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Book Section

A new method in infant education (da The Journal of education, settembre 1909)

, Leonardo De Sanctis (Editor)

Book Title: L'infanzia svantaggiata e Maria Montessori: esperienze psicopedagogiche, educative e sociali dal '900 ad oggi

Pages: 148-151

Americas, Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, North America, United States of America

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Language: Italian

Published: Roma: Fefè Editore, 2013

ISBN: 978-88-95988-36-8

Series: Pagine Vere , 19

Article

Basic Education and the Montessori Method [Gandhi's Wardha Scheme of Basic Education]

Publication: The Montessori Magazine: A Quarterly Journal for Teachers, Parents and Social Workers (India), vol. 1, no. 2/3

Pages: 44-49

Comparative education, Montessori method of education - Criticism, interpretation, etc., Wardha scheme of education - Criticism, interpretation, etc.

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Language: English

Article

Achieving Inclusive Education in Early Childhood: From the Viewpoint of an Affinity Between Inclusive Education and Montessori Education

Publication: Montessori Kyōiku [Montessori Education], no. 49

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

Acceptance of the Montessori Method in Taisho Era: Focusing on the Material Tools of Montessori

Publication: Hoikugaku kenkyu / 保育学研究 / Research on Early Childhood Care and Education in Japan, vol. 38, no. 2

Pages: 144-152

Asia, East Asia, Japan, Montessori materials, Montessori method of education, Montessori schools

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Language: Japanese

ISSN: 1340-9808, 2424-1679

Thesis

Marie Montessori a její pedagogika / Maria Montessori and her teaching method

Available from: Univerzita Karlova Institutional Repository

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Abstract/Notes: Diplomová práce "Marie Montessori a její pedagogika" se zabývá hlavními principy pedagogického systému italské lékařky a pedagožky Marie Montessori. Práce je rozdělena na dvě části, část teoretickou a část praktickou. Teoretická část se věnuje ústředním pojmům pedagogického konceptu M. Montessori se zvláštním zřetelem na postavení pedagoga v této výchovné metodě. Praktická část zkoumá roli učitele v metodě M. Montessori v komparaci s rolí učitele v tradiční škole.

Language: Czech

Published: Prague, Czechia, 2010

Article

✓ Peer Reviewed

A Montessori-konduktív nevelési gyakorlat pedagógiai kísérlete 2000-2003 [A pedagogical experiment in Montessori-conductive education practice 2000-2003]

Available from: University of Debrecen Publishing Platform

Publication: Különleges Bánásmód - Interdiszciplináris folyóirat, vol. 4, no. 3

Pages: 11-23

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Abstract/Notes: Montessori pedagógiáját a kutatók nevezik fejlesztő vagy fejlődéspedagógiának. Magyarországon az utóbbi évtizedben a pedagógiai gyakorlatban fejlesztő pedagógiaként jelenítik meg. Mária Montessori módszerét fejlesztő pedagógiai módszernek tekinthetjük, mert sajátos nevelési szükségletű gyermekek fejlesztésére is alkalmas. Pedagógiai munkáját értelmi fogyatékos gyermekek körében kezdte el. A konduktív módszer a fejlesztés speciális komplex pedagógia módszerének tekinthető, mert a tervezésben és a megvalósításban sajátos nevelési szükségletet és a speciális nevelési igényeket veszi figyelembe. A Montessori fejlesztés a konduktív nevelés gyakorlatában nem fordult elő. A kutatással a Montessori módszer alkalmazását szélesíteni kívántuk a gyógy- és fejlesztő pedagógia gyakorlatában. Igazolni kívántuk a két orvos-pedagógus holisztikus szemléletéből adódó hasonlóságot és különbséget. Pető holisztikus szemléletével magyarázható, hogy az érzékelés, észlelés, beszéd, mozgás és kommunikáció zavarát okozó állapot befolyásolását nem a különböző helyen és időben dolgozó szakemberekre bízta. A Montessori konduktív nevelési gyakorlatot 2000-2003, 2007-2008 tanévben kísérleti céllal vezettük be a konduktor hallgatók főiskolai képzésével összhangban. A program kidolgozásának a célja volt, hogy a két módszer elemeinek alkalmazását, összehangolt működését a gyakorlatban igazoljuk. [Montessori’s pedagogy is called developmental or developmental pedagogy by researchers. In Hungary, it has been portrayed as a developmental pedagogy in pedagogical practice in the last decade. Maria Montessori's method can be considered a pedagogical method, because it is also suitable for the development of children with special educational needs. He began his pedagogical work among children with intellectual disabilities. The conductive method can be considered as a special complex pedagogy method of development, because it takes into account special educational needs and special educational needs in the planning and implementation. Montessori development has not occurred in the practice of conductive education. The aim of the research was to broaden the application of the Montessori method in the practice of therapeutic and developmental pedagogy. We wanted to demonstrate the similarities and differences arising from the holistic approach of the two physician-educators. Pető's holistic approach can be explained by the fact that he did not entrust the influence of the disturbance of perception, perception, speech, movement and communication to professionals working in different places and times. The Montessori conductive education practice was introduced on an experimental basis in the 2000-2003 and 2007-2008 school years in accordance with the college training of conductor students. The aim of the development of the program was to prove the application and coordinated operation of the elements of the two methods in practice.]

