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Article
Montessori in Perspective / 기대속에 있는 Montessori
Available from: RISS
Publication: 가정관리연구 [Home Management Research], no. 3
Date: 1973
Pages: 27-32
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Language: Korean
Article
Maria Montessori - Selbsttätige Erziehung im Frühen Kindesalter [Maria Montessori - Independent Education in Early Childhood] (Book Review)
Available from: Bibliothek für Bildungsgeschichtliche Forschung des DIPF (BBF)
Publication: Pharus, vol. 5 (Halbjahrband 1), no. 6
Date: 1914
Pages: 570
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Language: German
Book
Kind und Religion bei Maria Montessori: eine historisch-systematische Untersuchung über den Zusammenhang von Religion und Erziehung in der Montessori-Pädagogik
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Abstract/Notes: This is the authors doctoral dissertation (University of Bonn, Germany, 1996).
Language: German
Published: Bonn, Germany: Euro Korea Journal, 1998
Article
En solstråle Montessori i Detroits slum [A Montessori ray of sunshine in Detroit's slums]
Publication: Montessori-tidningen (Svenska montessoriförbundet), no. 6
Date: 2000
Pages: 13
Americas, Montessori method of education, Montessori schools, North America, United States of America
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Language: Swedish
ISSN: 1103-8101
Article
Montessōri kyōiku ni kitai suru / モンテッソーリ教育に期待する / Expectation on Montessori Education
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 29
Date: 1997
Pages: 2-8
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Language: Japanese
ISSN: 0913-4220
Article
Montessori Öğretmeninin Eğitimi: Bir Anlatı Araştırması / Training of the Montessori Teacher: A Narrative Study
Available from: DergiPark Akademik
Publication: Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi / Mehmet Akif Ersoy University Journal of Education Faculty, no. 62
Date: 2022
Pages: 705-736
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Abstract/Notes: Bu araştırmada uluslararası Montessori öğretmen eğitimlerine katılmış bir öğretmenin anlatılarının derinlemesine incelenmesi amaçlanmıştır. Araştırmada nitel araştırma desenlerinden anlatı araştırma kullanılmıştır. Veri toplama sürecinde ölçüt örnekleme ile belirlenmiş bir Montessori öğretmeniyle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Veriler tematik analiz kullanılarak analiz edilmiş ve ulaşılan bulgular üç ana tema “Montessori öğretmeni olma nedenleri” “Montessori öğretmeni olmak için alınan eğitimlerin özellikleri” “Montessori Öğretmen Eğitim Programlarının Katkılarına İlişkin Görüşler” altında açıklanarak kronolojik olarak sunulmuştur. Montessori öğretmeni olmak için alınan eğitimlerin özellikleri ana teması altında (a) NAMC Montessori öğretmen eğitimi programı özellikleri, (b) AMS eğitim ortamının özellikleri, (c) AMS öğretmen eğitimi programının özellikleri, (d) AMI eğitim ortamının özellikleri, (e) AMI öğretmen eğitimi programının özellikleri, (f) Eğitimcilerin özellikleri, (g) Anlatıcının aldığı programlara yönelik karşılaştırmaları alt temaları yer almıştır. Montessori öğretmen eğitim programlarının katkılarına ilişkin görüşler ana teması ise (a) mesleki gelişime katkılar ve (b) kişisel gelişime katkılar alt temalarını içermektedir. Araştırma sonucunda elde edilen anlatılarda Montessori öğretmeni olabilmek için alınan öğretmen eğitimi programlarının genel olarak oldukça uzun süreli ve felsefeyle tutarlı uygulamaları vurgulayan yoğun içerikleri olduğu bunun yanı sıra anlatıcının (katılımcının) mesleki kimliğinde ve eğilimlerinde bir dönüşüm yarattığı görülmektedir. / This study aimed to examine the narratives of a teacher who participated in international Montessori teacher training in depth. Narrative research, one of the qualitative research designs, was used in this study. Semi-structured interviews were conducted with a Montessori teacher who was selected based on criterion sampling. The data were analyzed through thematic analysis, and the findings were presented in chronological order under the themes of "Reasons to be a Montessori teacher", "The characteristics of the training taken to become a Montessori teacher" and "Views on the Contribution of Montessori Teacher Education Programs". The sub-themes of (a) NAMC Montessori teacher education program features, (b) The characteristics of the AMS education environment, (c) The characteristics of the AMS teacher education program, (d) Features of the AMI educational environment, (e) Features of the AMI teacher education program, (f) The characteristics of the educators were presented under the main theme of the characteristics of the training taken to become a Montessori teacher. The main theme of views on the contributions of Montessori teacher training programs includes the sub-themes of (a) contributions to professional development and (b) contributions to personal development. As a result, it is seen that the teacher education programs taken to become a Montessori teacher are generally quite long-term, as well as create a transformation in the professional identity of the participant.
