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Article
The Children of the World, with Special Reference to the American Child
Available from: HathiTrust
Publication: Proceedings of the Annual Session of the Wisconsin Teachers' Association [64th Annual Session, November 2-4, 1916, Milwaukee, WI], vol. 64
Date: 1917
Pages: 299-304
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Abstract/Notes: Maria Montessori delivered this speech at the Wisconsin Teachers' Association annual meeting on November 3, 1916 from 2:50-3:30 pm. The volume also includes note of "2:50–3:30 – The Children of the World, with Special Reference to the American Child – Dr. Maria Montessori, Rome, Italy" and "Substitute - The Progress of Montessori Work in America – Helen Parkhurst, U. S. Montessori Supervisor."
Language: English
Article
Children and Loss
Publication: The National Montessori Reporter, vol. 5, no. 2
Date: Apr 1981
Pages: 1–2
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Language: English
Article
Tibetan Children's Village–A Project Undertaken by Michael Olaf Montessori
Publication: AMI/USA News, vol. 16, no. 2
Date: May 2003
Pages: 11
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Language: English
Article
Montessori for Children
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Around the Child, vol. 2, no. 2
Date: 1957
Pages: 5-6
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Language: English
ISSN: 0571-1142
Article
Basic Principles in Dealing with Children
Publication: Around the Child, vol. 14
Date: 1971
Pages: 25-26
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Language: English
ISSN: 0571-1142
Article
Looking at How Children Succeed, Through a Montessori Lens
Available from: ProQuest
Publication: Montessori Life, vol. 26, no. 1
Date: Spring 2014
Pages: 42-46
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Abstract/Notes: In this article author Prairie Boulmier writes that Paul Tough, author of "How Children Succeed," has emerged as a visible and respected voice on education reform and research in the U.S. Boulmier describes "How Children Succeed" and its focus on an increasing knowledge base that supports so-called "noncognitive" skill development in children--including traits like curiosity, self-control, and character--and programs such as Tools of the Mind and the KIPP character education program. Boulmier points out that although Tough admits he has not yet seen the perfect solution, he still offers a challenging view of what education reform could look like if schools cared more about noncognitive skills. "How Children Succeed" (2012) is described as a compelling overview of decades of research, looking deeply into programs, teachers, mentors, and students who are challenging the American view of education. The hope that the focus in education appears to be shifting toward emotional regulation, executive functioning, and character traits should be encouraging to those involved in the Montessori movement.
Language: English
ISSN: 1054-0040
Article
Research on the Impact of the Emotional Expression of Kindergarten Teachers on Children: From the Perspective of the Class Micro-Power Relationship
Available from: Frontiers in Psychology
Publication: Frontiers in Psychology, vol. 13
Date: 2022
Pages: Article 808847
Asia, China, East Asia, Montessori method of education - Evaluation
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Abstract/Notes: During the preschool years, the socio-emotional responses children receive from interactions with teachers are incorporated into their own social behaviors. This is one of the key ways in which children acquire social and emotional skills. Based on field studies, it can be found that this learning process is not simple imitation of children, but of a more complex context of group interaction. To further clarify the impact of kindergarten teachers’ emotion on the sociometric status and behavior of 3–5 year-old children in their classes, the researchers chose a Montessori mixed-age kindergarten in Beijing as the field site and observed five classes within the kindergarten over a 2-month period in this ethnographic case study. The study found that the power gap between teacher and pupil spreads rapidly to all children in the classroom as a result of the teacher’s emotions, and even stimulates power stratification within the children. In addition, there are differences in the social behaviors between the children of different levels of power. As preschool children are in a critical developmental window when social knowledge is being accumulated and social skills are being acquired, using power relations within the kindergarten classroom as an entry point to analyze the impact of teachers’ emotions on children’s social behavior provides a new breakthrough for the professional development of early childhood education and the better achievement of educational goals.
Language: English
DOI: 10.3389/fpsyg.2022.808847
ISSN: 1664-1078
Book
The Advanced Montessori Method (Scientific Pedagogy as Applied to the Education of Children from Seven to Eleven Years)
Elementary schools, Maria Montessori - Writings
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Language: English
Published: Herndon, Virginia: Books international, 1996
Article
La Case dei Bambini [The Children's Homes]
Available from: Google Books
Publication: I Diritti della Scuola, vol. 10, no. 6
Date: Nov 22, 1908
Pages: 102
Europe, Italy, Southern Europe
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Language: Italian
ISSN: 0012-3382
Article
Le Case dei bambini nella Calabria di inizio Novecento attraverso l’Archivio Storico dell’ANIMI / Montessori’s Children’s Houses in Calabria at the Beginning of the Twentieth Century in the Historic Archive of the ANIMI
Available from: Rivista di Storia dell’Educazione
Publication: Rivista di Storia dell’Educazione, vol. 8, no. 2
Date: 2021
Pages: 97-107
Associazione Nazionale per gli Interessi del Mezzogiorno d’Italia (ANIMI), Europe, Italy, Montessori method of education, Montessori schools, Southern Europe
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Abstract/Notes: The birth of Montessori’s Case dei Bambini (“Children’s Houses”) and the adoption of her innovative teaching method constitute an interesting chapter in the renewal of educational practices in Italy in the early years of the 20th century. Spreading from North to South, the biggest impact was felt where the social question was most acute. Milan, Rome and Città di Castello (the location of the Villa Montesca belonging to Leopoldo Franchetti and his wife Alice Hallgarten), together with very small communities such as those of Ferruzzano and Saccuti in the province of Reggio Calabria, were ideal contexts in which to test the assumptions of Maria Montessori’s approach to pedagogy. Specifically, this paper examines the experience of the Children’s Houses and nursery schools set up in Calabria by the Associazione Nazionale per gli Interessi del Mezzogiorno d’Italia (ANIMI, the National Association for the Interests of the Italian Mezzogiorno). The use of partly unpublished materials kept in the Association’s Historic Archive makes it possible to reconstruct the enthusiasm for the Montessori method of some teachers who were not from Calabria and to assess its positive effects on the children, who were among the country’s most neglected, often condemned to a series of privations.
Language: Italian
DOI: 10.36253/rse-10369
ISSN: 2532-2818