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Article

Montessori and Resources for Infant Educarers (RIE), Part 1: RIE and the Pickler Institute

Publication: Infants and Toddlers, vol. 4, no. 2

Pages: 9–14

⛔ No DOI found

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Language: English

Article

Resources

Publication: AMI Elementary Alumni Association Newsletter, vol. 34, no. 3

Pages: 5

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Abstract/Notes: Periodicals and web sites for children and teachers

Language: English

Article

More Resources

Publication: AMI Elementary Alumni Association Newsletter, vol. 34, no. 2

Pages: 5

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Abstract/Notes: Books, periodicals, and web sites for children and teachers

Language: English

Article

Resources: Little Red Robin

Publication: Tomorrow's Child, vol. 14, no. 3

Pages: 19

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Language: English

ISSN: 1071-6246

Article

Resources: Language Works Spelling Program

Publication: Tomorrow's Child, vol. 3, no. 2

Pages: 27

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Language: English

ISSN: 1071-6246

Book Section

The Fifth Woman: Maria Montessori

Available from: Springer Link

Book Title: America's Early Montessorians: Anne George, Margaret Naumburg, Helen Parkhurst and Adelia Pyle

Pages: 37-57

Americas, Maria Montessori - Biographic sources, North America, United States of America

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Abstract/Notes: Chapter two presents a biography of Maria Montessori and describes the key elements in her method when George, Naumburg, Pyle, and Parkhurst were students in her training courses. By 1910, Montessori had constructed the core features of her educational theory, known as the Montessori Method. Her educational theory was based on her medical education at the University of Rome, her work with children with mental disabilities, her intensive reading of the pioneer special education educators, Itard and Sequin, pedagogical anthropology and her first school, the Casa dei Bambini, in 1908, in Rome’s impoverished San Lorenzo district. Montessori’s view of the child holistically encompassed physical, sensory, muscular, social, intellectual, and moral development. All children, she believed, like all people, shared a universal human nature which led to common modes of development. Focusing on early childhood education, ages three to six, Montessori’s key principles were: children need liberty to fulfill their inner need to develop fully through their own self-, or auto-education; their self-education is optimal in a prepared structured learning environment with accessible didactic apparatus and material which they are free to choose and work out their own self- development; the first level of instruction develops sensory, muscular, and practical skills which lead to higher level cognitive, cultural, and literary skills. Montessori was recognized as an educational innovator in Europe but not widely known in the United States. George, Naumburg, Pyle, and Parkhurst played significant roles in introducing Montessori to Americans and in implementing the Montessori Method in the United States.

Language: English

Published: Cham, Switzerland: Palgrave Macmillan, 2020

ISBN: 978-3-030-54835-3

Series: Historical Studies in Education

Article

Teachers College

Available from: Columbia Spectator Archive

Publication: Columbia Spectator, vol. 55, no. 95

Pages: 3

Americas, Anne E. George - Biographic sources, Montessori movement, North America, United States of America

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Abstract/Notes: "The Kindergarteners will meet at ten in Room 200 where a discussion led by Dr. Wm. P. Montague will be the order of the program. At two o'clock an address on the 'Montessori Method' will be given by Miss Anne E. George. This lecture promises to be especially interesting to the teachers of little ones."

Language: English

Article

Montessori Method to be Demonstrated Two Days

Available from: Library of Congress

Publication: The Washington Times (Washington, D.C.)

Pages: 5

Americas, Anne E. George - Biographic sources, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Abstract/Notes: "Because of the wide interest in it, the public demonstration of Montessori methods will be given two days, instead of one. The new dates are Wednesday and Thursday of next week. A group of children from the free school at Friendship House will use the sensory materials under the direction of Miss Jane Kenny on Wednesday afternoon at 3. On Thursday at the same hour, a group of children from Children's House, on Kalorama road, will demonstrate the work under the direction of Miss Anne E. George. Both demonstrations will be at the Hubbard building, Sixteenth and M streets, and seats may be reserved by telephone at the National Geographic Society."

Language: English

Article

To Give Demonstration of Montessori Method

Available from: Library of Congress

Publication: The Washington Times (Washington, D.C.)

Pages: 10

Americas, Anne E. George - Biographic sources, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Abstract/Notes: "A demonstration of the Montessori method is announced for next Wednesday afternoon at the Hubbard Memorial building, Sixteenth and M streets. A group of children from the Montessori schools will use the sensory materials under the direction of Miss Anne E. George and Miss Jane Kenny."

