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Master's Thesis (M. Ed.)

Pre-School Education in the ACT: An Evaluation and Comparison of the Traditional, the Montessori and the Weikart Approaches

Available from: University of Canberra

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Abstract/Notes: Since the 1980s, a variety of pre-school approaches has existed within the ACT Public School System. These approaches are in theory based on different educational ideologies and principles. The Field Study Project evaluates and compares three different educational models; existing classroom processes and procedures, and student achievements in a 'traditional', a modified Montessori and a Weikart pre-school currently operating in the ACT Public School System. Using selected criteria, an analysis of the three educational models, an ecological survey and student assessments were carried out to make the evaluations and comparisons. The analysis of the three educational models indicate different program orientations and instructional preferences in the different models. The ecological survey results suggest that the 'traditional', the modified Montessori and the Weikart approaches identify with the models they are based on. Nevertheless, educational trends and orientations are similar in the three programs, which are predominantly cognitively oriented. In contrast, teaching styles differ slightly. It is significant that the teacher in the 'traditional' program fulfills a more nurturing role, while her colleagues in the modified Montessori and the Weikart programs fulfill more instructional roles. The evaluation and comparison of the student assessments seems to indicate that there are no significant differences in achievement in drawing, specific cognitive tasks and in self-concept development between matched groups of learners in the three pre-schools. The findings support the notion that middle class children enrolled in approved pre-schools develop cognitive abilities regardless of the type of program they attend. The evaluation and comparison of the three existing approaches in the ACT suggests that the pre-school organisation in

Language: English

Published: Canberra, Australia, 1985

Article

The Mathematical Intelligence Seen Through the Lens of the Montessori Theory of the Human Tendencies

Publication: NAMTA Journal, vol. 21, no. 2

Pages: 98-107

Cognitive development, Early childhood education, Mathematics - Achievement, Montessori method of education, Multiple intelligences, North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: Contextualizes the mathematical intelligence as revealed in the human tendencies, as supported by the extended family, and facilitated by choice within a responsive environment. Reviews the function of Montessori materials, including mathematical materials, and emphasizes that the personal intelligences are integral to all activities simply because the Montessori classroom is a community of children.

Language: English

ISSN: 1522-9734

Article

✓ Peer Reviewed

The Change Is in Me. The Transformation of Adults to the Role of the Montessori Guide. Qualitative - Biographical Research Study / Zmiana jest we mnie. Transformacja dorosłych do roli przewodnika Montessori. Raport z badania jakościowo – biograficznego

Available from: CZASOPISMA - Państwowa Wyższa Szkoła Techniczno-Ekonomiczna

Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, vol. 18, no. 1 (no. 68)

Pages: 65-78

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Abstract/Notes: Artykuł stanowi sprawozdanie z badania jakościowo – biograficznego zrealizowanego wśród dwóch grup uczestników biorących udział w kursach Montessori. Podstawowym celem badania była analiza znaczeń nadawanych zmianie. Pytanie badawcze sformułowano następująco: Jak uczestnicy kursu Montessori (6-12) tematyzują swój proces transformacji?  Artykuł podejmuje kwestię zmiany edukacyjnej w kontekście wiedzy milczącej oraz teorii osobistych a następnie opisuje procedurę gromadzenia i analizy danych z dwudziestu pięciu pogłębionych, jakościowych wywiadów indywidualnych, które następnie poddano analizie zgodnie z opisanymi przez Kvale siedmioma krokami. W rezultacie analiz udało się zidentyfikować i opisać dwie główne kategorie: radykalną transformację oraz korektę biograficzną. W końcowej części artykułu autor, w kontekście zebranego materiału zwraca uwagę na ograniczone możliwości narzucania zmiany w edukacji i – podążając za głosami uczestników badania rekomenduje pożądane warunki do zaistnienia potencjalnych zmian: tworzenie nauczycielom warunków wolności do podejmowania decyzji i tworzenia autorskich rozwiązań dydaktycznych, demokratyzacja sfery związanej z edukacją oraz wspieranie poczucia godności wśród nauczycieli.

Language: English

DOI: 10.35765/eetp.2023.1868.05

ISSN: 2353-7787

Article

The Scientific Spirit of Education: Its Effect Upon the Kindergarten in Relation to the Distinctive Characteristics of the Montessori Method

Available from: HathiTrust

Publication: The Chautauquan, vol. 72, no. 30

Pages: 584-586

Montessori method of education - Criticism, interpretation, etc.

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Language: English

Conference Paper

The Value of the Infant Community to the Family and to the Child

The Child, The Family, The Future

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Language: English

Book Section

The Exercises: How a Teacher Should Give a Lesson: Comparison with the Older Systems; How to Initiate a Child into the Exercises with the Sensorial Materials

Book Title: The Discovery of the Child

Pages: 109-128

Maria Montessori - Writings

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Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017

ISBN: 978-90-79506-38-5

Series: The Montessori Series , 2

Book Section

Origins of the Pedagogy: The Montessori Method and The Discovery of the Child

Book Title: The Bloomsbury Handbook of Montessori Education

Pages: 53-61

Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Maria Montessori - Writings, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History

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Abstract/Notes: This chapter discusses the first book of Maria Montessori’s writings, The Montessori Method, which received international recognition. Montessori published revised editions of the text five times: 1909, 1913, 1926, 1935, and 1950. The publications trace the development of her thinking over nearly four decades as she modified the text each time. In this chapter, the most significant variations in each edition are noted and the main features of the evolution of Montessori’s thought are examined. In the final edition, published two years before her death, Montessori changed the title from The Montessori Method to The Discovery of the Child because she was dissatisfied with her pedagogy being seen simply as a method. This chapter contains Montessori’s thoughts on subjects such as the adult-child relationship, politics, religion, and, above all, her view of the child, which she spent years trying to make the world understand.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Article

The Importance of the Third Period: The Child's Synthesis and Responsibility for Knowing in the Montessori Elementary Years

Publication: NAMTA Journal, vol. 36, no. 1

Pages: 177–183

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

ISSN: 1522-9734

Archival Material Or Collection

Box 9, Folder 5 - Manuscripts, ca. 1921-ca.1966 - "The Liturgy and the Teaching of the Liturgy in the Light of Montessori Principles" (2 drafts)

Available from: Seattle University

Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings

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Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Book Section

What is Childhood? The Child in the Family, The Secret of Childhood, and The Absorbent Mind

Book Title: The Bloomsbury Handbook of Montessori Education

Pages: 71-80

Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Maria Montessori - Writings, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History

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Abstract/Notes: This chapter discusses three of Maria Montessori’s writings about the education of young children, The Child in the Family (1936), The Secret of Childhood (1936), and The Absorbent Mind (1949). These chapters reflect her belief that education should begin at birth and that children should be encouraged to learn autonomously with respect for their own interests and timelines. The first book is a collection of texts from Montessori’s 1923 conferences in Brussels which provide the conceptual foundations and emerging practices of her innovative pedagogical vision focusing on the child from birth in a new way. In the second book, Montessori outlines her philosophy and pedagogy for a child’s education until age six, presenting a deeper look into the educational method developed for preschool-aged children. The third book focuses primarily on a child’s psychological development and is Montessori’s final work on the first six years of life.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

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