Language: Hungarian

DOI: 10.18458/KB.2018.3.11

ISSN: 2498-5368

Article

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Una Experiencia Didáctica a Través del Ambiente Montessori en la Enseñanza de la Matemática / A Didactic Experience Through the Montessori Environment in the Teaching of Mathematics

Available from: Red Iberoamericana de Pedagogía (REDIPE)

Publication: Revista Boletín Redipe, vol. 10, no. 11

Pages: 198-215

Mathematics education, Montessori materials, Montessori method of education

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Abstract/Notes: En didáctica de la matemática se ha realizado diversos estudios que buscan mejorar el proceso de enseñanza-aprendizaje; un sistema escolar alternativo como el método Montessori, tiene sólidos resultados socioemocionales y académicos en los niños, prácticamente no ha cambiado en más de un siglo, puede aplicarse en todos los años de la educación primaria y secundaria. La presente investigación tuvo como objetivo general implementar el Ambiente Montessori para el aprendizaje de cuerpos tridimensionales. Se enmarcó en una metodología cuantitativa. La muestra fue de 9 estudiantes y el instrumento fue una encuesta de satisfacción estudiantil. En los resultados más relevantes se observó que según una categoría de Sobresaliente el entorno cumple con las características del ambiente Montessori, de igual forma los materiales para el aprendizaje de cuerpos tridimensionales. En conclusión, el ambiente Montessori mejoró el rendimiento académico de los estudiantes, esto en contradicción con algunas investigaciones que ven al sistema como formador de un ser asocial, el mismo permite fortalecer relaciones interpersonales y con la naturaleza. / In didactics of mathematics, various studies have been carried in order to improve the teaching-learning process; an alternative school system such as the Montessori method, it has strong socio-emotional and academic results in children, it has not changed for more than a century practically, it can be applied in all years of primary and secondary education. The present investigation has as general objective to implement the Montessori Environment for the learning of three-dimensional bodies. It was supported in a quantitative methodology. The sample was constituted by nine students and the instruments were a participant observation sheet and a student satisfaction survey. In the most relevant results, it was observed according to a category of Outstanding, the environment complies with the characteristics of the Montessori environment, in the same way the materials for learning three-dimensional bodies. In conclusion, the Montessori environment improved the academic performance of the students, this research is in contradiction with some investigations that see the system as a trainer of an asocial human being, it allows to strengthen interpersonal relationships and with nature.

Language: English

DOI: 10.36260/rbr.v10i11.1527

ISSN: 2256-1536

Report

The Possibility of Public Montessori Schools: Examining the Montessori philosophy and its prospect in American public schools

Available from: Vanderbilt University Institutional Repository

Americas, Montessori method of education - Criticism, interpretation, etc., North America, Public Montessori, United States of America

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Abstract/Notes: In an effort to explore the ways in which Montessori curriculum and public schools are cooperative or mutually exclusive, I will examine the principles of the Montessori philosophy as set forth by Dr. Maria Montessori in the areas of learners and learning, the learning environment, the curriculum and instructional strategies, and student assessment. After examining these sectors of the Montessori method, I will discuss theoretical possibilities in adapting the Montessori method to the American public school system in the early 21st century. For the purpose of this paper, I will refer to the author of the Montessori method, as "Dr. Montessori" and call the general method or portions thereof as "Montessori."

Language: English

Published: Nashville, Tennessee, 2007

Article

✓ Peer Reviewed

Teaching in a Public Montessori School: Contexts, Quandaries, and Thinking Schemes [In einer öffentlichen Montessori-Schule unterrichten: Kontexte, Zwickmühlen und Denkschemata / Enseñanza en una escuela pública de Montessori: contextos, dilemas y esquemas de pensamiento / Enseigner dans une école privée Montessori: Contextes, dilemmes et modes de pensée / Ensinar numa escola pública Montessori: contextos, dilemas e esquemas de pensamento]

Available from: Taylor and Francis Online

Publication: Person-Centered and Experiential Psychotherapies, vol. 15, no. 1

Pages: 37-54

Americas, Montessori schools, North America, Public Montessori, United States of America

