Language: English

ISSN: 1071-6246

Language: Japanese

DOI: 10.11555/kyoiku1932.41.3_209

ISSN: 2187-5278, 0387-3161

Abstract/Notes: Maria Montessori (1870-1952) proposed her own type of educational program, which she called "scientific pedagogy" because of its distinctive features. Since her first experiment at the "Childrenu27s House" in 1907 in Italy, Montessori education has been practiced for almost a century in a variety of cultures. This paper will examine the characteristics of Montessori education in the light of current research. In addition to describing the academic basis of Montessori education, the paper also compares the education program with modern educational theories such those of Howard Gardner

Language: English

ISSN: 1346-1389

Abstract/Notes: This study aims to specify the essential nature of a child-friendly educational environment through an analysis of the Children's Houses for 3- to 6-year-old children planned by Maria Montessori whose philosophy and method have spread all over the world. Based on her theory of how children grow and develop, Montessori designed an educational method along with a unique physical environment in which to put it into practice. In the present study, an intensive content analysis of 12 Montessori's books, consisting of her own writings and dictations of her own lectures, was conducted and revealed: (1) Montessori's grand theory of child development governed her educational method and its physical environment which was essentially planned to evoke and support children's competence and autonomy, (2) The 8 properties of the physical environment, which were indispensable to the education of young children, were identified, e.g., the environment must (a) be attuned to children's body size and their physical and cognitive abilities; (b) be responsive to children's behavior; and (c) activate children's spontaneous activities, (3) These properties were surely embodied in the physical environment in all of the Montessori Children's Houses. What we can learn from Montessori, now and for the future, is discussed.

Language: Japanese

DOI: 10.4189/shes.13.21

ISSN: 1883-7611, 1348-5253

Language: English

ISSN: 0010-700X

Language: English

ISSN: 0010-700X

Language: English

ISSN: 0889-5643

Abstract/Notes: School design and operation are, at times, counter-productive to cultivating academic and personal success in all students. Teachers often lack adequate preparation time, and are pressed by class size and regulatory mandates. Thus, there is seemingly little time to focus on cultivating affective well-being or a supportive educational climate. This lack of support is linked to high drop-out rates, large numbers of academically unsuccessful students, and the disenfranchisement of many minority and English Language learners in our school system. The phenomenon of care, particularly as it relates to education, has been studied only briefly. Few comprehensive, qualitative descriptions regarding how students conceptualize care exist despite significant evidence that when students perceive teachers and schools as caring, they have higher and more sustainable levels of academic motivation. This research project endeavored to give children a voice regarding educational care through a qualitative study on the phenomenon of care from an adolescent perspective. The study employed multiple data collection methods including: interviews, art, and student writing with students ages 11-14 from two school environments. Data collected were analyzed using the vanKamm phenomenological method of analysis. Results indicated that the phenomenon of educational care was a complex set of actions and behaviors from the student vantage point. Five themes emerged including: (1) Relationships are a critical aspect of educational care, (2) Rules in educational settings should be simple and consistent within classrooms and institutions, (3) Students perceive some control of their learning environments as caring, (4) Educational environments and teacher behavior are both critical to care, (5) Basic safety and concern for physical space are necessary for educational care. Each theme is independently necessary but not sufficient when observed alone in educational contexts. Together these themes support Nel Noddings' ideal version of ethical caring, in that they involve motivated behaviors, reciprocal action, receptivity on the part of the students, and a sense of obligation to care in a manner above and beyond noticing the basic well being of the student. The themes indicated by the data demonstrated a multifaceted view of educational care previously undiscovered and provide useful fodder for educators to consider.

Language: English

Published: St. Louis, Missouri, 2010

Language: English

ISSN: 0889-5643

Abstract/Notes: The purpose of this dissertation will be to survey and analyze American writings on Maria Montessori and her educational system, in order to show how the idea of Montessori education has interacted with some changing American ideas and social forces. These changes in social and intellectual currents can be likened to a shift from centrifugal to centripetal force; or to the expansion and then the contraction of a universe. The central metaphor is the same. It is applicable to, and illustrative of, much about the changing social and educational scene in America. The writings on Montessori, examined against this framework, should provide a new view on certain changes in American educational thinking.

Language: English

Published: Kent, Ohio, 1973