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1195 results

Article

Of Scabs and Showers: Teaching Science in Middle School

Available from: ProQuest

Publication: Montessori Life, vol. 16, no. 2

Pages: 43–44

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Language: English

ISSN: 1054-0040

Article

Montessori School Accreditation Commission [division of NCME]

Publication: The National Montessori Reporter, vol. 24, no. 2

Pages: 10

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Language: English

Article

Accredited Schools

Available from: ProQuest

Publication: Montessori Life, vol. 19, no. 3

Pages: 52-53

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Language: English

ISSN: 1054-0040

Conference Paper

Integrating Infants into Preschool Education

Available from: Beder University College (Albania)

International Conference on Innovation in Business and Technology (ICIBT, June 10, 2022)

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Abstract/Notes: For many years in our kindergartens classical teacher-centered teaching has been applied. In this article we will try to study and shed light on: Was it the best method? Has this method helped the child's independence, self-realization or self-development? What about the psycho-emotional realms? It has been observed in many years of work in the preschool system, that classical methods have not properly helped the child's self-development and his achievements. The Montessori method has been applied around the world for years, "Help me do it myself" .... At its core lies the child's freedom in carrying out any activity from clothing - unclothing to scientific research. The teacher is the observer and the child chooses to perform a game or other activity based on his or her preferences or emotional state. It has been seen that the Montessori method has had a very positive impact on the development of the child. Individual work and interest are made possible thanks to educational tools created in a group that is heterogeneous in age and experience. Psychologically it is important that in a different age group there is no reason to compare. By applying Maria Montessori's method in life, adults need to understand what interests the baby, create the conditions for fuller development, and explain how the little one can learn more. But it remains to be seen how much can be achieved, how many teachers with years and years of experience can come out of their frameworks, and in addition, kindergarten education should not be limited to its walls, but requires continuing at home and a close parent-teacher collaboration.

Language: English

Published: Tirana, Albania: Bedër Press, 2022

Pages: 216-232

ISBN: 978-9928-4590-9-1

Article

Mrs. Ali's praise for blind school staff

Available from: ProQuest Historical Newspapers

Publication: Times of India (Mumbai, India)

Pages: 15

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Language: English

Article

230 Enter Exposition School

Available from: NewsBank - San Diego Union Historical

Publication: San Diego Union (San Diego, California)

Pages: 7

Americas, Maria Montessori - Biographic sources, Montessori method of education - Teacher training, North America, Panama-California Exposition (1915, San Diego, California), Teacher training, United States of America

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Abstract/Notes: "Enrollment on the second day of the Exposition summer school, including the four divisions: Normal school, School of American Archaeology, Carnegie Peace Foundation and Montessori Institute, were 230."

Language: English

Article

[Whitby] First Permanent Building Dedicated; School Will Be Headquarters for American Montessori Association

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

Pages: 13 (Sec. IV)

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Language: English

ISSN: 0362-4331

Book

A Glimpse into a Montessori School [pamphlet]

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Language: English

Published: London, England: [s.n.], n.d.

Article

✓ Peer Reviewed

Aportes de la pedagogía Montessori en el aprendizaje del léxico de niños no lectores de preescolar [Contributions of Montessori method in the learning of vocabulary by non-reader children at preschool]

Available from: Universidad de Costa Rica - Portal de Revistas Académicas

Publication: Revista Lenguas Modernas [Modern Language Review], no. 33

Pages: 9-23

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Abstract/Notes: Incluso si el método Montessori no fue concebido originalmente para la enseñanza de lenguas extranjeras, consideramos que sus principios universales de formación de los niños y las niñas pueden ser aplicados igualmente para la clase de francés como lengua extranjera. El objetivo de la investigación fue iniciar a los niños y las niñas no lectores de dos grupos de preescolar de la Escuela Saint Benedict en la comprensión del cuento “Petit chat perdu” a través de los principios montessorianos. En cuanto a la metodología, se optó por una perspectiva cualitativa. Se utilizaron dos instrumentos: la entrevista y las observaciones de participantes y no participantes. Para la recolección de los datos se emplearon una tabla de observación y un diario de campo. El punto de partida consistió en extraer aportes útiles de la teoría Montessori para la clase de francés. Posteriormente, se puso en práctica una secuencia pedagógica que favorece la comprensión oral con actividades variadas inspiradas en la pedagogía respetando al mismo tiempo los principios de la teoría. Por último, se analizaron las ventajas e inconvenientes de dicha adaptación para iniciar a niñas y niños no lectores en el aprendizaje del francés como lengua extranjera. [Even if the Montessori method was not originally conceived for the teaching of foreign languages, we consider that its universal principles of training boys and girls can be applied equally to French as a foreign language class. The objective of the research was to initiate the non-readers of two preschool groups of the Saint Benedict School in the understanding of the story “Petit chat perdu” through the Montessorian principles. Regarding the methodology, a qualitative perspective was chosen. Two instruments were used: the interview and the observations of participants and non-participants. For data collection, an observation table and a field diary were used. The starting point was to extract useful contributions from Montessori theory for the French class. Subsequently, a pedagogical sequence that favors oral comprehension was put into practice with varied activities inspired by pedagogy while respecting the principles of theory. Lastly, the advantages and disadvantages of this adaptation were analyzed to initiate non-reader girls and boys in learning French as a foreign language.]

Language: Spanish

DOI: 10.15517/rlm.v0i33.38307

ISSN: 2215-5643, 1659-1933

Article

AMI School Structure

Publication: AMI/USA News, vol. 10, no. 3

Pages: 2

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Language: English

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