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Article
Occupational Therapy at the Mary Frier Montessori Special Education School [Cleveland, Ohio]
Publication: Montessori Special News, vol. 10, no. 1
Date: Aug 1985
Pages: 2
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Language: English
Article
O viés americano do método Montessori em São Paulo: Ciridião Buarque e Mary Buarque
Available from: Universidade Federal de Goiás (Brazil)
Publication: Revista Inter Ação, vol. 43, no. 3
Date: 2018
Pages: 864-880
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Abstract/Notes: Montessori constituiu, em 1907, em Roma, uma escola pública para crianças em situação de risco, a Casa dei Bambini, que difundida transnacionalmente configurou práticas e pensamento educacional inovadores. O objeto desta narrativa historiográfica foi estudar a institucionalização do Método Montessori no Brasil, problematizando a sua forma de apropriação e identificando por que o método é relacionado principalmente ao uso de materiais didáticos específicos e de mobiliário adequado ao tamanho das crianças. Foi constatado que a primeira escola montessoriana no Brasil atendeu ao público infantil, em São Paulo, no ano de 1915, num investimento particular de Ciridião Buarque e Mary Buarque. Esta pedagogia se irradiou por intermédio das apropriações realizadas pelos docentes da Escola Normal da Praça, e da legislação que indicava o uso de materiais didáticos de Montessori e de Froebel, mas de forma desarticulada de tais princípios pedagógicos. Evidências da utilização do Método Montessori em perspectiva não restrita ao uso de materiais didáticos foram encontradas nos programas infantis radiofônicos.
Language: Portuguese
ISSN: 1981-8416
Article
Dimension Analysis and Architectural Model of BAPNE Classroom for Pre-school and Primary Education
Available from: ScienceDirect
Publication: Procedia: Social and Behavioral Sciences, vol. 237
Date: 2017
Pages: 1284-1290
Architecture, Classroom environments, Montessori method of education, Montessori schools
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Abstract/Notes: The aim of this article is to determine the relationship between architecture and teaching, providing functional architecture models that are capable of absorbing the teaching load for movement and, fundamentally, for the development of kinesthetic intelligence (Howard Gardner). For this, we will establish a metric range of spatial proportions, m2/student ratio, in accordance with the activities performed on the BAPNE method. This study will focus on students of Pre-school and Primary Education, providing specific standing architectural models and the minimum requirements for a classroom, as well as determining whether a space is suitable or not for the proposed activities. The method includes analyzing architecture of the basic teaching room, approaching other education systems (Dalcroze, Montessori) and determining the differences between those systems and BAPNE. This study is carried out by architects and engineers, directly noting the architectural needs that current teaching requires for user stimulation.
Language: English
DOI: 10.1016/j.sbspro.2017.02.211
ISSN: 1877-0428
Article
Pedagogika Márie Montessoriovej a pripravenosť dieťaťa na vstup do primárnej školy / Maria Montessori's pedagogy and the child's readiness to enter primary school
Available from: Index Copernicus International
Publication: Pedagogika Przedszkolna i Wczesnoszkolna, vol. 5, no. 1 (whole no. 9)
Date: 2017
Pages: 211-217
Eastern Europe, Europe, Maria Montessori - Philosophy, Montessori method of education, Montessori method of education - Criticism, interpretation, etc., Slovakia
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Abstract/Notes: The given paper focuses on the Maria Montessori pedagogy and the child preparedness for the entrance into primary school. On the basis of available literature, the thesis processes the issues of this pedagogy and the pre-primary education in the context of child preparedness for the entrance into primary school. The empirical part of the paper includes methodology and the interpretation of our survey results, which aim was to compare the level of children preparedness for the entrance into primary school from the traditional kindergarten and the kindergarten, which uses the elements of Maria Montessori pedagogy.
Language: Polish
ISSN: 2353-7140, 2353-7159
Article
The Differences Between Montessori Method and Traditional Teaching in Developing Primary School Pupils' Critical Thinking
Available from: Miasto Przyszłości
Publication: Miasto Przyszłości, vol. 24
Date: 2022
Pages: 578-579
Comparative education, Critical thinking in children, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: Montessori learning classrooms, defined as an arranged environment, provide learners to opt for their work freely and construct their own learning. Thus the roles of the teacher differ from the roles of the teachers in traditional schools whereas the child is in the center in Montessori method based schools. The objectives of the communication and collaboration between the child and the teacher is determined correspondingly. This study aims at determining the differences between Montessori Method and Traditional Teaching in communication and collaboration with the child at primary schools.
