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Book Section

Das lernbehinderte Kind und die Montessori-Pädagogik [The learning disabled child and Montessori pedagogy]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 156-180

Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Learning disabilities, Montessori method of education

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Book Section

Il rinnovamento del pensiero pedagogico nel secolo ventesimo e Maria Montessori [The renewal of pedagogical thought in the twentieth century and Maria Montessori]

Book Title: Maria Montessori e il pensiero pedagogico contemporaneo [Maria Montessori and contemporary pedagogical thought]

Pages: 121-143

Conferences, Educational change, International Montessori Congress (11th, Rome, Italy, 26-28 September 1957), Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History

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Abstract/Notes: This speech was delivered on September 27, 1957 at the 11th International Montessori Congress (Rome, Italy).

Language: Italian

Published: Roma: Vita dell'infanzia, 1959

Article

L’entrée en pédagogie Montessori d’enseignant.e.s d’écoles maternelles publiques française depuis 2010: Raisons et modalités [The entry into Montessori pedagogy of French public nursery school teachers since 2010: Reasons and modalities]

Available from: CAIRN

Publication: Spécificités, vol. 12, no. 1

Pages: 14-30

Europe, France, Montessori method of education - Teachers, Teachers, Western Europe

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Abstract/Notes: La proposition pédagogique de Maria Montessori, au début du XXème siècle, était une alternative à l’enseignement traditionnel. Elle connait, un siècle plus tard, un engouement sans précédent dans l’école maternelle publique française. Quatre éléments contextuels en ont permis l’émergence : l’évolution de la prescription institutionnelle à l’égard de l’école maternelle ; des enseignants confrontés à des demandes sociétales et institutionnelles paradoxales ; des pratiques pédagogiques qui s’essoufflent ; une motivation des enseignants à faire faire évoluer ces mêmes pratiques. Une primarisation croissante de l’école maternelle en conflit avec une demande sociétale de prise en compte plus individuelle de l’enfant a en effet déstabilisé le corps enseignant créant ainsi les conditions d’un changement de pratiques. Dans ce développement, les réseaux créés sur Internet ont joué un rôle majeur pour permettre cette entrée en pédagogie Montessori, entre adaptation à la réalité des classes et conformité aux demandes institutionnelles. Au-delà des raisons qui ont présidé à la naissance de ce mouvement, il s’agit également, dans cet article, de retracer le parcours des premiers enseignants. Comment sont-ils parvenus à la pédagogie Montessori, se sont-ils formés à cette pédagogie et si oui de quelle façon ? [At the beginning of the 20th century, Maria Montessori's pedagogical was an alternative to traditional teaching. A century later, it is experiencing an unprecedented craze in French public nursery schools. Four contextual elements have enabled it to emerge: the evolution of institutional prescription with regard to nursery schools; teachers confronted with paradoxical societal and institutional demands; educational practices that are running out of steam; and teachers' motivation to change these same practices. The nursery schools becoming more like elementary schools in conflict with a societal demand for more individual attention to children has destabilized the teaching profession, thus creating the conditions for a change in practices. In this development, the networks created on the Internet have played a major role in allowing this entry into Montessori pedagogy, between adaptation to the reality of the classes and compliance with institutional demands. Beyond the reasons that led to the birth of this movement, this article also aims to retrace the career paths of the first teachers. How did they come to Montessori pedagogy, did they learn this pedagogy and if so in what way?]

Language: French

DOI: 10.3917/spec.012.0014

ISSN: 2256-7186

Book Section

Die Ausbreitung der Montessori-Methode in Indien und in den Nachbarstaaten [The spread of the Montessori method in India and neighboring countries]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 357-367

Albert Max Joosten - Writings, Asia, Ceylon, Conferences, India, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Malaysia, Montessori method of education - History, Pakistan, South Asia, Southeast Asia, Sri Lanka

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Doctoral Dissertation

Understanding What it Means to be a Montessori Teacher: Teachers Reflections on Their Lives and Work

Montessori method of education - Teacher training, Montessori method of education - Teachers, Teachers