Language: English

Master's Thesis

Okul öncesi dönemde montessori yöntemi ile veya geleneksel yöntem ile eğitim alan çocukların okul olgunluğu düzeyleri, öz düzenleme becerileri ve annelerinin çocuklarının yeteneklerine ilişkin algıları / School maturity and self-regulation skills of pre-school children educated in montessori method or traditional method and perception of the mothers on their childrens' abilities

Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)

Asia, Comparative education, Middle East, Montessori method of education - Evaluation, Preschool children, Self-control in children, Self-reliance in children, Turkey, Western Asia

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Abstract/Notes: TPre-school period is one of the important steps of child development. In this period, children who enter into a rapid and multi-dimensional developmental process, progress significantly in their mental, physical, socio-emotional, psycho-motor and language development. Preschool education taken during this period is also important in preparing children for primary school by providing them with basic knowledge, skills and habits, revealing their potentials, preparing them for future successfully and supporting personality development. In light of these facts; in this study, the relationship between school maturity, self-regulation skills and perceptions of mothers on ability of their children with regard to different pre-school educational programs are aimed to be explored. In today's world, it is possible to talk about many pre-school education programs and alternative education approaches. One of these alternative educational approaches is the Montessori method. In the study, 65 children who are educated in the Montessori method or in traditional education in the preschool education institutions at similar neighbourhoods of Ankara province and whose families have similar socio-economic and socio-cultural statues, are applied The Metropolitan School Maturity Test and Preschool Period Self-Regulation Scale. The mothers of the children in the study are also applied the Personal Information Form and The Mother's Perception of Her Child's Abilities Questionnare and the Parent-School Interaction Questionnaire. The results of the study show that the type of education program taken in pre-school period (montessori method or traditional education) did not make a significant difference on school maturity level, however, a significant difference in found between two educational methods on the positive emotion sub-dimension of preschool self regulation scale. According to this finding, the positive emotion averages of children in montessori education program are higher than the children who are trained in the traditional education program. In terms of mothers' perceptions about the success of their children, it was found that mothers of children attending the traditional education program have more positive perceptions about the success of their children than the mothers of children educated by the montessori method. The results of the study are discussed in the light of the literature. / Okul öncesi dönem; çocuk gelişiminin önemli basamaklarından biridir. Bu dönemde, hızlı ve çok boyutlu bir gelişim süreci içerisine giren çocuklar; zihinsel, bedensel, sosyo-duygusal, psiko-motor ve dil gelişimlerini önemli ölçüde tamamlarlar. Bu dönemde alınan okul öncesi eğitim, çocuğa, temel bilgi, beceri ve alışkanlıklar kazandırarak ilkokula hazırlarken, çocukların potansiyellerinin açığa çıkarılması, gelecek dönemlere başarılı bir şekilde hazırlanması ve kişilik gelişimini desteklemesi açısından da önemlidir. Bu noktalardan hareketle; bu araştırmada farklı eğitim programlarında uygulanan eğitim çerçevesinde, okul öncesi dönem çocuklarının okul olgunluğu, öz düzenleme becerileri ve annelerinin çocuklarının yeteneklerine ilişkin algıları arasındaki ilişkinin incelenmesi amaçlanmıştır. Bu bağlamda; günümüz dünyasında birçok okul öncesi eğitim programından ve alternatif eğitim yaklaşımından bahsetmek mümkündür. Bu alternatif eğitim yaklaşımlarından biri de Montessori yöntemidir. Bu amaçla; Ankara ilinde benzer yüksek sosyo-ekonomik ve sosyo kültürel düzeylere sahip ailelerin ikamet ettiği semtlerde bulunan Montessori yöntemi veya geleneksel eğitim veren okul öncesi eğitim kurumlarında eğitim alan 65 çocuğa; Metropolitan Okul Olgunluğu Testi ve Okul Öncesi Dönem Öz Düzenleme Ölçeği, annelerine ise kişisel bilgi formunun yanı sıra Annenin Çocuğunun Yeteneklerine Yönelik Algısı ve Anababa-Okul Etkileşim Anketi uygulanmıştır. Yapılan analizler sonucunda; okul öncesi dönemde alınan eğitim programının türünün (montessori yöntemi veya geleneksel eğitim) okul olgunluğu düzeyi üzerinde anlamlı bir fark oluşturmadığı, ancak okul öncesi öz düzenlemenin olumlu duygu alt boyutunda anlamlı bir fark oluşturduğu bulgulanmıştır. Buna göre, montessori eğitim programında eğitim alan çocukların olumlu duygu puan ortalamaları geleneksel eğitim programında eğitim alan çocuklardan daha yüksektir. Annelerin çocuklarının başarılarına yönelik algıları açısından ise çocuğu geleneksel eğitim programına devam eden annelerin çocuklarının başarılarına ilişkin algıları çocuğu montessori yöntemi ile eğitim alan annelere göre daha olumlu olduğu bulgulanmıştır. Yapılan çalışma sonucu elde edilen bulgular literatür bilgileri ışığında tartışılmıştır.

Language: Turkish

Published: Ankara, Turkey, 2019

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