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Éducation et Enseignement [Education and Teaching]
Publication: Pédagogie (Centre d'études Pédagogiques) [Pedagogy (Center for Pedagogical Studies)], no. 2
Three Streams in Alternative Education: A Philosophical, Pedagogical, and Practical Comparison Between Democratic, Waldorf, and Montessori Education
Available from: European Journal of Alternative Education Studies
Publication: European Journal of Alternative Education Studies, vol. 6, no. 1
Abstract/Notes: This article examines the three most prominent movements of alternative education in Israel: Democratic education, Waldorf education, and the Montessori method of education. By comparing the educational approaches according to specific criteria, the goal is to provide the reader with as broad a picture as possible of their similarities and differences. The discussion focuses on the philosophical approach and general principles of each movement and does not aim to provide information or characteristics of specific educational institutions. One of the goals of the article is to bring before parents, educators, and policy makers knowledge of the different approaches so that they can understand and judge them with greater clarity.
Görsel Sanatlar Eğitiminde Montessori Eğitimi Yönteminin Öğrenci Bilgi Düzeyine Etkisi / The Effect of the Montessori Education Method on Student Knowledge in Visual Arts Education
Available from: DergiPark Akademik
Publication: Eğitim ve Toplum Araştırmaları Dergisi (ETAD) / Journal of Research in Education and Society (JRES), vol. 7, no. 2
Abstract/Notes: In the traditional school system, many values are set in line with the wishes of adults. This situation appears as a blind conflict between the weak and the strong in education. This environment, which causes the creation of only weak and strong people by keeping the individual in the background, comes to light with the sense of loss and self-worthlessness, and the characteristics of membership left alone or without faith. Individuals with this point of view have developed neither personal courage nor ability to criticize and judge. If we love the child so that he/she can build with his/her own unique values and natural laws, it is possible for us to develop all his abilities. At this point, Montessori Education Method emerges as one of the most valuable methods for us to achieve this development. The Montessori Method is based on the developmental needs of the child and is implemented in a carefully prepared appropriate environment. In this process, when the superiority of the method is realized, the child develops both his/her intelligence and his/her physical and mental abilities with experiences.This study aspires to determine how the primary school second grade visual arts education class topics affect students' knowledge levels by applying the method of Montessori Education. The aim of the study is to cover the effect of teaching art history education with the Montessori Education Method on student knowledge level. / Geleneksel okul sisteminde, yetişkinlerin istekleri doğrultusunda birçok değer konulmaktadır. Bu durum eğitimde sadece zayıf ve güçlünün arasında kör bir çatışma olarak karşımıza çıkmaktadır. Bireyi arka planda tutarak sadece zayıf ve güçlü insanların yaratılmasına sebebiyet veren bu ortam, kendiliğinden gelişen kayıp ve kendi kendine olan değersizlik duygusu ile beraber yalnız başına bırakılmış ya da inançsız üyelik özellikleriyle açığa çıkmaktadır. Bu bakış açısına sahip bireylerin, ne kişisel cesaretleri ne de eleştirme ve muhakeme yetisi gelişmemiştir. Eğer çocuğu kendine özel değerleriyle ve doğal yasalarıyla inşa edebilmesi için seversek bütün yeteneklerini geliştirmemiz mümkün olabilmektedir. Bu noktada Montessori eğitimi bu gelişimi sağlayabilmemiz için en değerli yöntemlerden biri olarak karşımıza çıkmaktadır. Montessori yöntemi çocuğun gelişimsel ihtiyaçları üzerine kurulur ve dikkatlice hazırlanan uygun bir çevrede bu durum kolaylaştırılarak uygulanır. Yöntemin üstünlüğünün farkedildiği bu süreçte çocuk, deneyimlerle hem zekasını hem de fiziksel ve ruhsal yeteneklerini geliştirmektedir. Bu araştırmada, ilköğretim 2. sınıf görsel sanatlar eğitimi ders konularının, Montessori eğitimi yöntemi uygulanarak öğrenci bilgi düzeylerine etkisinin nasıl olduğu belirlenmeye çalışılmıştır. Araştırmanın amacı, sanat tarihi eğitiminin montessori eğitimi yöntemiyle öğretilmesinin öğrenci bilgi düzeyine etkisini kapsamaktadır.
