For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Colegio Montessori-Palau de Girona: Educación secundaria - el renacimiento de la persona [Colegio Montessori-Palau de Girona: Secondary education - the rebirth of the person]
Publication: Cuadernos de Pedagogía, no. 455
Date: 2015
Pages: 25-26
Europe, Southern Europe, Spain
See More
Language: Spanish
ISSN: 0210-0630
Article
Cobb Montessori: A Community Crisis Illuminating the Challenges and Opportunities of Public Montessori
Available from: ProQuest
Publication: Montessori Life, vol. 22, no. 4
Date: Winter 2010
Pages: 26-33
See More
Language: English
ISSN: 1054-0040
Article
Montessori Centenary Calendar–"Spirit of Montessori"
Publication: Montessori Society Review, vol. 18
Date: 2006
Pages: 48
See More
Language: English
Book
Rede, creativiteit en vrijheid bij Montessori [Reason, Creativity and Freedom in Montessori]
See More
Abstract/Notes: This is the Dutch translation of "Reason, Creativity and Freedom in Montessori" which was originally published in "The Educational Forum" (vol. 40, no. 1, 1975).
Language: Dutch
Published: Amsterdam, The Netherlands: Stichting Nederlandse Montessori Uitgeverij, 1983
Article
Saved! How Parents and Their Principal Kept a Public Montessori Program in Place in Pittsburgh [Homewood Montessori]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 12, no. 3
Date: Spring 2000
Pages: 1, 28-29
See More
Language: English
ISSN: 1071-6246
Article
From the Organizations: Montessori Foundation/International Montessori Council
Publication: Public School Montessorian, vol. 20, no. 1
Date: Fall 2007
Pages: 20
See More
Language: English
ISSN: 1071-6246
Article
Pemikiran Ki Hajar Dewantara dan Maria Montessori tentang Pendidikan Anak Usia Dini [The Thoughts of Ki Hajar Dewantara and Maria Montessori About Early Childhood Education]
Available from: Universitas PGRI Semarang (Indonesia)
Publication: PAUDIA: Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini [Research Journal in the Field of Early Childhood Education], vol. 9, no. 1
Date: 2020
Pages: 17-35
Asia, Australasia, Indonesia, Ki Hajar Dewantara - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Southeast Asia, Taman Siswa
See More
Abstract/Notes: Mendalami ilmu pendidikan anak usia dini tidak dapat dilakukan apabila hanya mengkaji pemikiran satu tokoh saja. Tujuan penelitian ini adalah mengetahui (1) pemikiran, (2) persamaan dan perbedaan pemikiran Ki Hajar Dewantara dan Maria Montessori tentang pendidikan anak usia dini. Metode yang digunakan kualitatif dengan jenis penelitian kepustakaan yang mengkomparasikan pemikiran kedua tokoh. Data dianalisis dengan pendekatan deskriptif. Penelitian dilaksanakan selama dua bulan mulai januari sampai februari 2020. Sumber data terdiri dari data primer dan sekunder. Hasil penelitian menunjukkan (1) pemikiran pendidikan anak usia dini menurut Ki Hajar Dewantara adalah pendidikan yang diberikan pada anak 0-7 tahun dengan pemberian pendidikan yang memperhatikan unsur alami anak dengan materi melatih panca indera menggunakan metode lahiriah dan batiniah dilakukan di lingkungan keluarga, sekolah dan masyarakat dengan tujuan mengembangkan cipta, rasa dan karsa pada anak. Menurut Maria Montessori pendidikan anak usia dini adalah pendidikan yang diberikan untuk anak 0-6 tahun dilakukannya dilingkungan sekolah dengan materi keterampilan sehari-hari menggunakan metode lahiriah dan batiniah yang memberikan kebebasan anak untuk memilih aktivitas dan media yang ingin digunakan. (2) persamaan dan perbedaan pemikiran Ki Hajar Dewantara dan Maria Montessori tentang anak usia dini terletak dari aspek nama dan filosofi sekolah, setting lingkungan, dasar pemikiran PAUD, metode dan tugas pendidik. [The science of early childhood education cannot be understood from one’s thought. This research intended to know (1) the thoughts (2) the similarities and differences of early childhood education thoughts by Ki Hajar Dewantara and Maria Montessori. The method used was qualitative with library research which compared two experts’ thoughts. The data was analyzed by descriptive approach. This research was done within two months, january to february 2020. The data were from primary and secondary data. The results revealed (1) Ki Hajar Dewantara states that early childhood education is an education given to 0-7 year old children and emphasizes on natural factors by training five senses through outward and inward method around family, school and community environments to develop creativity, feeling and intention. While Maria Montessori says that early childhood education is an education given to 0-6 year old children through daily skills in school environment and uses outward and inward method which let them choose activity and media they want. (2) the similarities and differences of Ki Hajar Dewantara and Maria Montessori thoughts were school’s name and philosopy, environment, ECE basic thoughts, learning method and educator’s duties.]
