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722 results

Article

В Сад по Системе Монтессори / V Sad po Sisteme Montessori [To The Montessori Garden]

Publication: Vladivostok (Vladivostok, Russia)

Asia, Eastern Europe, Europe, Montessori schools, Russia, Western Asia

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Language: Russian

Article

Identifying the Montessori "Brand": How Do You Know If You've Found an "Authentic" Montessori School?

Publication: Tomorrow's Child, vol. 15, no. 5

Pages: 24–25

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

Beliefs About Teaching in Montessori and Non-Montessori Preschool Teachers

Available from: SAGE Journals

Publication: Journal of Teacher Education, vol. 32, no. 2

Pages: 41-44

Americas, Comparative education, North America, Teachers - Attitudes, United States of America

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Language: English

DOI: 10.1177/002248718103200209

ISSN: 0022-4871

Article

✓ Peer Reviewed

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

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

✓ Peer Reviewed

Montessori Okullarında Temel Eğitimde Din ve Değerler Eğitimiyle İlgili Dersler / Courses Relating To Religious and Values Education in Montessori Schools’ Primary Education

Available from: DergiPark Akademik

Publication: Uludağ Üniversitesi Eğitim Fakültesi Dergisi / Journal of Uludag University Faculty of Education, vol. 29, no. 2

Pages: 431-444

Asia, Middle East, Montessori method of education, Religious education, Turkey, Western Asia

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Abstract/Notes: Montessori yaklaşımı dünyada yaklaşık bir yüzyıldır uygulanmaktadır. Ülkemizde de son yıllarda ilgi görmektedir. Montessori yaklaşımında çocuğa bütüncül olarak bakılmaktadır. Bilgi aktarımı kadar çocuğun sağlıklı kişilik gelişimine ve hayata hazırlanmasına önem verilmektedir. Bu çalışmada, temel eğitimde Montessori yaklaşımını uygulayan okullardaki din ve değerler eğitimiyle ilgili dersler ve içerikleri hakkında bilgi verilmesi amaçlanmıştır. Çalışma kapsamında, dünyada Montessori yaklaşımını uygulayan çeşitli okullarla görüşülmüş, programlarında hangi derslerin yer aldığı sorulmuştur. Ülkeden ülkeye, okuldan okula farklılıklar olmakla beraber, genel olarak, okul öncesinde zarâfet ve nezâket derslerine yer verildiği, ilkokulda ise kozmik eğitim adı verilen program kapsamında çeşitli ders içeriklerinde ve ders dışı etkinliklerde din ve değerler eğitimi konularının işlendiği görülmüştür. / The Montessori educational approach has been in implementation in the world for almost a century. Likewise, it has received a lot of attention in Turkey in recent years. The Montessori education model nurtures and educates child through a holistic method. The proper development of child's personality and preparation towards life is considered as important as imparting knowledge to the child. This study aims to give insight of courses and contents of religion and value education in basic education of schools implementing Montessori educational approach. Various schools in the world implementing Montessori approach was consulted in the study and subject contents of their program were investigated. Generally, Grace and Courtesy lessons is included in pre-school curriculum with differences from schools to school and between countries. However in primary school curriculum religion and values education is implemented under the special program named cosmic education and extra curricular activities.

Language: Turkish

ISSN: 1301-3416, 2667-6788

Article

Nouvelles Diverses; Italie: Cours Montessori [Montessori Course]

Available from: Université Caen Normandie

Publication: Pour l'ère nouvelle: revue internationale d'èducation nouvelle, vol. 8, no. 53

Pages: 303

Teacher training

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Language: French

Book Section

De veranderingen in de hoofdwerken van Maria Montessori [Changes in the main works of Maria Montessori]

Book Title: Kind en cultuur in opvoeding en onderwijs [Child and culture in upbringing and education]

Pages: 42-50

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Language: Dutch

Published: Groningen: Gion, 1996

Book Section

Montessori-Pädagogik und die kindliche Entwicklung [Montessori pedagogy and child development]

