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Article
Montessori, Waldorf, and Reggio Emilia: A Comparative Analysis of Alternative Models of Early Childhood Education
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 52, no. 3
Date: 2020
Pages: 337-353
Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Waldorf method of education - Criticism, interpretation, etc.
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Abstract/Notes: Montessori, Waldorf, and Reggio Emilia education remain three of the most popular models for alternative early childhood education. Each of these approaches has developed globally, with a rich history of supporting children’s educational freedom. This narrative analysis provides a means for early childhood educators and scholars to understand the aims, philosophical and theoretical frameworks, historical development, benefits, and challenges in these models and their methods of practice. As early childhood education evolves with technology and as re-conceptualizations about early education occur, an understanding of these alternatives to traditional education models is important. While adaptive options of these models may emerge in education systems across national contexts, this review allows educators to consider their applications and cultural appropriateness in specific local and community contexts.
Language: English
DOI: 10.1007/s13158-020-00277-1
ISSN: 0020-7187, 1878-4658
Doctoral Dissertation
A Comparison of Traditional vs. Montessori Education in Relation to Children's Self-Esteem, Self-Efficacy, and Prosocial Behavior
Available from: ProQuest - Dissertations and Theses
Academic achievement, Americas, Caribbean, Comparative education, Elementary education, Latin America and the Caribbean, Montessori schools, Puerto Rico, Student attitudes
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Abstract/Notes: The present study compares elementary school children from Traditional and Montessori programs. The purpose is to investigate how different educational philosophies and teaching methods affect perceived levels of self-esteem, self-efficacy, prosocial behavior and aggressive behavior in children. The participants in this study consisted of second through sixth grade students who were attending Montessori and Traditional schools since the age of five, or earlier. All children completed the Washington Self-Description Questionnaire (WSDQ), three subscales of the Children's Multi-dimensional Self-Efficacy Scales (i.e., academic achievement, self-regulated learning, & social), the Physical and Verbal Aggression Scale, and the Prosocial Behavior Scale. No significant differences were revealed between the Montessori and Traditional programs in relation to the children's perceived levels of self-esteem, self-efficacy for academic achievement, self-efficacy for self-regulated learning, social self-efficacy, or prosocial behavior. However, the Montessori children reported significantly lower levels of physical/verbal aggression than the Traditional children. Moreover, as Montessori children develop a heightened ability to work within a group of peers, they seem to develop lower levels of physical/verbal aggression, which was not found among Traditional children. Furthermore, Montessori children's perceived ability to make and keep friends of the same gender was found to significantly improve with increased years in the program, which was not found in the Traditional method. For Montessori children, their perceived ability to work together in a group was found to be positively associated with heightened levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Furthermore, the Montessori children's levels of self-esteem were correlated significantly with their perceived levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Although Traditional children were also found to gain self-efficacy for self-regulated learning through working together at young ages, as they proceed to higher grade levels, their self-efficacy for self-regulated learning decreased.
Language: English
Published: San Juan, Puerto Rico, 2002
Article
Raising the Visibility of Montessori Education
Available from: ProQuest
Publication: Montessori Life, vol. 23, no. 3
Date: Fall 2011
Pages: 3-3,7
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Language: English
ISSN: 1054-0040
Article
Adult Well-Being Through Montessori Education
Available from: ISSUU
Publication: Tomorrow's Child, vol. 28, no. 2
Date: Sep 2022
Pages: 17-18
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Language: English
ISSN: 1071-6246
Article
Montessori Education at a Distance, Part 2: A Mixed Methods Examination of Montessori Educators’ Response to a Global Pandemic
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 7, no. 1
Date: 2021
Pages: 31-50
Americas, COVID-19 Pandemic, Montessori method of education, North America, Remote learning, United States of America
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Abstract/Notes: This study offers a contextualized understanding of the distance-learning experiences of Montessori educators and students in the spring of 2020 in the wake of the COVID-19 global pandemic. In this article, we build on results reported in a separate article published in this issue of the Journal of Montessori Research. First, we analyzed qualitative data from social media and national virtual gatherings designed to support teachers as they faced the challenges created by the abrupt shift to distance learning. Second, we employed a convergent mixed-methods design to integrate these qualitative findings with the survey results reported in the previous article to provide a richer and more complete perspective on the situation. In our results, we found substantial evidence to support the resilience and durability of the Montessori Method, even in the face of adverse conditions created by a global pandemic. Despite the challenges of adaptation, Montessori educators demonstrated a commitment to the key tenets of Montessori philosophy, such as following the child and employing a holistic perspective on learning and development. While serving the whole child’s growth and development remained front and center, Montessori teachers’ approach to academics looked very different under distance learning. Still, the ongoing attention to children’s social-emotional needs will benefit both teachers and children when they return to the classroom, undoubtedly with lasting effects from pandemic-related isolation and hardship.