Language: Turkish
ISSN: 2148-6239, 2458-9268
Article
Effects of Applying AMSP (American Montessori Society Program) According to the Years of Mathematics / 수학연한에 따른 AMSP (American Montessori Society Program)의 적용효과: 유아의 창의성과 지능에 미치는 영향을 중심으로
Available from: RISS
Publication: 교육과학연구 / Journal of Educational Science Research, vol. 35, no. 2
Date: 2004
Pages: 233-251
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Abstract/Notes: This study investigated the effects of AMSP(American Montessori Society) on young children's creativity and intelligence according to the learning term.The questions for research were as follows:1. What is the effect of AMSP on young children's creativity according to the learning term?2. What is the effect of AMSP on young children's intelligence according to the learning term? The subjects of this study were 57 aged five-old children at H kindergarten in J. City. They were classified to three groups according to learning term of AMSP.The data were collected using the General Creativity Test for Children(Chon, kyoung-won, 2000), the Revised Korean Wechsler Intelligence Scale for Children (Park, kwang-bae 1995), and analysed by ANCOVA, the Scheffe test with SPSS 11.0 Program.The results of this study are summarized as follows:1. The longer the learning term was, the more AMSP improved young children's creativity significantly. The longer the learning term was, the more AMSP improved young children's creativity significantly. 2.The longer the learning term was, the more AMSP improved young children's intelligence significantly. The longer the learning term was, the more AMSP improved young children's intelligence significantly. / 본 연구는 AMSP가 유아의 창의성과 지능에 미치는 영향에 있어 수업연한에 따른 차이를 알아본 것으로, AMSP의 수업연한에 따라 구분된 1년차 집단, 2년차 집단, 3년차 집단 각 19명씩 만 5세 유아 총 57명을 대상으로 실시하였다. 전경원(2000)의 창의성 검사와 박혜원곽금주박광배(1996) 등이 개발한 한국형WPPSI(K-WPPIS)를 실시한 결과, AMSP의 수업연한이 높을수록 유아의 창의성과 지능발달에 전반적으로 더 큰 효과를 나타냈다. 이에 AMSP가 유아의 창의성과 지능발달을 돕는 하나의 효과적인 접근방안일 뿐만 아니라 유치원의 3년 교육 기간에 AMSP를 제공받는 것이 유아의 창의성과 지능발달에 더 효과적임을 시사해준다고 하겠다.
Language: Korean
ISSN: 1229-8484, 2713-6515
Article
The Comparison of a View on Child Between Montessori and Fröbel / Montessori와 Fröbel 아동관의 비교
Available from: RISS
Publication: 현상해석학적 교육연구 [Phenomenological Educational Research], vol. 2, no. 1
Date: 2004
Pages: 115-134
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Language: Korean
ISSN: 1738-1304
Article
Montessori Pedagogikasi: Bu nima va u kimga mos keladi? [Montessori Pedagogy: What is it and who is it for?]
Available from: New Journal
Publication: Journal of New Century Innovations, vol. 43, no. 4
Date: 2023
Pages: 87-89
Montessori method of education - Criticism, interpretation, etc., Language development
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Language: Uzbek
ISSN: 2181-368X
Article
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
Date: Aug 2014
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