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Abstract/Notes: As one of many contemporary educational reform strategies, the charter school movement has expanded opportunities for educators, children and parents to pursue environments that suit their personal values and predispositions. This project invited teachers to share their experiences working in a unique charter school environment. It examined how teachers described and conceptualized their experiences as professional educators in a public Montessori charter school. Two research questions guided the work as a whole: (1) How do teachers working in this unique charter school environment describe their ideals and perceptions of professional practice? And, (2) what do teachers have to say about this unique charter school environment and their experience working in it? The study employed multiple interviews with seven experienced educators. Using a modified interpretative phenomenological analysis approach, the researchers inductively analyzed teachers’ narratives. After inductive analysis, the teachers’ responses were considered in light of qualities reported to be associated with effective person-centered practice (therapy and teaching). These qualities included practitioner afforded conditions and teachers’ strategies for coping with a wide range of intra-personal, personal and organizational/contextual challenges. [Als eine von vielen heutigen Reformstrategien in der Erziehung bietet die Bewegung privater Schulen mit öffentlichem Auftrag erweiterte Möglichkeiten für Erziehende, Kinder und Eltern, um eine Umgebung bereitzustellen, die ihren persönlichen Werten und Prädispositionen entgegenkommt. Dieses Projekt bot Lehrern die Gelegenheit, ihre Erfahrungen darüber mitzuteilen, im einzigartigen Umfeld einer Privatschule mit öffentlichem Auftrag zu arbeiten. Es untersuchte, wie Lehrer ihre Erfahrungen als professionelle Erziehende in einer privaten Montessori-Schule mit öffentlichem Auftrag beschrieben und konzeptualisierten. Zwei Forschungsfragen dienten dabei als Leitfaden: 1. Wie beschreiben Lehrer, die in dieser einzigartigen Privatschul-Umgebung mit öffentlichem Auftrag arbeiten, ihre Ideale und die Wahrnehmungen zur Berufspraxis? Und 2. Was haben die Lehrer über diese einzigartige Privatschul-Umgebung mit öffentlichem Auftrag zu sagen und wie erleben sie es, darin zu arbeiten? Die Studie verwendete verschiedene Interviews mit sieben erfahrenen Erziehenden. Eine modifizierte interpretative phänomenologische Analyse diente als Ansatz, womit die Forschenden die Narrative der Lehrpersonen induktiv analysierten. Nach der induktiven Analyse wurden die Antworten der Lehrpersonen im Licht von Qualitäten betrachtet, die man mit effektiver personzentrierter Praxis (Therapie und Unterricht) in Verbindung bringt. Diese Qualitäten schlossen Bedingungen ein, die Praktiker anboten sowie Unterrichtsstrategien, um mit einem weiten Spektrum an intra-personalen, persönlichen und organisatorischen/kontextuellen Herausforderungen zurechtzukommen. / Como una de las muchas estrategias de reforma educativa contemporánea, el movimiento de la escuela charter ha ampliado oportunidades para educadores, niños y padres para buscar entornos que se adapten a sus valores personales y predisposiciones. Este proyecto invita a profesores a compartir sus experiencias de trabajo en un ambiente de escuela única chárter. Examina cómo los profesores describen y conceptualizan sus experiencias como profesionales de la educación en una escuela Montessori pública. Dos preguntas de investigación guiaron el trabajo en su conjunto: (1) ¿Cómo los profesores que trabajan en este entorno de escuela única charter describen a sus ideales y percepciones de la práctica profesional? Y, (2) ¿Qué tienen que decir los profesores acerca de este entorno único de escuela charter y su experiencia de trabajo en ella? El estudio empleó múltiples entrevistas con siete educadores experimentados. Utilizando un enfoque de análisis fenomenológico interpretativo modificado, los investigadores analizaron inductivamente las narrativas de los docentes. Después del análisis inductivo, se consideraron las respuestas de los profesores a la luz de las cualidades que mencionaron para ser asociadas a una práctica centrada en la persona (de terapia y enseñanza). Estas cualidades incluyen un profesional que brinda las condiciones y estrategias docentes para hacer frente a una amplia gama de desafios intrapersonales, personales, organizacionales y contextuales. / Parmi les nombreuses stratégies de réforme éducative, le mouvement de l’école à charte a accru les possibilités dont disposent les éducateurs, les enfants et les enseignants pour développer des cadres qui répondent à leurs valeurs personnelles et à leurs attentes. Ce projet a invité les enseignants à partager leurs expériences tout en travaillant dans le cadre d’une école à charte. Il a examiné comment les enseignants ont décrit et conceptualisé leurs expériences en tant qu’éducateurs professionnels dans une école privée à charte Montessori. L’ensemble du travail a été conduit sur base de deux questions de recherche: (1) Comment les enseignants travaillant dans le cadre de cette école à charte décrivent-ils les idéaux et la perception qu’ils se font de leur pratique professionnelle ? Et, (2) ces enseignants, qu’ont-ils à dire quant au cadre de cette école et quant à leur expérience de travail dans un tel environnement ? L’étude a eu recours à de multiples interviews auprès de sept éducateurs expérimentés. Utilisant une approche d’analyse interprétative phénoménologique modifiée, les chercheurs ont analysé de manière inductive les récits des professeurs. Après analyse inductive, les réponses des professeurs ont été examinées à la lumière des qualités considérées comme associées à une réelle pratique centrée sur la personne (thérapie et enseignement). Ces qualités incluaient les conditions nécessaires au praticien et les stratégies des professeurs pour s’adapter à un large éventail de défis intra-personnels, personnels et organisationnels/contextuels. / No contexto das estratégias de reforma da educação contemporâneas, o movimento escolar charter expandiu as oportunidades de educadores, crianças e pais para explorar ambientes que vão ao encontro dos seus valores pessoais e das suas predisposições. Este projeto convidou os professores a partilharem as suas experiêncas de trabalho no ambiente único de uma escola charter. Analisou-se a forma como os professores descreviam e concetualizavam as suas experiências enquanto profissonais de educação numa escola pública Montessori. Duas perguntas de investigação guiaram o estudo, no seu todo: 1 – Como descrevem os professores, que trabalham nesta escola charter particular, os seus ideais e perceções em relação à sua prática profissional? 2- O que têm os professores a dizer em relação a este ambiente particular de escola charter e da sua experiência de trabalho nesse contexto? O estudo recorreu a diversas entrevistas feitas a sete educadores experientes. Os investigadores analisaram as narrativas dos professores por indução, recorrendo a uma abordagem de análise fenomenológica interpretativa modificada. Após a análise indutiva, as respostas dos professores foram interpretadas à luz das qualidades referidas como estando associadas a uma prática centrada na pessoa eficaz (terapêutica e educacional). Essas qualidades incluíam condições atribuídas ao terapeuta e estratégias dos professores para lidarem com uma vasta gama de desafios intra-pessoais, pessoais e organizacionais/contextuais.]