Language: English
ISSN: 2378-3923
Book Section
Educazione e socialità [Education and sociability]
Book Title: L'educazione alla socialità nella pedagogia contemporanea [Education to sociality in contemporary pedagogy]
Pages: 286-300
Conferences, National Study Conference (4th, Venice, Italy, 12-14 October 1956)
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Language: Italian
Published: Roma, Italy: Vita dell'infanzia, 1957
Article
Does Open Education Really Work in an Urban Setting?
Available from: JSTOR
Publication: Phi Delta Kappan, vol. 54, no. 2
Date: Oct 1972
Pages: 107-110
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Language: English
ISSN: 0031-7217
Article
Dr. Montessori, in Brooklyn Institute, Lectures on Her Life Work and Educational Methods
Available from: Newspapers.com
Publication: The Brooklyn Daily Eagle (New York City)
Date: Dec 12, 1913
Pages: 1
Americas, Maria Montessori - Biographic sources, Montessori method of education - Study and teaching, Montessori method of education - Teachers, Montessori method of education - Teachers, North America, United States of America
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Abstract/Notes: Accompanied by a large photo of the "Graduates of First International Montessori Training Course in Rome - 1913" and a few other photos of children using the Montessori materials.
Language: English
Article
Pädagogische Kulturtransfers Italien-Tessin (1894-1936) [Cultural Transfers Between Educational Systems: Italy-Ticino (1894-1936) / Transfer culturali tra sistemi educativi: Italia-Ticino (1894-1936) / Transferts culturels entre systèmes éducatifs: Italie-Tessin (1894-1936)]
Available from: Universität Bern
Publication: Schweizerische Zeitschrift fuer Bildungswissenschaften / Swiss Journal of Educational Research, vol. 40, no. 1
Date: 2018
Pages: 49-66
Europe, Italy, Montessori method of education - History, Switzerland, Western Europe
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Abstract/Notes: In the period 1880-1940 the education system of italian-speaking Canton Ticino was seeing pedagogical transfers coming from Italy. In a first period, the peagogical élite although deied that these pedagocal ideas came from Italy, using the terminological (and ideological) construction of “Metodo intuitivo” (i.e. Pestalozzi and Girard as the only fathers of the method). After 1910 the pedagogical influence of italian New Education (Montessori, Lombardo-Radice) grew more because the general interest in Ticino for italian culture grew with the movement for Defence of Ticino’s italian identity. World war 1 and fascism brought the New Education fellows in Ticino into a deep dilemma: their pedagogical ideas and actions were accepted only if accompanied by a total distance from any official italian political position. This was very difficult and led at the end to a growing total distance from Italy, even if the pedagogical élite tried to avoid the complete end of any cultural contact with Italy. The end cames with Abyssinia war and World war II that led to a total isolation of Ticino from Italy.
Language: German
ISSN: 2624-8492
Article
The Three Epochs of Education: Outlining Mary Wollstonecraft, Maria Montessori and Nel Noddings
Available from: International Journal of Research and Review
Publication: International Journal of Research and Review, vol. 10, no. 1
Date: Jan 2023
Pages: 698-703
Maria Montessori - Biographic sources, Mary Wollstonecraft - Biographic sources, Nel Noddings - Biographic sources, Women educators
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Abstract/Notes: Every country is currently concerned with education since it alone has the power to create a new world and offer up possibilities for positive outcomes. Three notable female educators from three separate eras who contributed to the advancement of education in the west have been recognised. Through their quick work in education, Mary Wollstonecraft (1759–1797), Maria Montessori (1870–1952), and Nel Noddings (1929–2022) have brought important concerns relating to women and children's education to light. These three women educators were connected by their interest in education despite being born in various eras and regions of the world. In this paper the researchers have tried to bring the educational thoughts of these iconic educationalists into one frame, making it a comprehensive study of educators from different eras.
Language: English
ISSN: 2349-9788, 2454-2237