Language: English

Published: Arcata, California: Michael Olaf, 2012

Abstract/Notes: The Montessori method has crossed international boundaries since it began in the early 1900s, and it continues to be a global educational method.

Language: English

Published: Aug 5, 2019

Language: English

Published: Washington, D.C.: AMI-USA, 1989

Pages: 121-122

Language: English

ISSN: 1522-9734

Language: English

Abstract/Notes: Susan Mayclin Stephenson tackles a large subject, Cosmic Education, which Montessori defined as a "unifying global and universal view[s] of the past, present and future." Stephenson takes the reader from birth to the end of the elementary age with examples of how the child grows into an understanding of Cosmic Education through their experiences at home and at school. Central to her thesis is the theme of discovering one's cosmic task, which depends on "fostering…curiosity and compassion toward other beings." Stephenson concludes with examples from around the world and illustrates how children are born with this tendency toward compassion and how it is experienced from birth through age twelve within Montessori environments.

Language: English

ISSN: 1522-9734

Abstract/Notes: The Montessori method has been a global phenomenon almost from its inception with Montessori schools in 148 countries today. Viewing Montessori education with a comparative international lens shows its spread in several waves throughout the twentieth century: first in the 1910s and 20s alongside the broader progressive education movement, after World War II, again linked to progressive education. From the 1990s to today, Montessori education has risen with expanded school choice, public funding for early childhood education, and a movement away from strict accountability systems. Historical and contemporary challenges to Montessori expansion have included war and unsupportive political regimes, organizational splits within the Montessori movement, and an insistence on certain materials and training with limited access in numerous countries. Montessori education occurs primarily in private schools around the globe, although there are notable examples of educators past and present bringing Montessori to poor, rural and Indigenous communities and government schools.

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

Abstract/Notes: This essay spotlights several future directions for global Montessori research with a particular focus on 1) Displaced communities and cultural preservation through Montessori, 2) Global expansion of public or government-funded Montessori, 3) the efficacy of Montessori to children around the globe, and 4) Regional Montessori histories which aim to highlight research regarding countries and regions omitted from chapter-length country profiles in this section. Each section includes some suggestions for future research. The essay also includes information about the Montessori Bibliography Online, a resource that collates Montessori sources spread across libraries, archives, and other repositories around the globe, and its potential use for future research.

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

Abstract/Notes: Dėl šiomis dienomis vyraujančios itin didelės vaikiškų baldų pasiūlos, išsirinkti tinkamiausius baldus ikimokyklinio amžiaus vaikams yra nelengva užduotis. Vienas iš kriterijų, pagal kurį galima įrengti vaiko gyvenamąją erdvę – šeimoje taikoma vaiko ugdymo metodika. Šiame darbe pristatomas vaikiškų baldų bei namų erdvių pritaikymas individualiems vaiko poreikiams, remiantis Marijos Montessori pedagogikos koncepcija, kurios pagrindinė idėja – vaiko savarankiškas ugdymasis bei neribotas pasaulio pažinimas. Straipsnyje pristatoma vaikiškų M. Montessori baldų atsiradimo istorija, M. Montessori baldų tipai, pagrindiniai vaiko gyvenamųjų erdvių pagal M. Montessori metodiką įrengimo principai. Nuošalyje nelieka ir ekologija.

Language: Lithuanian

ISSN: 2345-0185

Abstract/Notes: This study compares the effects of Montessori methods of instruction and methods of direct verbal instruction. Montessori methods rely on the ability of the child to learn through physical interaction with inanimate objects and minimize verbal behavior by teacher and student, while the direct verbal method works mainly through language use, both in the teacher's presentation and the child's responses. In this research project, the Montessori group was made up of 17 upper-middle class 4-year-olds who had already participated in the program for a year. The direct verbal group, called the Academic Preschool, was comprised of 18 4-year-olds from backgrounds similar to those of the Montessori group. All the children were pre- and posttested on the Illinois Test of Psycholinguistic Abilities and posttested on the Wide-Range Achievement Test (reading, arithmetic and spelling). There were no significant between-group differences at pretest, and posttest total ITPA scores were about the same as the pretest scores. The subtest differences in the second testing favored the Academic Preschool on tests involving abstraction and the Montessori group on tests of simple recognition or memory. The Academic preschool children outscored the Montessori children in all areas of the Achievement Test.

Language: English

Published: [S.I.]: [s.n.], 1969