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✓ Peer Reviewed

Maria Montessori and Embodied Education: Current Proposal in Preschool Education

Available from: Università di Bologna

Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 16, no. 2

Pages: 149-163

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Abstract/Notes: The Montessorian proposal for childhood education appears highly modern and relevant in relation to the development of both motor skills and cognitive functions (Shivji, 2016;), strongly supported by neurosciences’ embodied theories (Roessingh, H. & Bence, M. 2018)), and the increasing wellbeing problem related to childhood (Pate et al, 2014; Ross, 2012). This review analyses Maria Montessori’s modern educational vision, in light of the emerging needs of today’s children. The contribution reviews existing literature focusing on body and movement, but connected with cognitive, emotional and well-being aspects, which are critical in preschool education, both for educators/teachers (Atli, 2016; Akkerman, 2014; Lillard, 2011), and for school reform policies (Lillard, 2019).

Language: English

DOI: 10.6092/issn.1970-2221/12195

ISSN: 1970-2221


Why Montessori Education Needs Health Education

Publication: Montessori Leadership

Pages: 24–25

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Language: English

Doctoral Dissertation (Ed.D.)

Hybrid Montessori Education: Teacher Reflections on the Care and Education of Under-Served Black Children

Available from: DePaul University - Digital Commons

African American children, Americas, Culturally responsive teaching, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, North America, Public Montessori, Social justice, United States of America

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Abstract/Notes: This qualitative case study explores how Montessori educators in a public charter Montessori school experience Montessori education for low-income Black children. Using the methodology of a qualitative intrinsic case study, semi-structured interviews were conducted with eighteducators (six teachers and two administrators). The participants are diverse in terms of age (26 to 54), race (three white, six African American), gender (two male and six female) and educational experience (2–25 years teaching). Education for Black children in the United States recounts histories of exclusion and segregation. Montessori education for children in the U.S. over the past 100 years shows a progression from exclusivity to inclusivity with the modern push for Montessori in the public sector. Neoliberal education reform is an important context to consider in the reproduction of injustice in American schools. This study’s findings show that participants are responding to this injustice. Negotiating tension, these educators draw onMontessori philosophy, culturally responsive teaching practices, and the tenets of an education for social justice to meet the unique needs of students who are impacted by trauma, inequity, and structural racism. Blending educational traditions to become more responsive to the conditions created by oppressive constructs has created a path through the tension. Prospect Montessori educators enact a hybrid Montessori program that focuses on relationships, communication, and social/emotional learning. This study’s educational implications stem from a call for Montessorieducation to examine its relevancy for under-served Black students.Keywords: Montessori, Neoliberal education reform, culturally responsive teaching, socialjustice

Language: English

Published: Chicago, Illinois, 2022


Studien zur Montessori-Pädagogik II: Maria Montessoris Neue Pädogogik: Prinzip Freiheit - Freie Arbeit [Studies on Montessori Education II: Maria Montessori's New Education: Principle of Freedom]


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Language: German

Published: Freiburg, Germany: Herder, 1987


Comparing Montessori Education and Conventional Education on Aspects of Creativity

Available from: Syracuse University

Comparative education, Montessori method of education

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Abstract/Notes: My Honors Thesis compares creativity in children taught in a Montessori classroom with students taught in a conventional classroom. I tested 58 children at Belle Valley Elementary School in Erie Pennsylvania, half in the Montessori program, half in traditional classrooms. Their ages ranged from 5-9, from kindergarten to 3rd grade. I hypothesized that the independence allowed in Montessori classrooms would help foster creativity in its students. The project uses two forms of evaluation to test the concept of creativity, the Torrance Test of Creative Thinking and consensual assessment to score a creative collage. Significant developmental differences were found; older children scored higher on the creativity tests. There was, however, no significant difference between Montessori and conventionally taught children. The conclusion is that in young children creativity develops over time, but that the type of schooling does not moderate this development.

Language: English

Published: Syracuse, New York, 2005

Doctoral Dissertation

The New Education Fellowship and the Reconstruction of Education: 1945 to 1966

Available from: UCL

Educational change, Europe, New Education Fellowship, New Education Movement, Theosophical Society, Theosophy

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Abstract/Notes: During the 1920s and 1930s, the New Education Fellowship (NEF), founded in 1919, established itself as an important international force for radical education and educational experimentation. Its membership was drawn from many different countries and included some of the most prominent progressive educators of that period. By 1945, however, the movement was experiencing international decline. Membership had fallen and in many countries the new educational network had ceased to exist. This situation was a result not only of the destruction of the new educational network in Europe during the Second World War, but also of the change in the outlook of educationists and reformers who sought new solutions to the problems of the reconstruction of society and education. The purpose of this study is to explore the NEF's importance as a disseminator of educational and political ideals after 1945 and its contribution to debates about the post-war reconstruction of education and society, using the considerable but currently little-researched material held at the Institute of Education, University of London. This thesis examines the NEF's network after 1945 and considers how far the NEF successfully extended its membership amongst school teachers and educationists at teacher training colleges. The NEF also sought to develop an international network. The international activities of the NEF, both through links with other organisations, for example, the United Nations Educational, Social and Cultural Organisation (UNESCO), and its membership in those countries where the NEF maintained branches are explored in order to gauge the success of the NEF as a movement with internationalist ambitions.

