, dándole vital importancia a la preparación emocional, física y psicológica del maestro. [The present work of professional sufficiency has as title: "The Application of the Montessori Method for Integral Development in the Classroom of 3 years, of the Montessori School Institution - Arequipa, 2021". In addition, the general objective is: Explain the importance of the application of the Montessori Method for the integral development of 3-year-old children, of the Montessori School Educational Institution - Arequipa, 2021. It is divided into 4 chapters; Chapter I addresses the educational reality; in chapter II the antecedents and theoretical bases are raised; Chapter III refers to the tree of problems and activities and finally Chapter IV contains the conclusions and recommendations. According to theoretical reviews, the Montessori Method is an education that allows early childhood children to develop in an integral way, taking into account that this philosophy is based on the natural development of people, creating a conducive environment ( prepared environment) that satisfies sensitive periods, human tendencies and taking advantage of the first plane of development that is characterized by the absorbing mind. In addition, giving vital importance to the emotional, physical and psychological preparation of the teacher.]

Language: Spanish

Published: Lima, Peru, 2021

Article

Montessori-Lyzeum in Rotterdam / Lycée Montessori à Rotterdam / Montessori secondary school in Rotterdam

Available from: Eidgenössische Technische Hochschule (ETH) - e-Periodica

Publication: Bauen + Wohnen / Construction + Habitation / Building + Home: Internationale Zeitschrift, vol. 13

Pages: 383-387

Architecture, Europe, Holland, Montessori Lyceum Rotterdam (Netherlands), Netherlands, Western Europe

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Language: English, French, German

DOI: 10.5169/seals-330152

ISSN: 1663-0629

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