Abstract/Notes: "Siamo lieti di annunciare, ed i nostri lettori saranno certamente lietissimi di apprendere, che la illustre educatrice italiana Dottoressa Maria Montessori, ospite della nostra città e dell'Esposizione per rilevare agli insegnanti americani il di lei nuovo e genialissimo metodo d'educazione ed istruzione per i bambini ha cortesemente accettato l'invito da noi fattole di scrivere una serie di articoletti per il giornale L'ITALIA, nei quali l'eminente signora spiegherà ai profani detto metodo di educazione, che ha suscitato l'ammirazione di tutto il mondo civile. Gli articoli della Signora Montessori, scritti in italiano, saranno contemporaneamente pubblicati dal confratello americano "The Call," tradotti in inglese dal nostro Direttore Ing. Ettore Patrizi. Il primo di detti articoli apparirà sull'ITALIA e sul "Call" di sabato prossimo." / "We are pleased to announce, and our readers will certainly be delighted to learn, that the illustrious Italian educator Dr. Maria Montessori, a guest of our city and of the Exposition to reveal to American teachers her new and brilliant method of education and instruction for children. She kindly accepted the invitation we sent her to write a series of articles for the newspaper L'ITALIA, in which the eminent lady will explain to the layman this method of education, which has aroused the admiration of the whole civil world . The articles of Mrs. Montessori, written in Italian, will be simultaneously published by the American brother "The Call," translated into English by our Director Eng. Ettore Patrizi. The first of these articles will appear in ITALY and in the "Call" next Saturday."

Language: Italian

ISSN: 2637-5400

Abstract/Notes: En intervjustudie av Bodil Cronquist, handlar om montessoriverksamheten och det som kallas den ”förberedda miljön” i montessoripedagogiken. [An interview study by Bodil Cronquist, is about the Montessori activities and what is called the "prepared environment" in Montessori pedagogy.]

Language: Swedish

Published: Malmö, Sweden: Malmö högskola, 2014

ISBN: 978-91-7104-449-5

Series: Rapporter om utbildning , 2

Abstract/Notes: The main aim of this study is to examine the features of two methods, the Montessori Method and the method based on the principles of Universal Design for Learning, in order to highlight the common characteristics of both and their possible application in inclusive early childhood education. The curriculum represents the formative path for a child’s learning from the perspective of didactical content and educational organization. A curriculum becomes inclusive when all children’s needs are addressed, not only as a group, but also as individual learners. Both the Montessori Method and Universal Design for Learning respect the unique characteristics, learning preferences and true potential of each individual child.

Language: English

DOI: 10.6092/issn.1970-2221/12194

ISSN: 1970-2221

Abstract/Notes: The physical environment in Early Childhood Education and Care (ECEC) institutions provide children with possibilities for play. This study describes a physical environmental intervention aiming to increase the possibilities for functional play in the indoor environment, and its influence on children’s well-being and physical activity. The intervention involved the establishment of a tumbling space with soft surfaces, mats and big construction materials. The sample consists of video observations of 65 children’s free play in seven ECEC institutions at two data points. Multilevel regression analysis indicates that children’s physical activity and functional play is strongly related to the use of a tumbling space, and that the intervention group had a higher increase in functional play following the intervention compared to the control group. The impact of the tumbling space on well-being is limited. The results indicate that targeting children’s possibilities for functional play may be beneficial form a health promotion standpoint.

Language: English

DOI: 10.1080/03004430.2019.1651305

ISSN: 0300-4430, 1476-8275

Language: English

ISSN: 1470-8647

Abstract/Notes: The case study, H is For Hurricane and M is For Maria explores the public Montessori System of Puerto Rico as an educational philosophy of resilience. The authors present a counternarrative to early literacy development on the island by focusing in on two public Montessori schools from Vieques, Puerto Rico. The study was conducted one year after the passing of Hurricane Maria. Data collected, highlights the strong effectiveness of combining children’s home life experiences together with foundational early literacy development. Through this piece, teachers and parents share how they teach early literacy by making the absolute most of what surrounds them physically and culturally. Puerto Rico is poorer than the poorest state yet has had the fastest growth of public Montessori schools, than anywhere else in the United States. Major conclusions state that access to public Montessori education in Puerto Rico offers children an advantage in early literacy development.