An Open Door to Appropriate Education for Special Children [Montessori Special Education School of Cleveland, OH]
Publication: Montessori Special News, vol. 3, no. 3
Date: Jun 1977
The Influence of Montessori Education and Traditional Education on Children's Learning Psychology
Available from: Darcy and Roy Press
Publication: Journal of Education and Educational Research, vol. 6, no. 3
Abstract/Notes: This paper aims to explore the influence of Montessori education and traditional education on children's learning psychology and compare the advantages and disadvantages of the two educational methods. First, the influence of Montessori education and traditional education on children's learning ability and attitude was explored through observation and comparative analysis. In terms of learning ability, Montessori education focuses on cultivating children's independent learning ability and practical ability, while traditional education pays more attention to the indoctrination of knowledge and examination results. In terms of learning attitude, Montessori education cultivates children's concentration and continuity, while traditional education may lead to children's interest in learning and motivation to learn. Next, the advantages and disadvantages of Montessori education and traditional education are analyzed. Finally, the integration and innovation of Montessori education and traditional education are discussed. In conclusion, Montessori education and traditional education have different influences in terms of children's learning psychology, and integrated education may provide better educational methods for children's all-round development.
Montessori 교육에서의 감각교육 [Sensory Education in Montessori Education]
Publication: 韓國肢體不自由兒敎育學會誌 / Journal of the Korean Society for the Education of Physically Impaired Children, vol. 34
Tomorrow at the Exposition; Education Day, Monday - Education Day
Available from: NewsBank - San Diego Evening Tribune Historical
Publication: San Diego Evening Tribune (San Diego, California)
Date: Jul 10, 1915
Americas, International Montessori Training Course (3rd [course 1], Los Angeles and San Diego, USA, May - July 1915), Maria Montessori - Biographic sources, North America, Montessori method of education - Teacher training, North America, Panama-California Exposition (1915, San Diego, California), Philander P. Claxton - Biographic sources, United States of America
Abstract/Notes: "Education Day, Monday - Education Day. ...3:30 pm - Speeches at the organ pavilion by Mr. P. P. Claxton, United States commissioner of education from Washington, D. C., and by Madame Maria Montessori, the famous child educator. Madame Montessori will speak in Italian and her speech will be interpreted by Miss Adelia McAlpine Pyle. 4:30 pm - Reception at the women's headquarters in honor of Mr. P. P. Claxton and Mme. Montessori. Special musical program."
Hartford Early Childhood Program, Hartford, Connecticut: An Urban Public School System's Large-Scale Approach Toward Restructuring Early Childhood Education. Model Programs - Childhood Education
Available from: ERIC
Abstract/Notes: The Hartford Early Childhood Program involves more than 4,500 children from 4 years old to first grade level in over 200 classrooms. Classrooms are designed to offer children an environment that encourages them to learn independently. Ideas have been borrowed from the Montessori approach and the British Infant Schools and fitted to the needs of the Hartford school district's urban students. The program philosophy embodies new approaches that can be used in old school buildings such as formal education beginning at 3 years, mixed-age "family" grouping, interest centers, and emphasis on intrinsic motivation toward personel success. Future plans call for extension of the program to all public school classes in grades K through 2. Sources of more detailed information are provided for this program, specifically, and for Model Programs Childhood Education, in general. (Author/WY)
Published: Palo Alto, California, 1970
Pedagogical Documentation in Early Childhood Education: Process-Oriented Procedures for Documenting Education and Development
Available from: SpringerLink
Abstract/Notes: Today, the documentation of children's education and development is an important part of educational work in early childhood education. This book systematises the topic of pedagogical documentation based on current empirical research. The book analyses different pedagogical reasons for documentation and then presents and discusses different procedures of pedagogical documentation in theory and empirical practice : Portfolio, Learning Stories, pedagogical documentation in the room, project documentation and digital pedagogical documentation. Pedagogical documentation is discussed in the tension between a social constructivist understanding of education on the one hand and a diagnostic logic of fostering on the other. The book is intended as a part of pedagogically oriented childhood research, which also wants to contribute to the reflection and improvement of pedagogical practice.
Published: Wiesbaden, Germany: Springer Nature, 2022
ISBN: 978-3-658-39736-4 978-3-658-39735-7
A Study Comparing the Effect of Multiage Education Practices versus Traditional Education Practices on Academic Achievement
Available from: ERIC
Abstract/Notes: This study compared the effects of multi-age classroom strategies to those of traditional classroom strategies on the academic achievement of fourth grade students in reading and math. Standardized test scores from 20 fourth-grade students in two multi-age third- and fourth-grade classrooms were compared to the scores of 20 students from 7 traditional fourth-grade classrooms. The Stanford Achievement Test (SAT), ninth edition was used as the test instrument. Scores from the students' third grade test in the 1996-97 school year were compared to their scores from the fourth grade test in reading and math by applying T-tests to the data. Analysis of the data revealed no difference in reading or math achievement between students taught in a multi-age classroom and those from a traditional classroom.
Published: Salem, West Virginia, 1998