Language: English

Published: London, England, 2009


Development of a Peace Education Program by the Kindergarten Teacher Awareness for Peace Education in Korea

Available from: The Korean Society for Early Childhood Education

Publication: International Journal of Early Childhood Education, vol. 9, no. 2

Pages: 39-69

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Abstract/Notes: This study examines the baseline data of peace educational ideas in the level of recognition and practice among Korean kindergarten teachers. Data was collected through a questionnaire survey. Subjects served for this study consisted of 265 kindergarten teachers including 93 Montessori teachers and 172 traditional kindergarten teachers among 42 kindergartens located in Seoul and Kyungki province area, a using random sampling method. Data was analyzed by IBM-PC computer, using a SPSS program. Statistical methods employed were frequency: of item, t-test, and ANOVA. The authors developed a peace education activity, and applying the kindergarten based on the data obtained from this study and Montes-sort four domains for a peace education to be reviewed. The results of this study were as follows: There was no significant difference in the awareness of peace education between Montessori teachers and traditional kindergarten teachers. The teachers who had much more teaching experiences showed the higher awareness for peace educational practice than younger teachers with the shorter teaching career. Even though Montessori and traditional kindergarten teachers had the high recognition for a peace education did not have the systemically peace education program. Authors developed 12 activities of peace education included self-awareness (3 activities), community awareness (3 activities), cultural awareness (3 activities), and global environmental awareness (3 activities). The peace educational program on the basis of research data and the Montessori had four domains. The standards of a peace educational program are decided and accomplished on the basis of these four categorical interactions and all practical data available for the real state of affairs in a specific cultural community and country. In conclusion, standards of peace education are subject to change as the actual circumstances of country and the world change and teacher practice patterns for the peace education evolve. These parameters of peace education should be considered in peace education programs only.

Language: English

ISSN: 1226-9557, 2733-9653

Book Section

Montessori Education: Ecoliteracy, Sustainability, and Peace Education

Book Title: The Bloomsbury Handbook of Montessori Education

Pages: 545-552

Ecology, Experiential learning, Montessori method of education - Criticism, interpretation, etc., Sustainability

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Abstract/Notes: Maria Montessori’s vision of peace education includes a deep respect for integral human development where a focus on the whole child in the context of the larger community is the norm. Within Montessori education, children learn each part of the universe, living and non-living, play a role in the cosmic order of the world. Long before climate change became a mainstream concern and imminent threat, Montessori understood that ecoliteracy and a deep reverence for understanding how sustainability, sustainable living, respect for the environment, and a deep understanding of the means of production and exchange were essential to the development of a peaceful world. This chapter explores her philosophy of peace education, its relationship to environmental stewardship, and the implementation of these themes within the Montessori context.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks


A Comparative Study Between Montessori Education and Ecology Education / 몬테소리 교육프로그램과 생태교육프로그램에 관한 비교연구

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 11

Pages: 17-34

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Language: Korean

ISSN: 1226-9417

Conference Paper

mLearning in Primary Education: An Online Teacher Training Proposal Based on Montessori Education Principles

Available from: IATED Digital Library

12th International Conference on Education and New Learning Technologies

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Abstract/Notes: Mlearning is learning through digital mobile environments, making it possible to acquire, interrelate and share new knowledge through mobile devices. There is a consensus on the growth of the use of these devices for different educational actions. According to Sarrab, Elgamel & Aldabbas (2012), there are different recreational and pedagogical uses based on mlearning. According to De Araújo Junior et al (2019), these uses are based on the possibility of combining more than one methodology and learning strategies in line with students’ learning characteristics and needs. To this end, mlearning seeks to integrate learning theories, especially constructivist and behavioral theories to also create collaborative working environments (Crompton, Burke & Gregory, 2017). The greatest advantage of mlearning is the possibility of it being applied pedagogically beyond the school environment, with the participation of families and with various proposals for interaction between teacher-student, student-student, and teacher-student-families. This whole range of possibilities has created a new field of study. By overcoming the design approach on mlearning environments and their different effects (Devinder Singh & Zaitun, 2006), a new line of research is becoming relevant: the role of teachers and their training in the use of this technology. Sanchez-Prieto & Hernández García (2019) point out that despite its advantages, the number of teachers using this technology is still very limited. A bibliographic review of 7 scientific articles related to the use of mlearning in primary classes within different educational contexts identified that teachers still lack, not only technical and/or pedagogical but also comprehensive training, making it difficult for them to become familiar with this technology and applying it as another teaching tool in their primary classes. Considering the needs found regarding digital teacher competence, the basis of digital interaction between teacher-student-families and the assessment, selection, and design of didactic contents, this study is an integral part of the Koulu I +D project (Mobile learning in primary education) number ID19-XX-003, aims to present a proposal for teacher training taught within an online learning environment. It does so regarding the basis, application and use of mlearning in primary classes based on the principles of Montessori education: personal choice of the student, collaborative learning, self-direction, the teacher as a guide and learning by discovery. To this end, the training model is based on these points to guide the work using mlearning by considering the characteristics and needs of primary education, regardless of the tool’s typology. The training proposal is based on providing the necessary teaching knowledge to conduct the pedagogical work at the comprehension, application and assessment levels of mlearning in primary classes. The training was designed as an online format to overcome the first barrier for some teachers: the use of technology. The defined points of training to meet the demands of the application in primary classes are: Digital teacher competence, Montessori and Mlearning Pedagogy, Pedagogical tools and the possibilities of primary education and mlearning Assessment in primary education.

Language: English

Pages: 7979-7983

DOI: 10.21125/edulearn.2020.2004

ISBN: 978-84-09-17979-4

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