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1212 results

Bachelor's Thesis

"Tunteita tulee ja tunteita menee": Tunnekasvatusmateriaali Lahden Montessori-leikkikouluun ["Emotions come and emotions go": Emotional education material for Lahti Montessori play school]

Available from: Theseus (Finland)

Emotion recognition in children, Emotional intelligence, Emotions in children, Europe, Finland, Montessori method of education, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Nordic countries, Northern Europe

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Abstract/Notes: The subject of practice-based thesis was children’s emotional skills and emotional education in early childhood education. The mandator of the research, Montessori Daycare of Lahti had a need for tailored emotional education material for their daily life in the daycare. The aim of thesis was to produce functional material for emotional education and a guide for the use of the material to the mandator, Montessori Daycare of Lahti. The needs from Montessori Daycare’s daily life guided the planning process and it was developed by implementing short functional lessons on emotions with a small group of children. The purpose of the thesis was to give tools for emotional education for early childhood educators. The end product of thesis was emotional education -package, which contains puppets made by hand, some essential equipment for drama and a guide for implementing emotional education lessons. The package was designed so that it can be easily handled and carried around, which enables having lessons also outside of the daycare environment. The exterior of the package is designed to be in line with its contents and as a whole the material follows the guiding principles of Montessori education. Based on the trial use of the material and the following evaluation, the emotional education -package was found to be well functioning and the material can be used in the daily life of the daycare in addition to emotional education lessons. This shows that the aim and purpose of the thesis, producing tools for emotional education for early childhood educators, has been achieved. / Toiminnallisen opinnäytetyön aiheena oli tunnetaidot sekä tunnekasvatus varhaiskasvatuksessa. Aihe tuli toimeksiantajalta Lahden Montessori-leikkikoululta, jolla oli selkeä tarve heille räätälöityyn tunnekasvatusmateriaaliin. Työn tavoitteena oli tuottaa tunnekasvatuksen toiminnallinen opas ja siihen liittyvä materiaali Lahden Montessori-leikkikoululle. Materiaali suunniteltiin päiväkodin arjesta nousseiden tarpeiden mukaan, ja sitä kehitettiin toteuttamalla toiminnallisia tunnehetkiä päiväkodin lapsiryhmälle. Opinnäytetyön tarkoituksena oli antaa varhaiskasvattajien käyttöön lisää työkaluja tunnekasvatukseen, tunteiden tunnistamiseen, nimeämiseen ja käsittelyyn lasten kanssa. Opinnäytetyön tuotoksena valmistui tunnekasvatussalkku, joka sisältää itse valmistetut käsinuket, tarvittavat draamavälineet sekä oppaan tunnehetkien toteuttamista varten. Salkku on suunniteltu niin, että sitä on helppo käsitellä ja se on kätevästi mukaan otettavissa, jolloin tunnehetki on mahdollista toteuttaa myös päiväkodin ulkopuolella. Salkun ulkoasu on suunniteltu yhteneväiseksi sisällön kanssa, ja se on Montessori-oppien mukainen valmisteltu kokonaisuus. Kokeilun ja arvioinnin pohjalta voidaan todeta, että tunnekasvatussalkku on toimiva kokonaisuus, ja materiaalia voidaan hyödyntää myös päiväkodin arjessa varsinaisten tunnehetkien ulkopuolella. Tämän perusteella voidaan todeta, että työn tavoite ja tarkoitus tuottaa varhaiskasvattajille käytännön työkaluja tunnekasvatuksen toteuttamista varten, ovat toteutuneet.

Language: Finnish

Published: Lahti, Finland, 2019

Bachelor's Thesis

The Century of the Child: Bramely View Montessori School

Africa, Bramely View Montessori School, Montessori schools, South Africa, Southern Africa, Sub-Saharan Africa

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Language: English

Published: Johannesburg, South Africa, 2002

Article

New Christchurch Primary Opens, with High School Goal for 2004

Publication: Montessori NewZ, vol. 27

Pages: 12

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Language: English

Article

Schakels Tussen Huis en School [3]

Available from: Stadsarchief Amsterdam (Amsterdam City Archives)

Publication: Montessori Opvoeding, no. 7

Pages: 5-6

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Language: Dutch

Doctoral Dissertation (Ph.D.)

The Historical Evolution and Contemporary Status of Montessori Schooling in New Zealand as an Example of the Adaptation of an Alternative Educational Ideal to a Particular National Context

Available from: Massey University - Theses and Dissertations

Australasia, Australia and New Zealand, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, Montessori schools, New Zealand, Oceania

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Abstract/Notes: There have been two distinct phases of the Montessori method of education in New Zealand. The first began in 1912 and continued into the 1950s. The second phase, starting in 1975, has resulted in over one hundred Montessori early childhood centres being established throughout the country. In this thesis I examined the historical evolution and contemporary status of Montessori schooling in New Zealand, as an adaptation of an alternative educational ideal to a particular national context. To situate this study, the history of the Montessori movement was investigated, taking into consideration the particular character and personality of its founder, Dr. Maria Montessori (1870-1952). It is argued that the apparent contradictions of Montessori, who claimed to be both a scientific educator and a missionary, help explain the endurance of her method. The thesis further maintains that Montessori became a global educator whose philosophy and pedagogy transcends national boundaries. The middle section of this thesis examines the Montessori movement in New Zealand during the first phase and the second phase, highlighting the key role that individuals played in spreading Montessori's ideas. The major aim was to examine how Montessori education changes and adapts in different cultures and during different time frames. The thesis concentrates on New Zealand as a culturally specific example of a global phenomenon. The final section of the thesis is a case study of a Montessori early childhood centre examining the influence of Government policy and how the development of the centre supports the ongoing implementation of Montessori's ideas. The perceptions of Montessori teachers, former parents and students regarding the nature and value of Montessori education are also considered. Finally, observations carried out as part of the case study are analysed to further demonstrate the ways in which the original ideas of Montessori have been reworked to suit a different historical and societal context. It is concluded that Montessori is a global educator whose philosophy and pedagogy transcends national boundaries. Nonetheless, the integration of Montessori education within any country, including New Zealand, does result in a culturally specific Montessori education.

Language: English

Published: Palmerston North, New Zealand, 2004

Article

Montessori Method and the Child: Some Experiments and Incidents in Birla Montessori School [Pilani]

Publication: The Montessori Magazine: A Quarterly Journal for Teachers, Parents and Social Workers (India), vol. 4, no. 1/2

Pages: 26-28

Asia, India, Montessori method of education - Criticism, interpretation, etc., South Asia

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Language: English

Article

Tibetanska Flyktingbarn i Norra Indien Går i Montessoriskola [Tibetan Refugee Children in Northern India Attend Montessori School]

Publication: Montessori-tidningen (Svenska montessoriförbundet), no. 6

Pages: 12-13

Asia, Displaced communities, India, Refugees, South Asia, Tibet

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Language: Swedish

ISSN: 1103-8101

Book

The SchoolHome: Rethinking Schools for Changing Families

Available from: Books to Borrow @ Internet Archive

Educational change

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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

Article

School on Coast Is Host to Critics: Pupils Teach Themselves in Montessori Classrooms

Publication: New York Times (New York, New York)

Pages: 1

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Language: English

ISSN: 0362-4331

Article

Toward Best Practice: Facilities for Montessori Schools

Publication: Montessori Leadership

Pages: 29–30

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Language: English

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