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Article
Dr. Montessori in Rome
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Feb 21, 1931
Pages: 70
Europe, International Montessori Training Course (16th, Rome, Italy, January - July 1931), Italy, Montessori method of education - Teacher training, Montessori method of education - Teacher training, Southern Europe, Teacher training
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Language: English
ISSN: 0040-7887
Article
Dr. Montessori in Rome
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Mar 21, 1931
Pages: 70
Europe, International Montessori Training Course (16th, Rome, Italy, January - July 1931), Italy, Montessori method of education - Teacher training, Montessori method of education - Teacher training, Southern Europe, Teacher training
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Language: English
ISSN: 0040-7887
Article
The fourth International Montessori Congress will be held in Rome...
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Mar 10, 1934
Pages: 77
Conferences, International Montessori Congress (4th, Rome, Italy, 3-10 April 1934)
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Language: English
ISSN: 0040-7887
Article
Montessori Method Popular Sixty Seven American Women Are Now in Rome Studying It
Publication: Kansas City Star (Kansas City, Missouri)
Date: Mar 20, 1913
Pages: 8
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Language: English
Article
The Montessori System; Second Training Course for Teachers in Rome
Publication: The Times (London, England)
Date: Jan 9, 1914
Pages: 10
International Montessori Training Course (2nd, Rome, Italy, 1914), Montessori method of education - Study and teaching, Montessori method of education - Teacher training
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Language: English
ISSN: 0140-0460
Article
Rewriting Wundtian Psychology: Luigi Credaro and the Psychology in Rome
Available from: APA PsycNet
Publication: History of Psychology, vol. 25, no. 4
Date: 2022
Pages: 342-366
Europe, Italy, Luigi Credaro - Biographic sources, Luigi Credaro - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Sante de Sanctis - Biographic sources, Sante de Sanctis - Philosophy, Southern Europe, Wilhelm Wundt - Biographic sources, Wilhelm Wundt - Philosophy
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Abstract/Notes: After Rome became the capital of Italy in 1871, prestigious scientists arrived at the University of Rome. One of these scholars was the pedagogical philosopher Luigi Credaro (1860-1939). He was one of the rare Italian students of Wilhelm Wundt (1832-1920) when he went to Leipzig and attended the Institute for Experimental Psychology in the academic year 1887-1888. There he also followed the pedagogical seminars and considered the usefulness of establishing sections of practical pedagogy in Italian magisterium schools, which were teacher-training institutions. In 1904, he founded in Rome the Scuola Pedagogica (Pedagogical School). Through the school, Credaro proposed the concept of a scientific pedagogy based on the application of the results of experimental sciences in the educational field. We can suppose that this approach influenced the first generation of Italian scholars interested in experimental psychology in Rome, in particular Sante De Sanctis (1862-1935) and Maria Montessori (1870-1952). The article thus considers the hypothesis of the formation of a so-called Roman school of psychology, which created in the field of pedagogy a ground on which to develop its research and applications. It should be noted that Credaro devoted himself to the potential applications of experimental psychology in the context of the modernization of the liberal states of the 20th century. Specifically, scientific pedagogy constituted a field of application and development for Roman psychology. At the end, the foundation of psychology in Rome was influenced by a particular version of the Wundtian psychology promoted by his pupil Credaro.
Language: English
DOI: 10.1037/hop0000219
ISSN: 1939-0610, 1093-4510
Article
Early Development of Children with Williams Syndrome
Available from: PubMed Central (National Library of Medicine)
Publication: Genetic Counseling, vol. 10, no. 2
Date: 1999
Pages: 141-150
Children with disabilities, Inclusive education, People with disabilities, Williams syndrome
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Abstract/Notes: Developmental observations in ten young children with Williams syndrome (1-6 years old) are presented from developmental tests, symbolic play sessions and play sessions with a special educator following the non-directive Montessori approach. There is a considerable individual variability in performance. Overall, the children are engaged in goal-directed activities for more than 35% of the time during play sessions. Overactivity and distractability seem to be more age-dependent and situation-specific than thought before. Developmental interventions may include play sessions following the Montessori approach. PMID: 10422007
Language: English
ISSN: 1015-8146
Article
Dr. Montessori to Elucidate Methods: At Her School in Rome They Try to Prove That By Gaining the Child's Interest Work and Play Become Synonymous
Available from: Chronicling America (Library of Congress)
Publication: New York Tribune (New York, New York)
Date: Nov 30, 1913
Pages: 9
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Language: English
ISSN: 1941-0646
Book
Das Godly Play-Konzept: Die Rezeption der Montessori-Pädagogik durch Jerome W. Berryman
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Abstract/Notes: This is the author's dissertation (Universität Wien, 2007).
Language: German
Published: Göttingen, Germany: V & R Unipress, 2008
ISBN: 978-3-86234-054-5 3-86234-054-6
Series: Arbeiten zur Religionspädagogik , 35
Article
Analyzing the Selected Eurofit Test Batteries of the Children with Down Syndrome and Autism in the Age Range of 12-16 and Receiving Montessori Education
Available from: ERIC
Publication: African Educational Research Journal, vol. 10, no. 4
Date: Dec 2022
Pages: 439-446
Autism in children, Children with disabilities, Montessori method of education - Evaluation, Secondary education
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Abstract/Notes: It is aimed in this study to analyze the effects of the Montessori education method on children with Down syndrome and autism having special training who have received and not received Montessori education through the Eurofit test batteries selected for motor skills and physical fitness. A total of 20 male children with Down syndrome and autism in the age range of 12 to 16 and receiving and not receiving Montessori education at two different special education and rehabilitation centers in Kayseri were included in the study. The treatment group included a total of 10 children, 5 with Down syndrome and 5 with autism, and the control group of 10 children, 5 with Down syndrome and 5 with autism. While the volunteers included in the treatment group received Montessori education, those included in the control group received a traditional education. In the study, the volunteers performed the selected Eurofit tests including flamingo balance, plate tapping, sit and reach, handgrip and standing long jump tests. When the results of the Eurofit test batteries of the treatment and control groups were examined, plate tapping and standing long jump test results were found significant in the comparison of the pretest and posttest of the treatment group (p < 0.05). In the pretest and posttest comparison of the control group students, a significant difference was determined in the sit and reach test (p < 0.05). In the posttest comparison of the control and treatment groups, a statistically significant difference was determined between the pretest and posttest measurements of the plate tapping and between the pretest and posttest measurements of the standing long jump (p < 0.05). In the pretest comparison of the control and treatment groups, no statistically significant difference was found between the pretest and posttest of flamingo balance, pretest and posttest of plate tapping, pretest and posttest of sit and reach, pretest and posttest of standing long jump and pretest and posttest of handgrip measurements of the control and treatment groups (p > 0.05). Consequently, the use of Montessori education materials supports the big and small muscle groups of children with disabilities since most of them learn about an object through touch. In our study, when some activity and motor skills of the children with down syndrome and autism in the special rehabilitation school that uses the Montessori education method were analyzed, it was observed that there was an improvement in their physical activities and some motor skills according to the results of plate tapping, standing long jump and sit and reach tests. It is recommended that education programs can be prepared by using Montessori Approach as part of the education programs applied in preschool education institutions and that they can be used more widely together with traditional education programs.
Language: English
ISSN: 2354-2160