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Article
Montessori et les Enfants Nomades: Forme Scolaire et Mouvement de l’Enfant [Montessori and Nomadic Children: School Form and Movement of the Child]
Available from: Open Edition
Publication: Tréma, no. 50
Date: 2018
Child development, Montessori method of education - Criticism, interpretation, etc., Montessori schools
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Abstract/Notes: Cet article entend tenter de rendre compte du régime spatio-temporel spécifique qui est celui des enfants de maternelle Montessori, ce dernier entrant en contradiction ou en friction avec la forme scolaire traditionnelle. Ces pratiques entendent en effet modifier le centre de gravité du « travail » de l’enseignant vers l’enfant, et pour cela libérer le mouvement de ce dernier. [This article attempts to give an account of the specific spatio-temporal mode of Montessori schools, which is in conflict with the traditional “school form”. These practices intend to modify the center of gravity of the activities of the school, from the teacher towards the child, and for this to release the movement of the latter. We first propose to define what a Montessori practice might be, or to define the questions and problems that such an attempt at definition raises; we then seek to describe the primary effect that this spatio-temporal mode produces in the classroom: child walkers, or nomadic children.]
Language: French
DOI: 10.4000/trema.4309
ISSN: 1167-315X
Article
Dr. Montessori [and Some Montessori Sayings]
Available from: HathiTrust
Publication: Kindergarten-Primary Magazine, vol. 26, no. 5
Date: Jan 1914
Pages: 146-147
Maria Montessori - Biographic sources, Maria Montessori - Philosophy
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Language: English
Article
Como o Currículo se Constitui na Pedagogia Waldorf, Pedagogia Montessori e Escola da Ponte? [How is the Curriculum Constituted in Waldorf Pedagogy, Montessori Pedagogy and ‘Escola da Ponte’?]
Available from: RSD Journal
Publication: Research, Society and Development, vol. 9, no. 8
Date: Jul 2020
Pages: Article e810986385
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Abstract/Notes: Part of the data on this work relies on a doctoral research. The study aimed to problematize about Science Teaching in a Waldorf school, Montessori school and Escola da Ponte, having as guiding aspects the organization of spaces, knowledge and evaluation methods of each analyzed school. As a theoretical reference, we adopted the assumptions of differentiated pedagogy and simultaneously, the field of the curriculum. Methodologically, the article points as sources of research to three directions: a theoretical and systematic review in the light of the fields of science teaching and the field of the curriculum; documentary research around the websites of schools that are pedagogically oriented from the pedagogies under discussion; and finally, field journal data based on differentiated pedagogy observations in three schools. The results showed other ways of organizing spaces, different ways of evaluating and approaching school content, more specifically in the scope of Science Teaching. Finally, the work allows a reflection and awareness about the traditional teaching that still constitutes in the great majority in schools. / Este trabalho tem parte dos dados ancorados em uma pesquisa de doutorado. O estudo teve como objetivo problematizar sobre o Ensino de Ciências em uma escola Waldorf, uma escola Montessori e a Escola da Ponte, tendo como aspectos norteadores a organização dos espaços, saberes e métodos de avaliação de cada escola analisada. Como referencial teórico, adotamos os pressupostos da pedagogia diferenciada e, concomitantemente, do campo do currículo. Metodologicamente, o artigo toma como fontes de pesquisa, três caminhos: uma revisão teórica e sistematizada à luz dos campos do ensino de ciências e do campo do Currículo; pesquisa documental em torno dos sites de escolas que se orientam pedagogicamente a partir das pedagogias em discussão; e, por último, dados de diários de campo a partir de observações em três escolas sendo que cada uma delas se fundamenta numa das pedagogias diferenciadas apresentadas. Os resultados mostraram outras formas de organização dos espaços, formas diferenciadas de avaliação e abordagem dos conteúdos escolares, mais especificamente no âmbito do Ensino de Ciências. Por fim, o trabalho permite uma reflexão e conscientização acerca do tradicional ensino que ainda se constitui em grande maioria nas escolas.
Language: Portuguese
ISSN: 2525-3409
Article
“Montessōri no jinkaku-kan” “Montessōri kyōiku-gaku” / 『モンテッソーリの人格観』 『モンテッソーリ教育学』 [Michael J. Gross, Montessori's Concept of Personality (book review); Helene Helming, Montessori-pädagogik (book review)]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 15
Date: 1983
Pages: 92-94
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Language: Japanese
ISSN: 0913-4220
Master's Thesis
Montessori 敎育原理와 方法論 硏究 [Montessori Education Principles: Methods and Research]
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Language: Korean
Published: Seoul, South Korea, 1976
Bachelor's Thesis
Duchovní aspekty pedagogiky Marie Montessori / Spiritual aspects of pedagogy Maria Montessori
Available from: Univerzita Karlova Institutional Repository
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Abstract/Notes: Bakalářská práce „Duchovní aspekty pedagogiky Marie Montessori“ ukazuje duchovní a náboženská východiska Marie Montessori, která se zrcadlí v celém jejím díle. Práce popisuje její život, didaktiku, vývoj dítěte, náboženskou výchovu, kosmickou výchovu a její pojetí křesťanství. / Bachelor thesis "The spiritual aspects of pedagogy of Maria Montessori". Work shows the spiritual and religious bases of Maria Montessori, which is reflected in all her work. Work describes her biography, didactics, child development, religious education, cosmic education and her conception of Christianity.
