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Book
Man's Formation for World Reconstruction [Program]: The 8th International Montessori Congress, Conducted by Maria Montessori, San Remo, 22-29 August, 1949
Conferences, International Montessori Congress (8th, San Remo, Italy, 22-29 August 1949)
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Language: English
Published: Roma, Italy: Lamagna, [1949]
Article
Montessori en de 21ste eeuw [Montessori and the 21st Century]
Publication: MM: Montessori mededelingen, vol. 24, no. 1
Date: 2000
Pages: 10-12
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Language: Dutch
ISSN: 0166-588X
Article
Montessori in Perspectief [Montessori in Perspective]
Available from: Universiteit Utrecht
Publication: Pedagogische Studiën, vol. 47, no. 12
Date: 1970
Pages: 463-471
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Language: Dutch
ISSN: 0165-0645, 1573-5931
Book
Montessori for the New Millennium: Practical Guidance on the Teaching and Education of Children of All Ages, Based on A Rediscovery of the True Principles and Vision of Maria Montessori
Available from: Taylor and Francis Online
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Abstract/Notes: Although Montessori's name is almost universally known in education circles today, and there are countless nursery schools throughout the world using the "Montessori Method," the real core of her thinking has remained largely misunderstood. Most people regard the method as a system for the education of very young children. And most who have some direct experience of it, either as parent or teacher, would regard it as involving a certain set of procedures and specialized educational materials with clear and elaborate instructions for their use. However, the essence of Montessori's philosophy of education is in reality far broader than this, and contains a powerful message for educators everywhere. What is less well-known about Montessori's work is that she began by establishing the effectiveness of her approach at the pre-elementary level, but also strongly encouraged the extension of her method to the higher levels of education. Wentworth's purpose in writing this book is to elucidate this vital aspect of Maria Montessori's life's work and to show how it applies to real-life teaching situations. She believed that by transforming the process of children's education she could help to transform the attitudes of the adults they will later become, and so those of society and the world at large--a message she promoted as vitally relevant to the future of humankind as a whole.
Language: English
Published: New York, New York: Routledge, 1999
Edition: 1st
ISBN: 978-1-4106-0440-8
Article
]American Montessori Society, the Montessori School Management Guide (book review)]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 24
Date: 1992
Pages: 103-104
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Language: Japanese
ISSN: 0913-4220
Article
Nederlandsche Montessori Vereeniging. Cursus tot Opleiding van Montessori Leidsters te Utrecht
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, vol. 8, no. 9
Date: Jul 11, 1925
Pages: 69
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Language: Dutch
Article
Il ruolo del gioco infantile nel pensiero di Maria Montessori e nelle scuole a metodo / El papel del juego infantil en el pensamiento de Maria Montessori y en las escuelas de método / The role of children's playing in the thought of Maria Montessori and in Montessori method schools
Available from: Universidade de Santiago de Compostela (Spain)
Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 5, no. 2
Date: Jul 2016
Pages: 114-126
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Abstract/Notes: Lo scopo dell’articolo è di mettere in evidenza quale ruolo educativo assegni la Montessori ad alcune tipologie di gioco. In particolare si cerca di mettere in evidenza la sua mancata comprensione del ruolo del gioco simbolico nei primi anni di vita dei bambini, dando vita ad un vero e proprio paradosso per cui nonostante l’osservazione dei bambini in contesti scolastici e naturali, che la Montessori ha preconizzato al fine di proporre una pedagogia con basi di natura scientifica, ella non è riuscita a integrare il gioco simbolico nella sua proposta pedagogica. Si mette anche in luce la sua sua sostanziale concordanza con Dewey nella descrizione di un tipo di attività intelligente che origina da un interesse del bambino nei confronti di uno stimolo ambientale su cui egli riesce a mantenere una concentrazione sostenuta, tuttavia la Montessori mantiene una profonda distanza terminologica da Dewey, che chiama questa attività “gioco”, mentre lei, invece, “lavoro”. Si dà conto infine del ruolo positivo che hanno l’attività giocosa e l’attitudine giocosa (playfulness) nel metodo montessoriano e anche dell’importanza dei giochi sensomotori e dei giochi di regole nell’applicazione didattica ed educativa del metodo stesso. Dall’analisi emerge che la Montessori ha saputo integrare la dimensione giocosa dell’attività umana nel processo di insegnamento/apprendimento attraverso il riconoscimento dell’attività ludiforme, pur con incomprensioni e paradossi in merito al gioco simbolico e in merito alla definizione stessa di gioco. / El propósito de este artículo es analizar el papel educativo que Montessori otorga a ciertos tipos de juego. En particular, se pretende poner de relieve su falta de comprensión del papel del juego simbólico en los primeros años de vida de los niños, creando una verdadera paradoja, ya que a pesar de la observación de los niños en contextos escolares y naturales, método propuesto por Montessori con el fin de conseguir una pedagogía con base científica, no ha sido capaz de integrar el juego simbólico en su propuesta pedagógica. En el artículo también se evidencia la concordancia sustancial con Dewey en la descripción de un tipo de actividad inteligente que se origina en el interés del niño por un estímulo ambiental a partir del que es capaz de mantener una concentración sostenida, sin embargo, Montessori mantiene una profunda distancia terminología con relación a Dewey, quien llama a esta actividad “juego”, mientras que para Montessori es “trabajo”. Finalmente, se aborda el papel positivo que tienen las actividades y actitudes lúdicas (playfulness) en el método Montessori y también la importancia del juego sensoriomotor y el juego de reglas en la aplicación didáctica y educativa del propio método. El análisis muestra que Montessori ha sido capaz de integrar la dimensión lúdica de la actividad humana en el proceso de enseñanza/aprendizaje a través del reconocimiento de este tipo de actividad, a pesar de la incomprensión y las paradojas sobre el juego simbólico y de la propio definición de juego. / The purpose of the article is to highlight the role played by certain types of game in Montessori. In particular, it seeks to highlight the lack of understanding of the role of symbolic play in the early years of children’s lives, creating a real paradox in the Montessori system despite her observation of children in school and natural contexts. Montessori has advocated a view to proposing a pedagogy with scientific bases, but she has been unable to integrate the symbolic play in its pedagogical proposal. I also try to outline her substantial correlation with Dewey in the description of a type of intelligent activity that originates from a child’s interest in respect of an environmental stimulus on which he is able to maintain a sustained concentration, however Montessori maintains a deep distance from Dewey in terminology, who calls this activity “game”, while she, instead, “work.” I give an account of the positive role that have the playful activities and the playful attitude (playfulness) in the Montessori method and of the importance of sensorimotor games and rulegames. The analysis shows that Montessori has been able to integrate the playful dimension of human activity in the teaching/learning process through a general recognition of the playful activity, despite misunderstandings and paradoxes about the symbolic play and on the very definition of play.
Language: Italian
ISSN: 2255-0666
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
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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
Book Section
Perché contrapporre le Agazzi alla Montessori? [Why contrast Agazzi with Montessori?]
Book Title: Pietro Pasquali, le Agazzi e la riforma del fröbelismo in Italia
Pages: 153-154
Agazzi method of teaching - Criticism, interpretation, etc., Aldo Agazzi - Philosophy, Comparative education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Rosa Agazzi - Philosophy
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Language: Italian
Published: Roma, Italy: Armando, 1962
Article
Una reflexión sobre Montessori y Decroly [A Reflection on Montessori and Decroly]
Publication: Cuadernos de Pedagogía, no. 126
Date: 1985
Pages: 8-10
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Language: Spanish
ISSN: 0210-0630