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Article
Montessori Spotlight: Teacher Education Action Commission (TEAC) - Supporting Teacher Education Programs
Available from: ProQuest
Publication: Montessori Life, vol. 34, no. 2
Date: Summer 2022
Pages: 16-17
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Abstract/Notes: Debbie Sheehan, a TEAC Elementary representative, describes her experience: "TEAC provides teacher education program directors and instructors the opportunity to work with seasoned Montessori directors and instructors from various teacher education programs. Currently, AMS is piloting a training program for teacher education programs and their adult learners. Between meetings, members are expected to participate in work groups and subcommittees, review and recommend teacher education programs for affiliation, review and make recommendations for teacher education standards, and serve as ambassadors for the larger teacher education community.
Language: English
ISSN: 1054-0040
Article
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
Date: 2020
Pages: 561-569
Art education, Asia, Creative ability in children, Middle East, Montessori method of education, Turkey, Western Asia
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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.
Language: Turkish
ISSN: 2458-9624
Doctoral Dissertation
La Problematique de l'Education a la Paix a la Lumiere de Deux Representants de l'Education Nouvelle: Célestin Freinet et Maria Montessori [The Problem of Education for Peace in the Light of Two Representatives of New Education: Célestin Freinet and Maria Montessori]
Available from: Université Lyon 2 Theses
Célestin Freinet - Biographic sources, Célestin Freinet - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, New Education Fellowship, Peace education
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Abstract/Notes: L'étude du thème de l'éducation à la paix en regard des options spécifiques, éducatives et pédagogiques - historiquement ancrées - de Célestin Freinet et Maria Montessori, inscrites dans le mouvement de l'Education nouvelle, imposent avant tout d'interroger le concept de paix à la lumière des approches philosophiques. La notion de conflit, comme lieu - d'espace et de temps, moment différé à la violence - où s'articulent les rapports de tensions entre les contraires mis en présence, apparaît dès lors comme l'élément central à prendre en considération dans ce qui caractérise les relations humaines, afin que ces dernières ne dégénèrent pas en violence aveugle. S'il est indéniable que les deux pédagogues ont été animés par un profond désir de voir la paix s'installer dans le monde après deux catastrophes mondiales, il n'en demeure pas moins que leurs approches en ce domaine révèlent, à l'instar de leur attitude vis à vis des conflits armés, un déni de la notion même de conflit au sein des relations entre les hommes et par voie de conséquence de la valeur qui lui est attachée. L'établissement d'une adéquation entre nature et paix, renforcée en cette époque charnière du début du XXe siècle, amène Célestin Freinet et Maria Montessori à asseoir leurs conceptions, pour l'un comme pour l'autre, sur les bases du naturalisme et du vitalisme en prenant, pour Maria Montessori plus particulièrement, le chemin de la religion. C'est en cela que les conceptions et démarches de ces deux pédagogues, s'inscrivant dans le mouvement plus général de l'Education nouvelle, s'appuient sur la nécessité de l'éradication des conflits. Outre le fait que par la voie du pacifisme, la paix ne saurait advenir, l'éducation à la paix demeure un problème parce qu'elle se doit de considérer la composante conflictuelle tant dans les relations inter-individuelles qu'inter-éthniques et inter-étatiques. Il reste au demeurant que non seulement on peut mais que l'on doit éduquer à la paix, au risque de la violence possible, afin d'assurer aux futures générations l'apprentissage de liberté et de l'autonomie. [The probematics of education for peace in light of two representatives of the New education : Célestin Freinet and Maria Montessori The study of education for peace theme from the specific, educational and pedagogical – historically rooted – options of Célestin Freinet and Maria Montessori, registered in the New Education movement, imposes first to question the concept of peace in the light of philosophical approaches. The notion of conflict, as unit – of space and time, moment differred to violence – where tension struggles between opposites, appear from that time as the central element to be considered in what caracterizes human relations, so that these relations do not degenerate in blind violence. If it is undeniable that both pedagogues have been incited by a deep desire to see peace spreading over the world after both world catastrophes, the fact remains that their approaches in this domain reveal, in the manner of their attitude towards armed conflicts, a denial of the very notion of conflict in relations between men and consequently of the value hereto attached. The setting-up of an adequacy between nature and peace, reinforced at this hinge time of the beginning of the 20th century, leads Célestin Freinet and Maria Montessori to ground their conceptions, for both of them, on the basis of naturalism and vitalism, by taking, especially for Maria Montessori, the way of religion. Conceptions and approaches of these both pedagogues, in the scope of the general New Education movement, lean on the necessity to eradicate conflicts. Besides the fact that by the way of pacifism, peace could not come to pass, education to peace remains a problem because it has to consider the conflict element in inter-individual as well as inter-ethnical and inter-state relations. The fact remains that education to peace not only can be but has to be dispensed, at the risk of possible violence, in order to ensure to future generations learning of freedom and autonomy.]
