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Book
Montessori for the New Millennium: Practical Guidance on the Teaching and Education of Children of All Ages, Based on A Rediscovery of the True Principles and Vision of Maria Montessori
Available from: Taylor and Francis Online
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Abstract/Notes: Although Montessori's name is almost universally known in education circles today, and there are countless nursery schools throughout the world using the "Montessori Method," the real core of her thinking has remained largely misunderstood. Most people regard the method as a system for the education of very young children. And most who have some direct experience of it, either as parent or teacher, would regard it as involving a certain set of procedures and specialized educational materials with clear and elaborate instructions for their use. However, the essence of Montessori's philosophy of education is in reality far broader than this, and contains a powerful message for educators everywhere. What is less well-known about Montessori's work is that she began by establishing the effectiveness of her approach at the pre-elementary level, but also strongly encouraged the extension of her method to the higher levels of education. Wentworth's purpose in writing this book is to elucidate this vital aspect of Maria Montessori's life's work and to show how it applies to real-life teaching situations. She believed that by transforming the process of children's education she could help to transform the attitudes of the adults they will later become, and so those of society and the world at large--a message she promoted as vitally relevant to the future of humankind as a whole.
Language: English
Published: New York, New York: Routledge, 1999
Edition: 1st
ISBN: 978-1-4106-0440-8
Article
Skule for arab-born nyttar Montessori sine idéar [School for Arab children uses Montessori's ideas]
Available from: National Library of Norway
Publication: Norsk skoleblad, vol. 44, no. 32
Date: Oct 11, 1980
Pages: 10
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Language: Norwegian
ISSN: 0029-2117
Article
Ways and Means for Opening More Pre-Primary Schools for Children in Urban and Rural Areas
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Around the Child, vol. 5
Date: 1960
Pages: 26-30
Albert Max Joosten - Writings, Asia, India, South Asia
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Abstract/Notes: Address read at All-India Conference of Educational Associations, Madras, 1958
Language: English
ISSN: 0571-1142
Book Section
Montessoripedagogik: En pedagogik för världens alla barn [Montessori Pedagogy: A Pedagogy for all Children in the World]
Book Title: Boken om pedagogerna [The Book of Educators]
Pages: 148-169
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Abstract/Notes: Boken är en aktuell och mångfacetterad beskrivning av vårt pedagogiska arv och dagens skolverklighet. Viktiga frågor som rör utbildningens innehåll, form och mål har fått en särskilt framträdande plats. Kapitlet presenterar Montessoripedagogikens filosofiska idé och gör nedslag i den praktiska tillämpningen från förskola till grundskolans senare år. [The book is a current and multifaceted description of our pedagogical heritage and today's school reality. Important issues concerning the content, form and goals of the education have been given a particularly prominent place. The chapter presents the philosophical idea of Montessori pedagogy and reflects on the practical application from preschool to the later years of primary school.]
Language: Swedish
Published: Stockholm, Sweden: Liber, 2005
Edition: 7th
ISBN: 978-91-47-12288-2
Article
Science for the House of Children [part 4]: Plant Life for the Montessori Child
Publication: Around the Child, vol. 16
Date: 1975
Pages: 63-65
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Language: English
ISSN: 0571-1142
Article
Helpful Hints: Information for Parents of Children Who Are Beginning Elementary for the First Time
Publication: The National Montessori Reporter
Date: 1991
Pages: 15
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Language: English
Conference Paper
Poised for success - Building character and citizenship for children
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Language: English
Published: Boston, Massachusetts: AMI-USA, 2000
Pages: 68-74
Article
Achieving Inclusive Education in Early Childhood: From the Viewpoint of an Affinity Between Inclusive Education and Montessori Education
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 49
Date: 2016
Pages: 100-113
Asia, East Asia, Inclusive education, Japan, Montessori method of education
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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
Une éducation pour une ère nouvelle: le congrès international d’éducation de Calais (1921) [Education for a new era: the international congress of education in Calais (1921)]
Available from: CAIRN
Publication: Les Études Sociales, vol. 163, no. 1
Date: 2016
Pages: 43-77
Europe, France, New Education Fellowship, New Education Movement, Theosophical Society, Theosophy, Western Europe
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Abstract/Notes: Renouant avec les pratiques d’échanges intellectuels d’avant 1914, des spécialistes de l’éducation d’une quinzaine de pays, appartenant à l’enseignement public comme au secteur privé, tiennent un congrès original, durant deux semaines, à Calais. Au-delà du thème qui les rassemble, « l’expression créatrice de l’enfant », éducateurs théosophes, pédologues et psychologues de l’enfant, praticiens des écoles nouvelles et représentants de l’institution scolaire débattent d’une conception de l’éducation pertinente pour l’ère nouvelle de l’humanité qu’ils appellent de leurs vœux. Conscients d’ouvrir un chantier immense, les personnalités majeures du rassemblement calaisien (B. Ensor, O. Decroly, A. Ferrière) mettent à profit le congrès pour fonder une organisation durable qui poursuivra la réflexion : la Ligue internationale pour l’éducation nouvelle. [Reviving the practices of intellectual exchange that began before 1914, education specialists from some fifteen countries, belonging to public and private school organizations, gathered for an original congress held over two weeks in Calais. Beyond the matter that brought them together, dedicated to “the creative expression of children,” educators, theosophists, pedologists and child psychologists, practitioners of New Education and school officials, discussed what could be the significant educational concepts for the new age of humanity they expected. Conscious of launching a huge project, the prominent personalities of the Calais gathering (Béatrice Ensor, Ovide Decroly, and Adolphe Ferrière) built on that project to create a sustainable organization that could carry on discussions: The New Education Fellowship.]
Language: French
ISSN: 0014-2204
Article
The Comparison of the Intuitive Mathematic Skills of Preschool Children Who Take Education According to Ministry of National Education Preschool Education Program and Montessori Approach
Available from: IISTE - International Knowledge Sharing Platform
Publication: International Journal of Scientific and Technological Research, vol. 6, no. 6
Date: 2020
Pages: 167
Asia, Comparative education, Mathematics education, Middle East, Montessori method of education, Preschool children, Preschool education, Turkey, Western Asia
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Abstract/Notes: This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature.
Language: Turkish
DOI: 10.7176/JSTR/6-06-12
ISSN: 2422-8702