Language: English
ISSN: 2544-980X
Article
Patterns of peer acceptance, social status, and social reputation in mixed-age preschool and primary classrooms
Available from: JSTOR
Publication: Merrill-Palmer Quarterly, vol. 43, no. 2
Date: 1997
Pages: 199-218
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Language: English
ISSN: 0026-0150
Article
Developing Scales Based on Montessori Method as a Learning Media of Mathematics for Primary School
Available from: journalnx
, Erlia Zuliant (Author) , Florentina Widihastrini (Author) , Kurniana Bektiningsih (Author)Publication: JournalNX, vol. 6, no. 10
Date: 2020
Pages: 245-252
Asia, Australasia, Indonesia, Mathematics education, Montessori method of education, Southeast Asia
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Abstract/Notes: This study aims to develop, analyze the feasibility and effectiveness of learning with scales media based on Montessori methods. The type of this study was Research and Development with ADDIE development model Analysis, Design, Development, Implementation, Evaluation. The techniques of data collection employed observation, interview, test, questionnaire, and documents.
Language: English
ISSN: 2581-4230
Article
Shakespeare and Literacy: A Case Study in a Primary Classroom
Available from: Science Publications PTY LTD
Publication: Journal of Social Sciences, vol. 8, no. 2
Date: 2012
Pages: 170-176
Americas, Canada, Literacy, Montessori method of education, North America
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Abstract/Notes: Problem statement: Childhood is an integral time for literacy development and the aim of this article is to closely examine what pedagogical strategies were most effective to promote literacy learning with a group of six to nine year old children. This case study investigates how the use of specific literacy and drama-based strategies prepared and stimulated young children’s understanding and appreciation of a Shakespeare play. Approach: The study was conducted over a period of three months in a multi-age Montessori primary classroom in Vancouver, Canada. Over 600 writing samples from the class of 22 children were analyzed. Eight classroom observations by the author and another researcher were documented, using field notes, still photo images and video. Interviews with the teacher, parents and children were undertaken and two years after the study, a focus group was conducted with eight of the original children who had participated in the initial research. Using a qualitative research approach, the data was analyzed in search of recurring patterns and themes that highlighted literacy strategies where children’s understanding and engagement with Shakespeare was most effective. Results and Conclusion: It was observed that five particular writing and drawing strategies (word wall, journal, character masks, letters and newspaper) allowed the children to develop a greater understanding and appreciation of Shakespeare’s work. The above literacy strategies fostered vocabulary development, understanding of plot and character motivations and the ability for the children to rehearse and perform the Shakespeare play for their peers and family. Member checking with a randomly selected group of children two years later and written feedback from parents confirmed key learning outcomes that occurred during the study.
Language: English
DOI: 10.3844/jssp.2012.170.176
ISSN: 1549-3652, 1558-6987
Article
Assessment in Early Primary Education: An Empirical Study of Five School Contexts
Available from: Taylor and Francis Online
Publication: Journal of Research in Childhood Education, vol. 28, no. 4
Date: 2014
Pages: 441-460
Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: Within the current standards-based framework of early primary education, teachers must negotiate the integration of assessment with traditional, developmental orientations to teaching and learning. The purpose of this qualitative study was to examine teachers' approaches to early primary assessment within five different school contexts: public, independent, Froebel, Waldorf, and Montessori. Data were collected from 12 kindergarten to Grade 2 teachers through in-depth interviews followed by ethnographic observations of eight classrooms. Data were thematically analyzed to identify core approaches to assessment across the contexts related to the following themes: (1) diverse conceptions of assessment, (2) commitments to student-oriented assessment, (3) knowing children through a practice of observation, and (4) assessment of academic standards. Underpinning these assessment themes was the fundamental commitment of early-primary educators to whole-child teaching and assessment. The article concludes with suggestions for future research that explore the intersection between teaching and assessment in play-based pedagogical contexts, alternative educational approaches, and systems of high accountability, with the aim of supporting teachers in bridging developmental and academic priorities in the early primary grades.
Language: English
DOI: 10.1080/02568543.2014.944722
ISSN: 0256-8543, 2150-2641
Article
Editorial - Primary Prevention and Early Childhood Education: An Historical Note on Maria Montessori
Available from: Springer Link
Publication: Journal of Primary Prevention, vol. 24, no. 3
Date: 2004
Pages: 191-196