Language: English

ISSN: 0190-3578

Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017

ISBN: 978-90-79506-38-5

Series: The Montessori Series , 2

Abstract/Notes: Includes the following section(s): The G Clef and the F Clef

Language: English

Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2017

ISBN: 978-90-79506-28-6

Series: The Montessori Series , 13

Volume: 2 of 2

Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017

ISBN: 978-90-79506-38-5

Series: The Montessori Series , 2

Language: English

ISSN: 0190-3578

Language: English

ISSN: 1054-0040

Language: English

Abstract/Notes: play and have fun, the learning and teaching processes should be suited totheir nature. There is a number of known interesting learning activitieswhich are based on the arts, games and other oral activities. Thus Englishshould be taught as a means of communication and researchers should dotheir best to help EFL learners to develop their reading and speaking skills.Ur (2000: 12) declared that "out of all the four skills ,listening,speaking, reading and writing, speaking seems the most important, peoplewho speak a language are known as speakers of the language, as if speakingincluded all other kinds of knowing a target language" Today, many secondlanguage learners give the speaking skill priority in their learning because ifthey master this skill then they will be considered as if they have masteredall of the other skills.The importance of speaking is best shown with the integration of theother language skills. For instance, speaking can help students develop theirvocabulary and grammar and improve their writing skill. Ability to read isthe primary fundamental skill required for children to achieve academicsuccess. Currently, the expectation is that all children should begin readingearly and be able to read on grade level by third grade (U.S. Department ofEducation, 2002)Another way that speaking and reading are connected is throughdecoding .decoding is the process of pulling apart the sounds that each(1)letter makes, and then putting them back together to make a word.it is mucheasier for a child to sound out a word on the page that they have alreadyheard in conversation, than a completely new word. There less informationto process since the meaning and the pronunciation of the word are alreadyknown. A child who has heard more words spoken is at an advantage whenlearning to read, the skill of reading is special and often difficult to acquire.the fact that anyone learns how to read is something of a miracle. Learningto read is different from learning to speak; in the development of humanhistory, speaking precedes reading by thousands of yearsItalian educator and physician Maria Montessori developed aninnovative teaching methodology for children that left an indelible mark oneducation curricula throughout the world. Montessori education is a sensorybasedpedagogy that is based on the belief that children learn at their ownpace through manipulation of objects (Lopata, Wallace, & Finn,2005).According to Montessori, (Montessori, 1967, p.14). the goal ofeducation is “to be able to find activities that are so intrinsically meaningfulthat we want to throw ourselves into them” (Crain : 2004) confirmed thisassertion by noting that “when children find tasks that enable them todevelop their naturally emerging capacities, they become interested in themand concentrate deeply on them.In general, there is a need for more research regarding successfuleducational methods and pedagogy for this disenfranchised populationbecause the existing research does not adequately provide educationalplanners with the resources or information to develop effective programs(Williams:2001) examined the impact of the Montessori Method on(2)refugee children‟s social, cognitive and motor development using adifference-in-difference approach .The Montessori method of teachingaimed the fullest possible development of the whole child, ultimatelypreparing him for life‘s many rich experiences. Complemented by hertraining in medicine, psychology and anthropology, Dr .Maria Montessori(1870-1952) developed her philosophy of education based upon actualobservation of children.Students are assigned their own personal workstations designed witheducational items that correspond to the daily lesson plans and activities.Students are responsible for setting up the work area, choosing the learningactivity, applying the physical materials, and returning the materials back tothe shelves (Pickering: 2004).Children are always free to move around theroom and are not given deadlines for the various learning tasks. Desks arearranged into open networks that encourage meaningful group discourse, aswell as independent learning.Students work together with the teachers to organize time strategicallyin order to complete the necessary learning tasks of the day. The amount ofteachers in the classroom varies based on class size, but usually two teachersare used for sections with thirty or more students, In most settings, childrenare grouped in mixed ages and abilities based on three to six-year incrementssuch as 0-3, 3-6, 6-12, 12-15 and 15-18 (other Montessori schools use onlythree year increment settings). Ages are mixed so that older students canassist and mentor the younger children in the group. Students are groupedaccording to common interests and experiences rather than the ability andskill level (Pickering: 2004).According to Montessori, from birth to age three the child learnsprimarily through the “unconscious absorbent mind.” During education in(3)the first three years, Montessori believed that it was necessary for theparents to develop in the role of unobtrusive educator; there to protect andguide without infringing on the child‟s right to self-discovery (Crain: 2004).This early developmental model enabled children to learn their own skillsat their own place. During the ages of three to six the child begins to utilizethe “conscious absorbent mind” which prompts students to participate increative problem-solving consisting of wooden and metal objects of varioussizes and shapes, personally designed by Montessori. If a problem becomestoo difficult or overwhelming for the student, the teacher delays the projectfor a future day. Children also engage in practical work consisting ofhousehold tasks and personal maintenance.

Language: Arabic

DOI: 10.21608/jsep.2020.84322

ISSN: 2682-1931

Abstract/Notes: El trabajo en la modalidad de Memoria Laboral denominado “Aprestamiento de la Lectoescritura con Material Montessori en el Nivel de Educación Inicial en Familia Comunitaria”, surge de la inquietud de dar a conocer el trabajo realizado a lo largo de estos catorce años en la Unidad Educativa Montessori; donde se reafirmó la filosofía, se reestructuró el método y se implementó el adecuado manejo de los materiales. Para lograr un aprendizaje significativo en el proceso de la lectoescritura se deben utilizar diversas metodologías que contribuyan a ello. Inicialmente, si se tiene en cuenta que, al trabajar con hechos, acontecimientos y actividades del medio sociocultural, se está desarrollando en el niño un gran sentido de pertenencia con la sociedad, también se favorece el desarrollo de los procesos lectoescritores, pues al trabajar con situaciones reales que estén presentes y que hagan parte de la vida del niño/a. Se busca generar en el compromiso y sobre todo interés por actividades tan importantes como lo son la lectura y la escritura. Para esto hay que crear en el niño y la niña la necesidad de desarrollar dichas actividades no solo en sus procesos educativos, sino también en la vida y para la vida. Las actividades de aprestamiento para el aprendizaje de la lectura y escritura son básicas y de mucha importancia. El aprestamiento para la lectoescritura con material Montessori, tiene como finalidad iniciar un proceso de intervención que ayude a prevenir o superar problemas que puedan incidir negativamente en el desarrollo del aprendizaje del niño o niña. El método Montessori impulsa principios educativos como la libertad, la actividad y la autonomía; da gran importancia a la autoeducación y al docente como guía del proceso de enseñanza aprendizaje, éste propone material didáctico auto corrector que contribuye a lograr una "educación sensorial completa y graduada”.

Language: Spanish

Published: La Paz, Bolivia, 2019

Language: English

Published: Normal, Illinois, 1951