Book Title: Montessori-Pädagogik und die Erziehungsprobleme der Gegenwart [Montessori Pedagogy and Current Educational Problems]

Pages: 96-105

Child development, Developmental psychology, Montessori method of education

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Language: German

Published: Würzburg, Germany: Königshausen und Neumann, 1990

ISBN: 3-88479-423-X

Article

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La didattica Montessori nella scuola dell’infanzia: Un metodo per programmare spazi e tempi a misura di bambino / La didáctica Montessori en la escuela infantil: Un método para programar espacios y tiempos a medida de los niños / The Montessori approach to the Early Childhood Education: A method to organize spaces and times that fits to children

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 3, no. 2

Pages: 81-93

Autonomy in children, Early childhood care and education, Early childhood education, Montessori materials, Montessori method of education, Prepared environment

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Abstract/Notes: Nella consapevolezza che spazi e tempi costituiscono spesso il principale strumento educativo per coloro che frequentano la prima scuola a più livelli – tanto per i bambini, nei quali tali categorie contribuiscono a rafforzare il livello di familiarità con il contesto di apprendimento, quanto per gli educatori, che riconoscono spesso nell’organizzazione di spazi e tempi scolastici un fondamentale dispositivo didattico – il presente contributo intende focalizzare l’attenzione sul metodo Montessori, che rappresenta in tal senso un utile strumento per adattare spazi e tempi della programmazione educativa ai ritmi di apprendimento e ai livelli cognitivi dei bambini. Il principio 'dell’aiutami a fare da solo' alla base del metodo Montessori, che per i bambini presenta valenza emancipativa, in quanto dispositivo ideale per apprendere l’autonomia, può dunque diventare per gli educatori un utile strumento didattico per avviare un’azione trasformativa della propria esperienza professionale e per ripensare in termini progettuali il proprio agire formativo. / Los espacios y tiempos son, con frecuencia y desde diversas perspectivas, el principal instrumento educativo para los niños de Educación Infantil. Son importantes para los niños, porque contribuyen a reforzar el nivel de familiaridad con el contexto de aprendizaje, y lo son para los educadores porque la organización de los espacios y de los tiempos escolares resulta, para ellos, un dispositivo didáctico fundamental. El presente artículo quiere dirigir la atención al método Montessori que representa, en tal sentido, un instrumento útil para adaptar los espacios y los tiempos de la programación educativa a los ritmos de aprendizaje y a los niveles cognitivos de los niños. El principio de 'Ayúdame a hacerlo yo sólo' que está en la base del método Montessori, tiene para los niños un valor de emancipación en cuanto dispositivo ideal para aprender la autonomía y puede, por lo tanto, convertirse para los educadores en un instrumento didáctico útil para empezar una acción transformadora de su propia experiencia profesional y para repensar, en términos de proyecto, su propia acción educativa. / Space and time are often, and from different perspectives, the main educational tools for Early Childhood Education. They are very important for children because they help them to strengthen their level of familiarity with the context of learning, and so are for educators because the organization of space and school time acts as an essential teaching device. This article aims to draw attention to the Montessori method because it represents, in this sense, a useful tool to adapt the spaces and times of educational programming to the rhythms of learning and to cognitive levels of children. The principle of “Help me do it by myself”, which is one of the basis of the Montessori method, has a great value for emancipation as an ideal device for children to learn autonomy. This principle may, therefore, become a useful teaching tool for educators to transform their professional experience and to rethink, in terms of project, their own educational practices.

Language: Italian

ISSN: 2255-0666

Article

Dr. Montessori: A Child's [...] Reproduction of a Talk Given to the Children of Besant Montessori School

Publication: Around the Child, vol. 13

Pages: 12

Asia, India, South Asia, Theosophical Society, Theosophy

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Language: English

ISSN: 0571-1142

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