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Article
'The Behavior Part Is the Hardest': Montessori Teachers and Young Children with Challenging Behaviors
Publication: Montessori Life, vol. 10, no. 4
Date: 1998
Pages: 24–25
Behavior disorders in children, Children with disabilities, Inclusive education, Montessori method of education - Teachers
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Language: English
ISSN: 1054-0040
Article
Kōen chō shōshika jidai no yōji no kurashi / 超少子化時代の幼児のくらし / Children's Life Styles in Time of Super-Declining Birthrate
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 39
Date: 2006
Pages: 21-32
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Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.
Language: Japanese
ISSN: 0913-4220
Article
Montessori Insights and American Children Today
Publication: The Catholic Reporter
Date: 1963
Pages: 1-7, 10
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Language: English
Article
The Little Children
Available from: HathiTrust
Publication: Journal of Education and School World (London), vol. 54, no. 637
Date: Aug 1922
Pages: 514
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Language: English
Article
Champion the Cause of All Children
Publication: Montessori International, vol. 77
Date: Oct 2005
Pages: 18–20
Conferences, International Montessori Congress (25th, Sydney, Australia, 14-17 July 2005)
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Abstract/Notes: 25th International Montessori Congress, Sydney, July, 2005
Language: English
ISSN: 1470-8647
Doctoral Dissertation
A Comparative Study of the Philosophies of John Amos Comenius and Maria Montessori on the Education of Children
Available from: Loyola University Chicago
John Amos Comenius - Biographic sources, Maria Montessori - Biographic sources
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Language: English
Published: Chicago, Illinois, 1965
Article
Parents "Unschool" Their Children
Publication: Montessori Observer, vol. 3, no. 3
Date: Mar 1982
Pages: 3
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Language: English
ISSN: 0889-5643
Article
Dlaczego w przedszkolach Montessori dzieci pracują, a nie bawią się? / Why do Children in Montessori Kindergartens Work and Not Play?
Available from: Jesuit University Ignatianum in Krakow
Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, vol. 13, no. 1 (whole no. 47)
Date: 2018
Pages: 69-87
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Abstract/Notes: Play and work are, besides science, two basic forms of human activity. Play is not only the basic form of the activity of a small child, but also the organization of the educational process in a kindergarten. Therefore, the purpose of the article is to answer the question of why Maria Montessori calls a child’s activity work and not play. The explanation of this issue is carried out in two stages. The first is a literature review, on the basis of which the most important issues of the contemporary understanding of the concept of play and work are formulated. The second is an analysis of M. Montessori’s views and comparing them with the assumptions about play and work. The work of a child according to M. Montessori leads to their independence, allowing them to build relationships with others and discover the meaning of their actions, as well as objects in their immediate vicinity. The intention of M. Montessori was to appreciate the child’s actions, which promote holistic and integral development. Her views can be considered as convergent with contemporary concepts in primary education, focusing on subjectivity. She created a well-prepared environment for the child to be able to choose their own activity, termed as work. / Zabawa i praca są, obok nauki, dwiema podstawowymi formami działalności ludzkiej. Zabawa jest nie tylko podstawową formą aktywności małego dziecka, ale też organizacji procesu wychowawczego w przedszkolu. Dlatego celem artykułu jest udzielenie odpowiedzi na pytanie, dlaczego Maria Montessori nazywa działalność dziecka pracą, a nie zabawą. Wyjaśnienie tego zagadnienia jest realizowane w dwóch etapach. Pierwszy to przegląd literatury, na podstawie której sformułowano najważniejsze kwestie współczesnego rozumienia pojęć zabawy i pracy. Drugi to analiza poglądów M. Montessori i porównanie ich z założeniami dotyczącymi zabawy i pracy. Praca dziecka według M. Montessori prowadzi do jego samodzielności, pozwala na budowanie więzi z innymi oraz na odkrywanie i nadawanie sensu swojemu działaniu, jak i przedmiotom znajdującym się w najbliższym otoczeniu. Intencją M. Montessori było dowartościowanie działania dziecka, które sprzyja holistycznemu i integralnemu rozwojowi. Jej poglądy można uznać za zbieżne ze współczesnymi koncepcjami edukacji dziecka, stawiającymi na podmiotowość. Włoszka tworzy odpowiednio przygotowane otoczenie do tego, by dziecko mogło dokonywać wyboru własnej aktywności, która została nazwana pracą.
Language: Polish
DOI: 10.14632/eetp.2017.13.47.69
ISSN: 1896-2327, 2353-7787
Doctoral Dissertation
Knowledge and attitudes of Montessori teachers of young children as a context for guiding normalization and self-construction process
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The purpose of this study was (1) to investigate the degree of agreement between AMI trained Montessori teachers' knowledge and attitudes and Montessori's recommendations for guiding the process of normalization among young children and (2) to discover the reasons for differences from those recommendations. Normalization is the central process in the Montessori method. Except for a study by this investigator (Zener, 1993) guiding the process of normalization had not been researched since Montessori's work some forty-five to eighty-five years ago. Therefore, this investigation also provided current teacher experiences of guiding the process of normalization. One hundred sixty five Montessori teachers attending various regional and national conferences were surveyed with knowledge and attitude scales. Semi-structured interviews were conducted with 10% of the participants. Mean scale scores from 4.0 to 5.0 on a five degree Likert scale and a SD less than 1.0 were projected as satisfactory levels of agreement with Montessori's recommendations. Descriptive statistics were used to analyze the scales, and content analysis was used to analyze the interviews. T-tests and ANOVAS indicated that demographic variables were not significant to the results. The study concluded that AMI trained Montessori teachers reflected a satisfactory degree of agreement with the recommended knowledge and attitudes (M = 4.25, SD =.31 and M = 4.50, SD =.34 respectively). Knowledge and attitude correlated (p $<$.01). Reasons for differences among teachers' knowledge and attitudes about guiding the process included using other aspects of Montessori theory, disagreement with Montessori, difficulty in carrying out the theory in practice, misinterpretations of scale items, and misunderstandings about Montessori's recommendations for guiding the process of normalization. Implications for children, teachers, parents, school administration, and teacher education included validation of teachers for the high level of consistency in their reflections on guiding the process of normalization. Recommendations for future research included developing a more complete theoretical understanding of the process of normalization, particularly the importance of respecting children's spans of concentration.
Language: English
Published: College Park, Maryland, 1994
Document
Concepts and Practices in Montessori Teaching for Early Childhood Children / แนวคิดและแนวทางปฏิบัติในการสอนแบบมอนเตสซอรี่สําหรับเด็กปฐมวัย
Available from: Pacific Early Childhood Education Research Association (PECERA) Thailand
Asia, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Teachers, Southeast Asia, Teachers, Thailand
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Language: Thai
Published: Jan 2014