Language: English

DOI: 10.1080/14779757.2016.1139500

ISSN: 1477-9757

Thesis

Výběr žáků do tříd a škol uplatňujících pedagogiku Marie Montessori / Selection of pupils into classes and schools applying the pedagogy of Maria Montessori

Available from: Univerzita Karlova Institutional Repository

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Abstract/Notes: Tato diplomová práce zkoumá výběr žáků do tříd a škol uplatňujících pedagogiku Marie Montessori. Cílem diplomové práce bylo zjistit, jak si jednotlivé školy vybírají žáky do tříd a škol Marie Montessori. Dále bylo zkoumáno, jaké důvody vedou rodiče k volbě této pedagogiky pro jejich dítě a jaké podmínky musí rodiče a žáci splnit pro přijetí do tohoto vzdělávání. V poslední řadě jsem analyzovala, jak probíhá přijímací řízení. Základním výzkumným designem byla vícepřípadová studie. Cíleně jsem vybrala čtyři základní školy s touto pedagogikou jak ve velkém městě, tak v menších městech. Výzkum jsem rozdělila na dvě části. V první části jsem vedla polostrukturované rozhovory se zaměstnanci zvolených škol a s rodiči dětí z Montessori tříd. V druhé části jsem pozorovala samotné zápisy do 1. tříd. Zjistila jsem, že každá škola má definované požadavky na výběr žáků a tyto požadavky se mezi školami výrazně liší. Rodiče volí školy uplatňující pedagogiku M. Montessori, z důvodu individuálního přístupu k jednotlivcům. Pedagogové se domnívají, že je vhodné, aby rodiče doma uplatňovali stejné výchovné metody a že by toto rádi uplatňovali jako přijímací kritérium. Celý průběh zápisu probíhal stejně jako v běžných školách. Rozdíl byl především v používání Montessori pomůcek / This diploma thesis examines the pupil selection to Marie Montessori pedagogical classes and schools. The aim of the thesis was to find out how the individual schools choose pupils in Marie Montessori classes and schools. Furthermore, it was examined what reasons parents have to choose this pedagogy for their child and what conditions parents and pupils have to fulfill for admission to this education. Last but not least, I analyzed how the admission procedure is taking place. The basic research design was a multi-case study. I chose four primary schools with this pedagogy in the big city as well as in smaller towns. I divided the research into two parts. In the first part I conducted semi-structured interviews with employees of selected schools and with parents of children from Montessori classes. In the second part I observed the first class admission interviews. I have found out that each school has defined pupil selection requirements and that these requirements vary considerably between schools. Parents opt for the Montessori School because of its individual approach to individuals. Teachers believe that it is appropriate that parents apply the same educational methods at home and that they would like to apply this as an admission criterion. The whole admission interviews were the same as in traditional basic schools. The difference was mainly in the use of Montessori tools.

Language: Czech

Published: Prague, Czechia, 2019

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