Language: English

DOI: 10.1177/14687984211044196

ISSN: 1468-7984

Abstract/Notes: Les jardins d’enfants qui se développent en Europe au XIXe siècle selon les principes froëbeliens s’implantent plus difficilement en France où les salles d’asile, puis l’école maternelle instituée par Pauline Kergomard1, développent un accueil spécifique pour les enfants d’âge préscolaire. Néanmoins, ils bénéficient dès les années 1910 de l’essor mondial du montessorisme, et l’on constate la création de nombreux jardins d’enfants et d’écoles nouvelles jusqu’à l’orée de la seconde guerre mondiale. Les jardinières reçoivent une formation spécifique, centrée sur les méthodes actives prônées par les psychologues s’intéressant au développement de l’enfant, et délivrée dès le début du XXe siècle par des institutions privées. Cette formation est prise en charge par l’État entre les années 1921 et 1931, alors que Mlle Amieux, professeur au collège Sévigné, crée un cours pédagogique au lycée de jeunes filles de l’École normale de Sèvres. Les jardinières munies du certificat d’État sont ensuite embauchées dans les jardins d’enfants et les classes enfantines des lycées bourgeois. Cette expérience s’arrête en 1931 lorsque les lycées ne sont plus autorisés à ouvrir des classes enfantines, mettant ainsi un terme à l’existence des jardins d’enfants dans l’enceinte de l’enseignement secondaire. Nous verrons dans ce chapitre en quoi cette formation a été à la résultante, pas toujours harmonieuse, de l’institution scolaire et du mouvement en faveur de l’éducation des jeunes enfants, et en quoi elle a été un enjeu qui reste actuel. Quelle était cette formation spécifique, quelles raisons conduisent à son arrêt en 1931 et qu’advient-il de la formation des jardinières après cette date ? Voici les questions que nous envisageons d’explorer à travers le prisme d’une éducation préscolaire envisagée dans et hors l’école, à partir de sources provenant de fonds d’archives publics2 et privés3, complétés par des ouvrages et revues pédagogiques telles La Nouvelle Éducation, la Revue universitaire, l’Éducation enfantine ou encore la Revue de l’enseignement secondaire des jeunes filles. [Kindergartens that developed in Europe in the nineteenth century according to Froëbelian principles were more difficult to establish in France where the asylum rooms, then the nursery school instituted by Pauline Kergomard, developed a specific reception for the children of preschool age. Nonetheless, they benefited from the worldwide boom in montessorism from the 1910s onwards, and many kindergartens and new schools were established until the onset of the Second World War. The gardeners receive specific training, focused on the active methods advocated by psychologists interested in the development of the child, and delivered from the beginning of the 20th century by private institutions. This training was paid for by the State between the years 1921 and 1931, when Miss Amieux, a teacher at the Sévigné college, created an educational course at the high school for young girls of the Normal School of Sèvres. The gardeners with the state certificate are then employed in the kindergartens and nursery classes of middle-class high schools. This experiment ended in 1931 when high schools were no longer allowed to open nursery classes, thus putting an end to the existence of kindergartens within the walls of secondary education. We will see in this chapter how this training was the result, not always harmonious, of the school institution and the movement in favor of the education of young children, and how it was an issue that remains current. What was this specific training, what are the reasons for its discontinuation in 1931 and what happens to the training of gardeners after that date? Here are the questions that we plan to explore through the prism of preschool education envisaged in and outside school, using sources from public2 and private3 archival funds, supplemented by educational books and reviews such as La Nouvelle Education, the University Review, Childhood Education or the Journal of secondary education for young girls.]

Language: French

Published: Rennes, France: Presses Universitaires de Rennes, 2018

ISBN: 978-2-7535-5561-7

Series: Histoire

Language: English

Published: New York, New York: American Montessori Society, 1971

Edition: 5th ed.

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246