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Article
English with Non-English Children in a Montessori House of Children [1]
Publication: Around the Child, vol. 3
Date: 1958
Pages: 80-84
Children's House (Casa dei Bambini)
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Language: English
ISSN: 0571-1142
Article
English with Non-English Children in a Montessori House of Children [3]
Publication: Around the Child, vol. 6
Date: 1961
Pages: 53-57
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Language: English
ISSN: 0571-1142
Article
Children in Space: Building with Children in Mind: An Architectural Perspective
Publication: Tomorrow's Child, vol. 1, no. 2
Date: Mar 1993
Pages: 3–6
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Language: English
ISSN: 1071-6246
Article
Gardening with Children: Children Helping Nature
Publication: Tomorrow's Child, vol. 4, no. 3
Date: 1996
Pages: 23
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Language: English
ISSN: 1071-6246
Article
The 'Cosmic' Task of the Youngest Children – Direct, Anticipate or Respect? Experiences Working with Small Children
Available from: Stockholm University Press
Publication: Journal of Montessori Research and Education, vol. 2, no. 1
Date: 2019
Pages: 1–12
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Abstract/Notes: The article derived from Grazia Honegger Fresco’s years in close cooperation with Maria Montessori and Adele Costa Gnocchi. The author illustrates how small children from the moment they start using their hands and are standing unassisted on their own legs must act in their own way. The teacher must observe before acting and intervene as little as possible. Honegger Fresco follows the work of Montessori and Costa Gnocchi and she compares the findings with different fields of science, such as ethnology and neurology. As a result of her observations and experiences she points toward the relationship between a good childhood, and in the long term, human responsibility on Earth, using the concept “the Cosmic Task”. The method in this article is based on autoethnography, as the author shares her personal experience and reflections, both as a teacher and as an educator. The aim is to shed light on aspects regarding the needs of small children and to point at the essential role of adults, educators as well as parents. As Schiedi explains, autoethnography “extends its narrative horizon to a social, professional, organizational dimension of the self” (2016). During Honegger Fresco’s career, she was primarily inspired by Maria Montessori’s research about child development and children’s needs and rights, and she had continuously deepened her understanding by studying other researchers in this field. Thus, the article will share her conviction that by serving the creative spirit of the youngest children we will build a better future for our planet.
Language: English
DOI: 10.16993/jmre.10
ISSN: 2002-3375
Article
Políticas para pessoa com deficiência e as contribuições de Freire e Montessori [Policies for people with disabilities and the contributions of Freire and Montessori]
Available from: Pontificia Universidade Católica do RIo Grande do Sul (Brazil)
Publication: Textos and Contextos (Porto Alegre), vol. 19, no. 1
Date: 2020
Pages: e36611
Children with disabilities, Inclusive education, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Paulo Freire - Biographic sources, Paulo Freire - Philosophy
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Abstract/Notes: Resumo A temática central deste artigo versa sobre o atendimento das Pessoas com Deficiência, busca-se deste modo inferir sobre algumas contribuições históricas a partir da pedagogia proposta por Paulo Freire e Maria Montessori. Apesar de em estudos preliminares Freire não ter tratado diretamente sobre o tema pessoa com deficiência, traz em suas obras um vasto material que dividiu barreiras entre a educação para poucos e a sua democratização. Freire (2013, p. 47) defende que a Educação é um processo em que o sujeito deve apreender através da sua vivência, não se evolui recebendo conhecimentos prontos, ou seja: “ensinar não é transferir conhecimentos, mas criar as possibilidades para a sua própria produção ou a sua construção”. Deste modo, permite-se estabelecer uma relação entre a pedagogia de Paulo Freire e a política educacional para as pessoas com deficiência, pois ambas desejam que todas as pessoas da sociedade tenham acesso à política de educação. Já a pedagogia proposta por Maria Montessori está inter-relacionada com a inclusão das pessoas com deficiência, uma vez que seus estudos inicialmente voltaram-se para a educação de crianças com deficiência intelectual.
Language: Portuguese
DOI: 10.15448/1677-9509.2020.1.36611
ISSN: 1677-9509
Article
Shōgaijikyōiku ni manabu / 障害児教育に学ぶ [Learning from education for children with disabilities]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 32
Date: 2000
Pages: 12-13
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Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.
Language: Japanese
ISSN: 0913-4220
Article
Children with Disabilities Attending Montessori Programs in the United States
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 8, no. 2
Date: 2022
Pages: 16-32
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Abstract/Notes: Early childhood education plays a critical role in establishing positive social-emotional behaviors and promoting the development of skills needed to succeed in elementary school. Although inclusion of children with disabilities (CWD) in early childhood classrooms is increasing throughout the world, numerous social, logistical, and political factors continue to present challenges to full inclusion. The Montessori educational approach, established at the beginning of the 20th century and now applied widely throughout Europe and the United States, may present a highly suitable learning context for CWD, particularly given its historical basis in efforts to meet the needs of underprivileged and cognitively delayed children. On a theoretical level, the inclusion of CWD should be an accepted practice for Montessori programs yet reports of the number and characteristics of CWD attending Montessori programs are scarce. This paper reports upon the findings of a survey of U.S. Montessori early childhood programs’ current enrollment of CWD. The survey indicated that CWD represent 3.75% of the infant and toddler (0–3 years) population and 8.49% of the preschool/early childhood (3–6 years) population at responding institutions. Additionally, although school directors indicate that their teachers generally feel confident and competent including CWD in their classrooms, they expressed a need for ongoing professional development and additional support from special education experts to further empower the inclusion of CWD in all aspects of Montessori education.
Language: English
ISSN: 2378-3923
Article
Effectiveness of Montessori Sensorial Training Program for Children with Mild Intellectual Disabilities in Pakistan: A Randomized Control Trial
Available from: Taylor and Francis Online
Publication: International Journal of Disability, Development and Education, vol. 71, no. 1
Date: 2024
Pages: 13-23
Asia, Children with disabilities, Developmentally disabled children, Pakistan, Sensorial education, Sensorial materials, South Asia
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Abstract/Notes: Intellectual disability is a serious lifelong disability that places heavy demands on society and the health system. The study was designed to determine the extent to which the intellectually challenged children are capable of improving their cognitive abilities as well as adaptive functioning through the Montessori Sensorial Training program when introduced in a different setting (i.e. special education school system). With randomised control trial (RCT) of pre-and post-testing, 30 children with mild intellectual disabilities were randomly allocated to Montessori Sensorial Training intervention condition (n = 15) and waitlist control condition (n = 15). The intervention group showed significant improvement in cognitive abilities (i.e. classification, seriation, recognition, ordination, and visual and auditory discrimination) as compared to the control group at post-assessment. Children who received training also showed improvement in communication and self-care domain as compared to the control group. This study provides evidence that Montessori Sensorial Training is not only effective for children going to mainstream schools but also for children with intellectual disabilities. Despite some limitations, the results of the study are encouraging and suggesting that Montessori Sensorial Training is an effective intervention to facilitate self-based learning, independence, and decision-making skills in children with mild intellectual disabilities.
Language: English
DOI: 10.1080/1034912X.2021.2016657
ISSN: 1034-912X
Article
Children with Disabilities: Guidelines for Referral and Test Evaluation for Montessori Schools
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 2
Date: Spring 2003
Pages: 25–26
Children with disabilities, Inclusive education, Montessori method of education, People with disabilities
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Language: English
ISSN: 1054-0040