For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Book Section
Die Umsetzung von Prinzipien der Montessori-Pädagogik an österreichischen Volksschulen unter besonderer Berücksichtigung der Freiheit des Kindes [The implementation of the principles of Montessori pedagogy in Austrian elementary schools with particular consideration of the freedom of the child]
Book Title: Untersuchungen und Ansätze zur Weiterentwicklung der Montessori-Pädagogik in Österreich [Investigations and approaches for the further development of Montessori pedagogy in Austria]
Pages: 55-74
See More
Language: German
Published: Innsbruck, Germany: Studien Verlag, 2009
Edition: 1st ed.
ISBN: 978-3-7065-4721-5 3-7065-4721-X
Series: Initiative neues Lernen
Book
Montessori for Everyone? Adapting Montessori for the Regular Classroom
See More
Language: English
Published: [S.I.]: s.n.], 1978
Book Section
Rinascita di Maria Montessori [Rebirth of Maria Montessori]
Book Title: Maria Montessori, oggi: 1870-1970 [Maria Montessori, today: 1870-1970]
Pages: 43-60
Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History
See More
Language: Italian
Published: Firenze: Giunti-Bemporad Marzocco, 1970
Article
Classics of Education Sciences: Maria Montessori. Background knowledge and perceived meanings of University students compared to teachers attending Montessori in-service training courses / Klasyka nauk edukacyjnych: Maria Montessori. Wiedza środowiskowa i odkrycie znaczenia w ocenie studentów Uniwersytetu oraz nauczycieli uczestniczących w kursie szkoleniowym Montessori
Available from: Uniwersytet Rzeszowski (Poland)
Publication: Kultura - Przemiany - Edukacja, vol. 6
Date: 2018
Pages: 241-255
See More
Abstract/Notes: Maria Montessori’s pedagogy is considered a “classics” of Education Sciences. In this contribution, a survey conducted with three different groups of subjects attending University lectures or in-service Montessori training courses is reported. Main research purpose is to discover background knowledge and perceived meanings of each group concerning the Montessori Method and its main characteristics. Data collected from the three groups under investigation are compared to identify the most macroscopic differences and / or similarities. Through the graphs produced, first reflections and conclusions are attempted, at the same time readers are invited to build their own opinions inferring other meanings or conclusions thanks to data and reading tools provided.
Language: English
ISSN: 2300-9888, 2544-1205
Book Section
Fachdidaktische Neuerungen - eine Bedrohung der Montessori-Identität? [Didactic innovations: a threat to the Montessori identity?]
Book Title: Montessori-Pädagogik in Deutschland: Rückblick - Aktualität - Zukunftsperspektiven ; 40 Jahre Montessori-Vereinigung e.V. [Montessori Pedagogy in Germany: Review - Current Issues - Future Perspectives 40 years of the Montessori Association]
Pages: 332-334
Europe, Germany, Montessori materials, Western Europe
See More
Language: German
Published: Münster, Germany: Lit, 2002
ISBN: 978-3-8258-5746-2
Series: Impulse der Reformpädagogik , 7
Article
Starting a Montessori School in the 60's [Greater New Orleans Montessori Society]
Publication: Montessori Life, vol. 13, no. 1
Date: 2001
Pages: 9
See More
Language: English
ISSN: 1054-0040
Article
Montessori-kinderhuis te Naarden-Bussum [Montessori children's home in Naarden-Bussum]
Available from: HathiTrust
Publication: Eigen Haard, vol. 43
Date: 1917
Pages: 592-594
Europe, Holland, Netherlands, Western Europe
See More
Language: Dutch
ISSN: 0924-5618
Article
Modernost pedagoške koncepcije Marije Montessori [The contemporariness of Maria Montessori’s pedagogical concept / Modernität der pädagogischen Konzeption von Maria Montessori]
Available from: Hrčak - Portal of Croatian scientific and professional journals
Publication: Pedagogijska istraživanja, vol. 8, no. 2
Date: 2011
Pages: 205-216
See More
Abstract/Notes: U zadnjim desetljećima sve veći broj znanstvenika i pedagoga praktičara pokazuje interes za Montessori pedagogiju, provjerava je u praksi i potvrđuje da je riječ o modernoj, vremenu primjerenoj pedagogiji koja odgovara na razvojne potrebe suvremene djece i mladih. Brojna istraživanja pokazuju kako djeca iz Montessori škola, u usporedbi s djecom iz standardnih škola, pokazuju bolju motivaciju za učenje, višestruke interese, samostalnost i pozitivan odnos prema učenju te veću odgovornost prema zajednici. Istraživanja euroznanosti i razvojne psihologije potvrđuju postavke Montessori pedagogije o individualnom planu razvoja, koji prolazi određene stupnjeve (senzibilna razdoblja, prozori učenja) te o potrebi