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Article
Montessori, Maslow, and Self-Actualization
Available from: ProQuest
Publication: Montessori Life, vol. 23, no. 4
Date: Winter 2011/2012
Pages: 16-21
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Abstract/Notes: What must never be forgotten by the Montessori teacher, or by any teacher of young children, is that his or her "primary" task, his or her "primary" obligation, his or her "primary" sacred duty is not the teaching of the "three Rs" but that of nurturing the psychological health of the child. Every element of Montessori methodology is designed for the care of the soul, which for Maria Montessori begins from the moment of birth. It is in the nature of the human being to strive toward self-actualization: toward a healthy psyche, toward psychological serenity, toward personal fulfillment. This is the new vision and understanding of man that Abraham Maslow and the third-force psychologists gave people. It becomes derailed when basic needs are not fulfilled. Even for those who are fortunate to have their needs fulfilled, it is still always a work in progress. Human psychological health is difficult to measure exactly. Being "self-actualized" is an ideal state, perhaps unattainable, like any other ideal state. Certainly self-actualizing individuals are not saints and have imperfections, as do all human beings. But what is most important for teachers and parents of young children is their duty to foster self-actualization. Maslow and Montessori both understood that the totality of a child's environment, meaning things visible and invisible, concrete and abstract, must offer the raw materials for fulfilling needs. The child will spontaneously absorb those raw materials for his or her unique growth. Collectively, through self-actualized children, society will follow, because these children "have led loving lives, have loved and been loved. Furthermore, they are "now" loving people."
Language: English
ISSN: 1054-0040
Book
Montessori: Self, Cosmos, and Civilization
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Language: English
Published: Cleveland, Ohio: North American Montessori Teachers' Association, 1998
Article
"Hilf mir es selbst zu tun": Solidarität und Kooperation in der Montessori-Pädagogik als Perspektive für die Pflegepädagogik ["Help me do it myself": Solidarity and cooperation in Montessori pedagogy as a perspective for nursing pedagogy]
Available from: Hogrefe
Publication: PADUA: Die Fachzeitschrift für Pflegepädagogik, Patientenedukation und -bildung, vol. 14, no. 5
Date: 2019
Pages: 301-306
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Abstract/Notes: Zusammenfassung. Fortschritte in Medizin und Pflegewissenschaft, demographische und rechtliche Umbrüche stellen die Pflegepädagogik vor neue Herausforderungen. Handlungsorientierung und Lehrende, die den Lern- und Entwicklungsprozess ihrer Lernenden fördern, sind gefragt. Eine Antwort auf diese Problemlagen in der Pflegeausbildung könnte ein altes, jedoch ungeahnt aktuelles pädagogisches Konzept liefern – die Montessori-Pädagogik, die vor allem über eine solidarische Lehrerpersönlichkeit implementiert werden kann. [Summary. Advances in medicine and nursing science, demographic and legal upheavals pose new challenges for nursing education. Action orientation and teachers who promote the learning and development process of their learners are in demand. An answer to these problems in nursing education could be provided by an old, but unexpectedly up-to-date pedagogical concept - Montessori pedagogy, which can be implemented primarily through a solidary teacher personality.]
Language: German
DOI: 10.1024/1861-6186/a000519
ISSN: 1861-6186
Master's Thesis
A Montessori Teacher's Guide to the Development of the Self: A Handbook
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: A teacher’s understanding of themselves has a great impact on their emotional well-being and job satisfaction. Teachers who have a good understanding of themselves, have intrapersonal intelligence, emotional intelligence, self-awareness, emotional competence, a well-developed identity and self-concept. Teachers who have a good understanding of themselves have positive classroom management, teaching effectiveness, relations with students, self-actualization, and self-fulfillment. However, a teacher’s understanding of themselves is not something emphasized in teacher training programs. The research led to the creation of a handbook to help teachers understand their emotions, values, and beliefs to increase their effectiveness in the classroom. Participants reported that the handbook helped them increase their self-awareness.