Language: Indonesian
DOI: 10.26877/paudia.v9i1.5610
ISSN: 2598-4047, 2089-1431
Article
La Società Umanitaria e la diffusione del Metodo Montessori (1908-1923) [La Società Umanitaria and the Diffusion of the Montessori Method (1908-1923)]
Available from: Università di Bologna
Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 10, no. 2
Date: 2015
Pages: 103-114
Europe, Italy, Società Umanitaria (The Humanitarian Society), Southern Europe
See More
Abstract/Notes: The Società Umanitaria of Milan, between 1918 and 1923, played an essential role in spreading and developing the Montessori Method. Studying in the Historical Archive of Società Umanitaria the numerous documents there collected, the author reconstructed the crucial moments of the extremely significant collaboration between Maria Montessori and Augusto Osimo, General Secretary of the Società Umanitaria. This complex and in-depth investigation was guided by the analysis, in specific, of the training courses for Montessori teachers organised by Società Umanitaria, essentially unexamined before this study, that allowed the researcher to have a deep insight into the action of Società Umanitaria aimed to promote and implement the Montessori Method in Italy and all around the world.
Language: Italian
DOI: 10.6092/issn.1970-2221/5359
ISSN: 1970-2221
Bachelor's Thesis
Montessori pedagoška koncepcija [Montessori pedagogical conception]
Available from: CORE
Croatia, Europe, Montessori method of education, Southern Europe
See More
Abstract/Notes: Kako bi odgojili kompetentno dijete ono treba poštovanje, slobodu izražavanja, te mnoštvo poticaja prilikom svog odgoja i obrazovanja, a najviše od svega potporu i ohrabrenje da sve što radi pokuša napraviti samo. Djetetu se prilikom samostalnih aktivnosti ili određenih zadataka jača samopouzdanje, dijete se razvija, uči na greškama, te pronalazi rješenja. Dijete od svoga rođenja prolazi kroz mnoštvo razvojnih faza koje su teške, kako za osobe koje sudjeluju u odgoju i učenju djeteta, tako i za samo dijete, te mu samim time mi kao osobe odgovorne za predškolski odgoj i obrazovanje trebamo moći i znati pomoći da kroz sve te faze prođe na najbolji mogući način. Upravo su promjene u razmišljanjima o odgoju, te drugačiji pristup odgoju, te djetetu kao jedinki dovele do pojave alternativnih pedagoških koncepcija. Montessori pedagogija svojim načinom rada, te samim pristupom prema dječjem odgoju i poštivanju različitosti među djecom i danas nadahnjuje mnoge, te je izrazito priznata u cijelom svijetu. U radu se pojašnjava tijek reforme odgoja i obrazovanja koji je naposljetku i doveo do pojave alternativnih pedagoških metoda i različitih pristupa u odgoju i obrazovanju, a sam rad baziran je na pedagošku konceociju Marie Montessori. [In order to raise a competent child, it needs respect, freedom of expression and a lot of incentives during its upbringing and education, but most of all a child needs support and encouragement to try and do everything on its own. While performing independent activities or certain tasks, the child develops, learns from its mistakes and finds solutions. It goes through many difficult development phases from the moment of its birth – difficult phases for the people who participate in the upbringing and education of the child, as well as for the child itself. Therefore, as people who are responsible for the preschool upbringing and education, we must be able, and we must know how to help the child to go through all those phases in the best possible way. The changes in the way we think about upbringing, a different approach to upbringing and child as an individual have led to the occurrence of alternative pedagogical concepts. Montessori pedagogy, with its way of working, and it is very approach to childcare and respect for diversity among children, still inspires many today, and is widely recognized throughout the world. The paper clarifies the course of educational reform, which eventually led to the emergence of alternative pedagogical methods and different approaches in education, and the work itself is based on the Marie Montessori pedagogical concept.]
Language: Croatian
Published: Zagreb, Croatia, 2019
Article
A Study on Educational Thought & Method of Montessori / Montessori의 교육 사상과 교육 방법
Available from: RISS
Publication: 論文集 - 부천대학 [Research Bulletin - Bucheon University], vol. 14
Date: 1993
Pages: 265-282
See More
Language: Korean