Language: French
Published: Lyon, France, 2004
Book
Early Childhood Education in Nigeria: Proceedings of the International Seminar on Early Childhood Education, Zaria, 4-8 July, 1983
Africa, Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: Proceedings of the Internationa Seminar on Early Childhood Education, held in Zaria [Nigeria], 4-8 July, 1983. "Organised by the Institute of Education, Ahmadu Bello University in Collaboration with the London Montessori Institute"--Title page verso. Early childhood education at the crossroads in Nigeria / Emmanuel U. Emovon (17 p.). -- Montessori philosophy in early childhood education / Sandra Nash Petrek (22 p.). -- Cultural roots of the child's moral and intellectual growth in Africa / Etim N. E. Udoh (40 p.). -- Implications of Piagetan theory to elementary education in Nigeria / O. M. Onibokun (24 p.). -- Headstart : assumptions and curriculum models--what relevance for Nigeria? / Eileen B. Wilson (20 p.). -- Classroom pedagogy: a case for the development of critical thinking / Rodney Burton (32 p.). -- Childhood education in Nigeria: A study of Ilorin schools / S. O. Medahunsi (32 p.). -- Day in a pre-school: A Nigerian experience / Kathleen Kano (20 p.). Early childhood education in two cultures: The U.S.A. and the Jamaican experience / Anne Lou Blevins (45 p.). -- Traditional factors in African education / D. O. Adewoye (27 p.). -- Moral development in the child through Christian education / J Idowu-Fearon (18 p.). -- Educating the teachers of children / Grace Alele Williams (19 p.). -- Child, the teacher and the classroom with relation to nursery education / Fola A. Fagbohun (16 p.). -- Child's socialization in Islam / Zainab Said Kabir (31 p.). -- Environment and the education of the child / J. M. Ibiwoye (24 p.). -- Environment and the education of the child / A. B. Ayanniyi (15 p.). -- Bilingualism in early childhood education in Nigeria: Problems and possibilities / Theresa T. Imasuen (15 p.). -- Comparative study of the role expectations of children's needs in the Carribean and Nigeria / S. U. Compton-Adegbite (15 p.). -- Teacher and the child with special educational needs / Karen Odock (13 p.). -- Special education for pre-primary children: Intervention and remediation / C. A. Sam (26 p.). -- Theory and practice of educating maladjusted children in Nigeria / J. A. Shindi (18 p.). -- Children with special educational needs: The case of bilingual children / R. A. Chijioke (30 p.).
Language: English
Published: Zaria, Nigeria: Institute of Education, Ahmadu Bello University, 1983
Report
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
Book
Report on the Montessori System of Education: Presented to the Council of Education, Witwatersrand
Africa, L. C. Wynsouw - Writings, South Africa, Southern Africa, Sub-Saharan Africa
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Language: English
Published: Johannesburg, South Africa: Council of Education, 1915
Article
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
Date: 2003
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
Article
Education as Cultural Mobilisation: The Great War and Its Effects on Moral Education in the Netherlands
Available from: Taylor and Francis Online
Publication: Paedagogica Historica: International Journal of the History of Education, vol. 50, no. 5
Date: 2014
Pages: 685-706
Europe, Holland, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, Netherlands, Western Europe
Doctoral Dissertation (Ed.D.)
Searching for Equity in Education: A Qualitative Study Examining the Experiences of African American Families in Accessing and Financing Montessori Education
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: In this qualitative, interpretive study, I examine the experiences of African American families in accessing and financing Montessori education in the United States, including African American families who did or did not eventually enroll their child(ren) in Montessori schools. The extant literature notes that African American families are disproportionately underrepresented in Montessori schools, despite an interest in this form of education. Grounded in the theoretical framework of critical race theory, I analyze participants’ perspectives on the role of race, and relatedly class, on what helped or hindered their awareness of, access to, and financing of Montessori education. Through 45–60-minute interviews with 13 African American families characterized as interested in enrolling their children in Montessori education, I found the following themes in regard to my research questions. First, participants’ experiences were noted as the power of social capital, challenge of logistics, and competing tensions in enrollment decision making. Second, hindrances to participants’ access and financing of Montessori education included: financial and financial aid barriers, gaps in equitable communication and marketing strategies, and limited diversity & equity initiatives. Third, participants found sources of support for accessing and financing Montessori education through a guiding belief in the philosophy of Montessori education and external change agents. Implications for theory and practice are included.
Language: English
Published: Philadelphia, Pennsylvania, 2022
Article
A Comparative Study Between Montessori Education and Ecology Education / 몬테소리 교육프로그램과 생태교육프로그램에 관한 비교연구
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 11
Date: 2006
Pages: 17-34
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Language: Korean
ISSN: 1226-9417