Language: English
Published: Moraga, California, 2020
Book Section
Davanti al Dramma della Guerra. Autoeducazione e Sensibilità Spirituale in Maria Montessori [Faced with the Drama of the War: Self-Education and Spiritual Sensitivity in Maria Montessori]
Book Title: Itaca: In Viaggio tra Storia, Scuola ed Educazione: Studi in Onore di Salvatore Agresta [Ithaca: Traveling Between History, School and Education: Studies in Honor of Salvatore Agresta]
Pages: 151-160
Maria Montessori - Philosophy, Montessori method of education, Spirituality
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Abstract/Notes: Il saggio ricostruisce le riflessioni - sia di taglio spirituale sia di taglio pedagogico - sviluppate da Maria Montessori circa la Grande Guerra: soprattutto nel volume "Autoeducazione", pubblicato nel 1916. [The essay reconstructs the reflections - both spiritual and pedagogical - developed by Maria Montessori about the Great War: especially in the volume "Self-education", published in 1916.]
Language: Italian
Published: Lecce, Italy: Pensa Multimedia, 2018
ISBN: 978-88-6760-416-6
Conference Paper
The Effects of Multiage Grouping on Verbal Interaction, Achievement and Self-Concept
Annual Conference of the American Association of School Administrators (112th, Anaheim, California, February 15-18, 1980)
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Abstract/Notes: Two studies were conducted on the effects of multiage classrooms. The first study investigated verbal interaction among children of different age groups and student-teacher interaction in multiage classrooms. Existing multiage classrooms in various settings were observed and information was recorded on the ages of the children initiating and receiving each interaction, the number of children in each age group who initiated interactions to the teacher, and the number of children in each age group who were present in the classroom. Interactions were classified as dominant, submissive, or neutral. Results indicate: (1) older children tended to initiate proportionately more interactions when three ages were grouped together, but not when only two ages were grouped together; (2) children of one age did not dominate the teacher's attention; (3) interaction within age groups was high and interaction between age groups was low when three age groups were present, but not when two age groups
Language: English
Published: Arlington, Virginia: American Association of School Administrators, Feb 1980
Article
Selbsttätigkeit im Kindergarten [Self-reliance in Kindergarten]
Publication: Kindergarten, vol. 61
Date: 1920
Pages: 127-129
Autonomy in children, Early childhood care and education, Early childhood education, Kindergarten (Froebel system of education), Spontaneity (Personality trait)
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Language: German
Book Section
Helping the Child to Help Himself
Book Title: What You Should Know About Your Child
Pages: 3-6
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Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2007
ISBN: 978-90-79506-24-8
Series: Montessori Series , 4
Book Section
Self-Construction: The Child's Task
Book Title: Creative Development in the Child: The Montessori Approach
Pages: 110-115
Asia, Autonomy in children, India, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, South Asia
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Abstract/Notes: Maria Montessori lectured in Italian during the first International Montessori Course in 1939 at Madras, India. These 75 lectures were translated into English by her son Mario, as she spoke. And were taken down near verbatim in short hand, transcribed and set into galleys overnight. One such set of proofs forms the original manuscript for this book. For the most part, each chapter in this book encompasses a single lecture. The lectures are left in the same order as they were given, swinging between psychology and the use of the materials. India’s diversity of language, social custom and religious practice enriched her research. During this time, Dr. Montessori worked with children in Madras and put into practice her theories of adapting the environment, furniture and the Practical Life materials to local conditions. In these lectures, Maria Montessori speaks with the mature wisdom of a lifetime spent studying, not just early childhood, but human development as a whole and gives a complete, wonderful and colorful overview of her pedagogy and philosophy.
Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020
ISBN: 978-90-79506-52-1
Series: The Montessori Series , 24
Article
Liberty is Best School Discipline, Says Mme. Montessori - Teach Child to Control Himself
Available from: California Digital Newspaper Collection
Publication: San Francisco Call and Post (San Francisco, California)
Date: Aug 23, 1915
Pages: 11
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Abstract/Notes: Reprinted in 'The California Lectures of Maria Montessori, 1915' (Clio Press, 1997).
Language: English