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Article
News from the Regions [Mexico, Costa Rica, Argentina, Chile, Peru, Colombia, Brazil, Honduras]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 21, no. 2
Date: Winter 2009
Pages: 12-13
Americas, Argentina, Brazil, Central America, Chile, Colombia, Costa Rica, Honduras, Latin America and the Caribbean, Mexico, Peru, Public Montessori
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Abstract/Notes: El Boletin Winter 2009
Language: English
ISSN: 1071-6246
Article
Updates: Nicaragua, Bolivia, Colombia
Publication: Public School Montessorian, vol. 15, no. 1
Date: Fall 2002
Pages: 24
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Abstract/Notes: El Boletin, September 2002
Language: English
ISSN: 1071-6246
Article
La Escuela Montessori de Santa Marta (Colombia)
Available from: ARCA. Arxiu de Revistes Catalanes Antigues
Publication: Montessori: Revista Mensual Ilustrada, vol. 1, no. 10
Date: Oct 1935
Pages: 11
Colombia, Latin America and the Caribbean, Montessori method of education, South America
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Language: Spanish
ISSN: 2604-8167, 2604-8159
Article
Instituto Montessoriano Chapinero - Colombia
Available from: ARCA. Arxiu de Revistes Catalanes Antigues
Publication: Montessori: Revista Mensual Ilustrada, vol. 1, no. 9
Date: Sep 1935
Pages: 11
Americas, Colombia, Latin America and the Caribbean, South America
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Language: Spanish
ISSN: 2604-8167, 2604-8159
Article
Economic and Industrial Renaissance of Colombia
Available from: HathiTrust
Publication: Bulletin of the Pan American Union, vol. 55, no. 4
Date: Oct 1922
Pages: 340-355
Agustin Nieto Caballero - Biographic sources, Americas, Colombia, Gimnasio Moderno (Bogota, Colombia), Latin America and the Caribbean, Montessori method of education, South America
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Abstract/Notes: Specifically see page 346-7: "... Chief among these is the Gymnasio Moderno in Bogota, founded mainly through the efforts of Agustin Nieto Caballero, a graduate of Yonkers High School and Columbia University in New York before he studied law and education in Paris. Returning to Colombia in his early twenties with a zeal for educational betterment, this young man induced nine friends to join him in subscribing $100,000 for the foundation of a nonsectarian modern school. From the Montessori babies up to college entrance, the Gymnasio Moderno aims to follow the most advanced methods of Europe and America. Teachers and equipment have been brought from abroad..."
Language: English
ISSN: 2332-9424
Article
First Colombian Congress of Montessori Education [March, 1999]
Publication: El Boletin [Consejo Interamericano Montessori]
Date: Oct 1998
Pages: 6
Americas, Colombia, Conferences, Consejo Interamericano Montessori - Periodicals, Latin America and the Caribbean, Montessori method of education - History, South America
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Language: English
Article
Gateway to Safety [Colombia]
Publication: Montessori Courier, vol. 5, no. 4
Date: Oct 1993
Pages: 24–25
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Language: English
ISSN: 0959-4108
Article
Maria Montessori e il problema dell'educazione nel mondo moderno [Maria Montessori and the problem of education in the modern world]
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 20, no. 1
Date: 1970
Pages: 3
Educational change, Maria Montessori - Biographic sources, Marziola Pignatari - Writings
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Language: Italian
ISSN: 0042-7241
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
Article
Maria Montessori e il problema dell'educazione nel mondo moderno
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 35, no. 11-12
Date: 1986
Pages: 5-14
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Language: Italian
ISSN: 0042-7241