Language: Czech
Published: Prague, Czechia, 2016
Article
Montessoris Pädagogischer Versuch der Case dei Bambini in der Kindergartenbewegung [Montessori's Educational Attempt of the Case dei Bambini in the Kindergarten Movement]
Available from: HathiTrust
Publication: Zeitschrift für Pädagogische Psychologie und Experimentelle Pädagogik [Journal of Educational Psychology and Experimental Pedagogy], vol. 15, no. 1
Date: 1914
Pages: 9-16
Children's House (Casa dei Bambini)
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Language: German
Article
Multilevel Modeling Resolves Ambiguities in Analyses of Discipline Disproportionality: A Demonstration Comparing Title 1 Montessori and Non-Montessori Schools
Available from: Taylor and Francis Online
Publication: Journal of Research on Educational Effectiveness, vol. 17, no. 2
Date: 2024
Pages: 365-390
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Abstract/Notes: Common methods of measuring discipline disproportionality can produce contradictory results and obscure base-rate information. In this paper, we show how using multilevel modeling to analyze discipline disparities resolves ambiguities inherent in traditional measures of disparities: relative rate ratios and risk differences. One previous study suggests there is less racial discipline disproportionality in Montessori schools, so we used our new approach, along with relative rate ratios and risk differences, to compare discipline disproportionality in a sample of Title 1 Montessori and non-Montessori schools identified using propensity score matching. Using the multilevel model clarified results from other measures: Discipline disproportionality was similar across school settings, even though overall rates were significantly lower in the Montessori schools.
Language: English
DOI: 10.1080/19345747.2023.2186991
ISSN: 1934-5747
Article
Penerapan Model Pembelajaran Montessori terhadap Kemandirian Anak di TK Kids Republic Jakarta Timur [Application of the Montessori Learning Model to Children's Independence at Kids Republic Kindergarten, East Jakarta]
Available from: SELING: Jurnal Program Studi PGRA
Publication: SELING: Jurnal Program Studi PGRA, vol. 9, no. 1
Date: Jan 2023
Pages: 79-87
Asia, Australasia, Autonomy in children, Early childhood care and education, Early childhood education, Indonesia, Montessori method of education, Montessori schools, Southeast Asia
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Abstract/Notes: Golden Age adalah masa keemasan bagi anak usia dini. Pembelajaran Montessori di TK Kids Republic mempunyai tujuan penelitian untuk mengggambarkan pelaksanaan kemandirian. Penelitian analisis ini menggunakan metode, metode tersebut adalah metode yang digunakan agar mampu melihat perkembangan anak. Observasi dan wawancara merupakan teknik pengumpulan data. Dokumentasi yang dilakukan oleh peneliti adalah foto-foto atau video kegiatan pembelajaran dan portofolio anak. Penelitian ini berjudul “Analisis Deskriptif Penerapan Pembelajaran Montessori Terhadap Kemandirian Anak di TK Kids Republic Jakarta Timur”. Untuk meningkatkan sikap kemandirian pada anak yaitu dengan metode pembelajaran Montessori dan hasil analisis data penelitian sebelumnya dapat disimpulkan bahwa terjadi perkembangan yang signifikan terhadap diterapkannya metode pembelajaran Montessori. Anak mengalami perkembangan yang baik. Anak menjadi lebih mandiri dan mampu mengerjakan hal yang sederhana sendiri. Seperti belajar mempelajari urutan dan keteraturan, belajar memakai sepatu sendiri, belajar mengancingkan baju sendiri, belajar makan sendiri dan mengambil sendiri bahan-bahan yang ada di rak atau meja.
Language: Indonesian
DOI: https://doi.org/10.29062/seling.v9i1.1514
ISSN: 2528-083X, 2540-8801
Article
Geragogiczny Model Pracy z Seniorami Oparty na Koncepcji Marii Montessori / A Geragogical Model of Working with the Elderly According to the Concept Maria Montessori
Available from: Library of Science (Poland)
Publication: Edukacja Dorosłych, vol. 2017, no. 2 (whole no. 77)
Date: 2017
Pages: 225-239
Alzheimer's disease, Dementia, Gerontology, Montessori method of education, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI)
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Abstract/Notes: The article is a presentation of a model of work with the elderly based on the principles of Maria Montessori pedagogy. The described model provides support for elderly people (also with cognitive deficits) not only in retaining maximum independence and highest possible level of intellectual functions, but also in their development through success-focused learning. Chosen elements adopted from Maria Montessori’s pedagogy such as prepared environment, specific didactic materials, and teacher/companion enable the classes’ participants to learn with joy, enjoying autonomy, respect and dignity. / Artykuł jest prezentacją modelu pracy z osobami starszymi opartej na założeniach pedagogiki Marii Montesssori. Opisywany model jest propozycją wsparcia osób starszych (również z deficytami poznawczymi) nie tylko w zachowaniu maksymalnej samodzielności, utrzymaniu funkcji intelektualnych na możliwie wysokim poziomie, ale także ich rozwój poprzez uczenie się zogniskowane na powodzeniu. Zaadaptowane z pedagogiki Marii Montessori wybrane elementy, m.in. przygotowane otoczenie, specyficzne materiały dydaktyczne, osoba nauczyciela/ towarzysza dają uczestnikom zajęć możliwość uczenia się z radością, poczuciem autonomii, szacunku i godności.
Language: Polish
ISSN: 1230-929X