didaktički obliko vanog okruženja kao pomoći u individualnom razvoju. Zahtjev za slobodom, samostalnosti i samoaktivnosti Montessori je, za razliku od emancipatorske pedagogije i sociokonstruktivizma, postavila u okvire razvojne i moralne slobode i jasno defi nirala uvjete slobode i pretpostavke samostalnosti djeteta. Sloboda shvaćena kao izgradnja kompetencija za djelovanje – cilj je, ali i put, koji dijete prolazi u svome razvoju i na kojemu treba sigurnost, zaštićenost, praćenje i pomoć odraslih. Modernost Montessori pedagogije treba tražiti u znanstveno utemeljenoj psihologiji razvoja, u pedagoški oblikovanoj ponudi učenja i u pedagoškom etosu odgajatelja. [In recent decades an increasing number of scholars and pedagogues have been showing interest in the educational approach developed by Maria Montessori, applying it in practice and arguing that it is a modern and timely pedagogy that responds to the developmental needs of contemporary children and youth. Numerous surveys show that children educated in Montessori schools, in comparison to children educated in standard schools, demonstrate a greater motivation to learn, have a multiplicity of interests, display independence and a positive stance towards learning, as well as an increased sense of responsibility towards the community. Research in neuroscience and developmental psychology confi rms the hypotheses laid down by Montessori pedagogy about the individual development plan as evolving through certain stages (sensitive periods, learning windows) and about the need to have a didactically formulated environment that will support individual development. Unlike the emancipatory pedagogy and socio-constructivism, Montessori has placed the requirement for freedom, autonomy and self-activity within the bounds of a developmental and moral freedom and clearly defi ned the conditions of the freedom and the assumptions of the child’s autonomy. Freedom interpreted as a development of competencies for action represents the aim, but also the journey a child goes through during the development period when it needs safety, protection, attention and support from the adults. The contemporariness of Montessori pedagogy is to be found in scientifically-based developmental psychology, in pedagogically formulated teaching and in the pedagogical ethos of the teacher. / In den letzten Jahrzehnten wächst die Zahl von Wissenschaft lern und pädagogischen Praktikern, die sich mit der Montessori-Pädagogik beschäft igen, ihre Th esen in der Praxis überprüfen und die Meinung vertreten, dass es um eine moderne, zeitgemäße Pädagogik handelt, die auf Entwicklungsbedürfnisse der heutigen Kinder und Jugendlichen antwortet. Zahlreiche Untersuchungen bestätigen, dass die Kinder aus den Montessori-Schulen im Vergleich mit den Kindern aus den Standardschulen eine höhere Lernmotivation, vielfältigere Interessen, Selbständigkeit und positives Verhältnis zum Lernen sowie eine größere Verantwortung gegenüber der Gemeinschaft besitzen. Die im Rahmen von Neurowissenschaft en und Entwicklungspsychologie unternommenen Untersuchungen bestätigen die Hypothesen der Montessori-Pädagogik über den individuellen Entwicklungsplan, der bestimmte Stufen durchläuft (sensible Etappen, Lernfenster) sowie die Notwendigkeit einer didaktisch gestalteten Umwelt als individueller Entwicklungshilfe. Die Forderung nach der Freiheit, Selbständigkeit und Selbstaktivität stellte Montessori, im Unterschied zu emanzipatorischer Pädagogik und sozialem Konstruktivismus in den Rahmen der moralischen und Entwicklungsfreiheit und defi nierte klar die Voraussetzungen für die Freiheit und Selbständigkeit des Kindes. Die Freiheit, begriff en als Aufb au von Handlungskompetenzen, stellt das Ziel, aber auch den Weg dar, den das Kind in seiner Entwicklung zurücklegt und auf dem es Sicherheit, Geborgenheit, Hilfe und Aufsicht durch Erwachsene benötigt. Die Modernität der Montessori-Pädagogik ist in der wissenschaft lich begründeten Entwicklungspsychologie, in den pädagogisch aufb ereiteten Lernangeboten und dem pädagogischen Ethos der Erzieher zu suchen.]
Language: Croatian
ISSN: 1334-7888
Article
Nouvelles Diverses; Italie: Cours Montessori [Montessori Course]
Available from: Université Caen Normandie
Publication: Pour l'ère nouvelle: revue internationale d'èducation nouvelle, vol. 8, no. 53
Date: Dec 1929
Pages: 303
See More
Language: French
Article
Nouvelles Diverses; Le centre Montessori [The Montessori Center]
Available from: Université Caen Normandie
Publication: Pour l'ère nouvelle: revue internationale d'èducation nouvelle, vol. 16, no. 141
Date: Nov 1938
Pages: 279
See More
Language: French