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Abstract/Notes: The overall aim of this study has been to come to a better understanding of what it means to be a Montessori teacher, by getting a group of Montessori teachers to reflect on their lives and work. Data exploration has comprised journals, interviews, written reflections and collaborative con-textual analysis. Analysis of the teachers? occupational life histories and the findings as a whole have been used to shed light on: ?Values and specific aspects of the philosophy of Montessori edu-cation that primarily attract teachers to this profession. ?Ways in which teachers? conceptions of their professional roles reflect their own personal values, beliefs and convictions. ?Teachers? views regarding the role of Montessori education to-day and in the future. Eight female Montessori primary school teachers participated in the study. Findings reveal that the strengths of the Montessori method lie in its focus on philosophical awareness, the holistic approach and a genuine ethic of care. Montessori?s fundamental educational principles are also in alignment with the current Curriculum for Compulsory Schools (Lpo 94). On the other hand, difficulties are experienced due to conflicting tradi-tional/contemporary interpretations of Montessori theory and practice and a general lack of collaboration among Montessori teachers. Open discussion and a sharing of ideas and experiences would help Montessori teachers come to terms with how to apply fundamental principles in new ways without the fear of losing an educational ?identity?. The Montessori teachers in this study reflect this attitude. Tendencies toward continu-ity/meaningful change in education depend to a great extent on the ways in which teachers are able to critically reflect about how they think and what they do. Taking seriously what teachers have to say is in fact essen-tial in order to understand the forces that, among other things, govern and sway teachers? inner as well as outer motivations, something of relevance and concern to all involved in teaching and educational processes.

Language: English

Published: Malmö, Sweden, 2003

Book Section

Anpassung einiger Montessori-Materialien an das behinderte Kind [Adaptation of some Montessori materials to the disabled child]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 193-198

Children with disabilities, Conferences, Inclusive education, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Montessori materials

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Article

Pedagogía científica y normalidad en Montessori [Scientific Pedagogy and Normality in Montessori]

Available from: Nano PDF

Publication: Logos, no. 20

Pages: 59-80

Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: Este artículo aborda la pedagogía científica de Montessori y cómo con sus investigaciones y la creación de las casas de niños se formalizan e instalan en la escuela moderna discursos y prácticas médicas, biológicas, antropológicas y psicológicas en el campo de la pedagogía. Influenciada por las teorías de Lombroso y de Darwin, consideraba que el ser humano no era más que una célula compuesta por protoplasma y núcleo del tamaño de una décima de milímetro del cual proceden individuos muy diferentes entre sí. Por tanto, para realizar y entender las investigaciones prácticas de la antropología con fines pedagógicos, se requieren suficientes nociones de biología y del aporte de otras disciplinas con las cuales la pedagogía tiene afinidad. De ahí la importancia de mostrar y cuestionar los efectos de estos discursos y prácticas sobre la concepción de una pedagogía activa, lejana ya de la preocupación por la formación del niño en su relación consigo mismo, con el saber y con el mundo, enunciados pedagógicos que pierden vigencia en el funcionamiento de la escuela propuesta por Montessori. Para tal fin se toman como referencia algunos conceptos de Foucault (población, políticas, normalización, prácticas de saber) en la perspectiva de la noción de biopolítica. [This article deals with Montessori’s scientific pedagogy and how his researches and the creation of houses for children become official, as well as how discourses and medical, biological, anthropological and psychological practices are installed in the pedagogy field in modern schools. Influenced by the theories of Lombroso and Darwin, he considered that human beings were no more than a cell composed by a protoplasm and nucleus the size of a tenth of a millimeter, from where individuals who are very different from each other come from. This is why, in order to understand and carry out the practical researches of anthropology with pedagogical purposes, enough notions of biology are required, as well as the collaboration of other disciplines that work side by side with pedagogy. Thus the importance to show and question the effects of these discourses and practices regarding the conception of an active pedagogy, far from the concern for the child’s education in terms of his relationship with himself, knowledge and the world, pedagogical statements that lose validity in the operation of the school proposed by Montessori. For such purpose, some concepts from Foucault are taken as reference (population, policies, normalization, knowledge practices) in the perspective of the notion of bio-politics.]

Language: Spanish

ISSN: 0120-6680

Bachelor's Thesis

TA: Pengembangan Desain Mainan Balok Montessori untuk Usia 3-6 Tahun Berkonsep Multiplayer (Studi Kasus: Albata Islamic Montessori Preschool)

Available from: Universitas Dinamika (Indonesia) - Institutional Repository

Asia, Australasia, Indonesia, Islamic education, Montessori method of education, Religious education, Southeast Asia

