For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
The Role of the Community School in Mother Tongue Teaching
Publication: Montessori Quarterly, vol. 22
Date: 1985
Pages: 10–12
See More
Language: English
Article
The IMC School Accreditation Program
Publication: Montessori Leadership, vol. 1, no. 2
Date: 1999
Pages: 46–47
See More
Language: English
Article
Question and Answer: Montessori Activities in After School Care
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2001, no. 2-3
Date: 2001
See More
Language: English
ISSN: 0519-0959
Article
Fragment of a Letter [On Need for a Montessori School in Tibet]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1969, no. 2/3
Date: 1969
Pages: 37
Asia, Displaced communities, India, Refugees, South Asia, Tibet
See More
Language: English
ISSN: 0519-0959
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)
See More
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
"It Felt More Like Learning Than Going to School"
Publication: Montessori Society Review, vol. 17
Date: 2006
Pages: 22–25
See More
Language: English
Article
Waarnemingen uit de Montessori-School
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, vol. 11, no. 3
Date: Mar 3, 1928
Pages: 18-19
See More
Language: Dutch
Article
Schools in the Silver City [Hamilton School, Aberdeen, Scotland]
Publication: Montessori Courier, vol. 2, no. 7
Date: Apr 1991
Pages: 28–29
See More
Language: English
ISSN: 0959-4108
Article
IMS Montessori School Members [Ft. Wayne, Indiana; Massapequa, New York]
Publication: Montessori Observer, vol. 4, no. 2
Date: Feb 1983
Pages: 1, 3
See More
Language: English
ISSN: 0889-5643
Book Section
Margaret Naumburg: Montessorian, Walden School, Progressive Educator
Available from: Springer Link
Book Title: America's Early Montessorians: Anne George, Margaret Naumburg, Helen Parkhurst and Adelia Pyle
Pages: 217-263
Americas, Margaret Naumburg - Biographic sources, North America, United States of America, Walden School (New York City, 1914-1988)
See More
Abstract/Notes: After completing her training in 1913, Margaret Naumburg, in her lectures and articles, portrayed a highly emotional and romanticized image of Maria Montessori. Naumburg established several Montessori schools in New York City: at the Henry Street Settlement in 1913; at the Leete School from 1914 to 1916; and in the New York public school system in 1915. Stymied by bureaucracy and inadequate funding, she abandoned her public school experiment. Moving from Montessorian principles, Naumburg identified increasingly with child-centered Progressive education but added a dimension from Jung’s Analytic Psychology which emphasized children’s need to free their emotions through imaginative, creative self-expression through art. She founded her own “Children’s School” in 1916 in New York City, subsequently renamed the Walden School. She is also famous for developing dynamically oriented Art Therapy.
Language: English
Published: Cham, Switzerland: Palgrave Macmillan, 2020
ISBN: 978-3-030-54835-3
Series: Historical Studies in Education