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Abstract/Notes: Perkembangan pada anak salah satunya adalah perkembangan motorik halus. Penguasaan motorik halus adalah salah satu yang penting bagi anak khususnya usia 3-6 tahun. Namun, tidak semua anak mempunyai kematangan yang sama untuk menguasai kemampuan motorik halus pada tahap yang sama. Perkembangan motorik halus pada anak salah satunya dipengaruhi faktor eksternal yaitu lingkungan. Metode pembelajaran Montessori merupakan salah satu metode yang mementingkan penyediaan lingkungan yang sesuai dengan tahap perkembangan anak. Penyediaan lingkungan yang sesuai diwujudkan melalui berdirinya sekolah-sekolah dengan metode pembelajaran Montessori, termasuk Albata Islamic Montessori Preschool. Bedanya, kelas di sekolah yang menggunakan Metode pembelajaran Montessori tidak mengelompokkan anak berdasarkan umur agar anak bisa saling mengajarkan dan bersosialisasi dengan baik, membentuk jiwa kepemimpinan anak, tanggung jawab dan kemandirian. Selain itu dalam metode ini, digunakan alat permainan edukatif yang sesuai dengan tahap perkembangan anak. Berdasarkan penjelasan diatas, dibutuhkan sarana pembelajaran motorik halus berupa mainan montessori yang dapat dimainkan anak usia 3-6 tahun secara bersama-sama atau multiplayer. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif, data bersumber dari observasi, wawancara dan studi literatur. Salah satu mainan Montessori yang umum digunakan untuk melatih motorik halus adalah mainan balok. Perbedaan mainan balok yang dikembangkan peneliti dibanding penelitian serupa sebelumnya yaitu dalam segi fungsi dan cara bermain. Sementara material menggunakan kayu dengan finishing yang menyesuaikan fungsi yaitu HPL putih glossy digunakan untuk menggambar, menulis pada permukaan balok. Hasil penelitian berupa Mainan Balok Montessori multiplayer yang memiliki nilai kebaruan dari segi fungsi yaitu digunakan untuk melatih motorik halus khususnya aktifitas yang bersifat practical life dan dari segi cara bermain menggunakan konsep multiplayer yang sesuai dengan perkembangan psikologis usia 3-6 tahun.

Language: Indonesian

Published: Surabaya, Indonesia, 2022

Book Section

L'influenza di Maria Montessori sulla pedagogia tedesca [The influence of Maria Montessori on German pedagogy]

Book Title: Maria Montessori e il pensiero pedagogico contemporaneo [Maria Montessori and contemporary pedagogical thought]

Pages: 195-198

Conferences, Europe, Germany, International Montessori Congress (11th, Rome, Italy, 26-28 September 1957), Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, Western Europe

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Abstract/Notes: This speech was delivered on September 27, 1957 at the 11th International Montessori Congress (Rome, Italy).

Language: Italian

Published: Roma: Vita dell'infanzia, 1959

Doctoral Dissertation

Montessori in India: A Study of the Application of her Method in a Developing Country

Available from: University of Sydney Libraries

Asia, Ceylon, India, Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., South Asia, Sri Lanka, Theosophical Society, Theosophy

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Abstract/Notes: In India the Montessori Method has survived in various forms for a continuous period longer than virtually anywhere else in the world. Its adoption coincided with a crucial period in the nation's history when a growing nationalist movement was seeking to rid the country of foreign domination and dependency. Although the Method was foreign, the emphasis on liberty and the development of individuals capable of independent thought and action appealed to elite groups and to elements of the nationalist movement. The Method was believed to be modern and scientific and was greeted with enthusiasm by those who sought modernization and progress in a traditional society. Late in life Maria Montessori, accompanied by her son Mario, visited India, and her presence over a period of almost nine years from 1939-46 and 1947-49 gave a boost to the growing Montessori movement. Whilst in India, Montessori gave full voice to the spiritualism inherent in her work. In the West she was considered eccentric and her Method out of date, but in India, where religion exerted a powerful and pervasive influence, she was consistent with an ancient tradition of religious educators. A sprinkling of Indians had always attended her international training courses abroad, and in India they flocked to hear her message of human regeneration through the child. The Montessori Method was largely patronized by a relatively affluent, Westernized and urbanized elite who could afford the expensive apparatus. Gandhi, however, had urged Montessori to devise materials in accordance with the economic and social conditions prevailing in India's villages. Although she found much time during the years in India to develop her Method further to cover the period from birth to three years and from six to twelve years, she appears to have given little thought to its application among the country's largely illiterate poor who comprised the bulk of the population. However, an "Indianized" Montessori movement emerged in Western India, allied to the Gandhian nationalist movement, which became concerned with "adapting" the Method according to Gandhian principles, and applying it in the villages. The resultant hybrid pre-primary education enjoyed widespread application in post-Independence India and received recognition at the national level by government and non-government agencies. Recently it has been afforded a crucial role in a major human resources development programme designed to alleviate the effects of poverty amongst women and young children. The present study has drawn on a wide range of primary and secondary sources including archival material, newspapers, journals, published and unpublished correspondence, and personal interviews to trace the history of the Montessori movement in India from the time of early interest in the Method in 1912. The early chapters provide an introduction to Montessori's life and work and an historical background to the adoption of the Method. The application of the Method and the expansion of the Montessori movement is explored in subsequent chapters and, finally, in chapters six and seven, the study discusses directions in the movement after the departure of Madame Montessori and her son in 1949.

Language: English

Published: Sydney, Australia, 1987

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