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Doctoral Dissertation

A Comparative Study of the Educational Philosophies of Sri Aurobindo and Maria Montessori

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: The purpose of this study was to consider the philosophical and pedagogical approaches of Aurobindo Ghose and Maria Montessori as a way of engendering spiritual values in to the public educational system in the United States. Available from: Proquest Dissertations and Theses

Language: English

Published: Tempe, Arizona, 1975

Doctoral Dissertation

The Problem of Self-Activity in Modern Educational Theory with Special Reference to Rousseau, Harris, Dewey, and Montessori

Available from: ProQuest - Dissertations and Theses

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Language: English

Published: New York City, New York, 1925

Doctoral Dissertation

Everyday Spirituality: Supporting the Spiritual Experience of Young Children in Three Early Childhood Educational Settings

Available from: Massey University - Theses and Dissertations

Australasia, Australia and New Zealand, Child development, Comparative education, Montessori schools, New Zealand, Oceania, Spirituality, Waldorf schools

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Abstract/Notes: The focus of this research is the spiritual experience of young children in early childhood educational settings. Spirituality is included in the New Zealand early childhood curriculum, Te Whariki, but is a relatively unarticulated aspect of educational practice. In order to find out how spirituality is supported in early childhood educational contexts this qualitative case study research took place in three early childhood settings: a Montessori casa, a private preschool and a Steiner (Waldorf) kindergarten. The methods used in the research included participant observation, interviews and focus groups. The teachers were asked to make a video about spirituality to reflect their own context and photographs were taken in each setting. The metaphor of spiritual landscape is used in this research. In this landscape everyday experience merged with the spiritual to form the concept of everyday spirituality. The cultural theories of everyday life supported a realisation that ordinary daily activity can become wonderful and mysterious when the spiritual dimension is realised. The themes that emerged from analysis of the case studies are conceptualised as transformative aspects of learning and relationships. They are aspects of everyday spirituality identified as spiritual withness; spiritual inbetweenness; and the spiritually elsewhere. Representing spiritual experience is challenging. The thesis is written in narrative form and contains core narratives as prose and poems. Using writing as a means of discovery made communicating spirituality through the medium of words a possibility. Spirituality is proposed to be an inclusive concept that affirms a sense of connection and this thesis found that all pedagogical practices in early childhood settings have the potential to include a spiritual aspect. In Aotearoa New Zealand many children lead their everyday lives in the context of an early childhood environment that includes teachers and parents as part of that community. This thesis argues that when everyday spirituality permeates early childhood contexts that all aspects of the curriculum are realised and the spiritual experience of everyone connected to that setting is supported.

Language: English

Published: Palmerston North, New Zealand, 2007

Doctoral Dissertation

A institucionalização do método Montessori no campo educacional brasileiro (1914-1952) [The institutionalization of the Montessori method in the Brazilian educational field (1914-1952)]

Available from: Federal University of Santa Catarina - Institutional Repository

Americas, Brazil, Latin America and the Caribbean, Montessori method of education - History, South America

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Abstract/Notes: Montessori constituiu, em 1907, em Roma, uma escola pública para crianças em situação de risco, a Casa dei Bambini, embasada numa educação integral alicerçada na liberdade, na atividade e na individualidade. Durante aproximadamente quatro décadas, Montessori realizou pesquisas sobre o desenvolvimento infantil, cujos resultados foram difundidos transnacionalmente, configurando práticas e pensamento educacional inovadores fundamentados na relação entre o professor, o aluno e um ambiente de aprendizagem promotor da paz, da autoeducação, da autonomia, do respeito ao outro e do espírito científico e crítico. Com isso, também empreendeu uma didática para professores e a venda em série dos materiais que idealizou. O objeto desta narrativa historiográfica respaldada em Certeau (2014), Chartier (2010) e Magalhães (2004) foi a institucionalização do Método Montessori no Brasil, no âmbito cronológico das cinco primeiras décadas do século passado. Objetivou: reconhecer as formulações teóricas que permitiram identificar a origem do Método Montessori e cotejá-las com os projetos brasileiros desenvolvidos entre 1914-1952 apontando permanências e contribuições à educação brasileira; historicizar o processo de institucionalização da Pedagogia montessoriana no Brasil; problematizar a sua forma de apropriação na Educação Infantil e Ensino Primário, identificando por que o método é relacionado principalmente ao uso de materiais didáticos específicos e de mobiliário adequado ao tamanho das crianças. Foi constatado que a primeira escola montessoriana no Brasil, proveniente da vertente educacional estadunidense, atendeu ao público infantil, em São Paulo, no ano de 1915, num investimento particular de Ciridião Buarque e Mary Buarque. Esta pedagogia se irradiou por intermédio das apropriações realizadas pelos docentes da Escola Normal da Praça, em São Paulo, estado que possuía, desde 1924, legislação que indicava o uso de materiais didáticos de Montessori e de Froebel, mas de forma desarticulada dos princípios pedagógicos. No Paraná, a educação montessoriana foi institucionalizada na legislação educacional da Pré-escola em 1915 e investimentos foram realizados em 1924, quando Lysímaco Costa adquiriu os ?enxovais montessorianos? para quatro Jardins de Infância. Em Curitiba, em 1927, durante a Primeira Conferência Nacional da Associação Brasileira de Educação (ABE) foram apresentadas teses com base montessoriana. Ainda no Paraná, no final da década de 1940, a utilização do método ocorreu no ensino público no Programa da Pré-escola e do Ensino Primário e em 1952 foi inaugurada a Escola Experimental Montessoriana Rural para crianças do Ensino Primário, por iniciativa de Eny Caldeira. Ela e Piper de Lacerda Borges, presidente da Associação Montessori do Brasil, fizeram curso com Montessori, na Itália, em 1951. Já na Bahia, em 1927, efetivaram-se cursos de férias para formação de professores durante os quais foram disseminadas pelos docentes da Escola Normal de Salvador concepções montessorianas e a ressignificação dos materiais, tanto para a Pré-escola como para o Ensino Primário. O teor destes cursos foi divulgado por revistas pedagógicas. No mesmo local, em 1924, Alípio Franca traduziu o Livro Pedagogia Científica. No Rio de Janeiro, materiais e frações do método montessoriano se disseminaram para a Educação Infantil por meio da legislação educacional, em 1921 e em 1929. Evidências da utilização do Método Montessori em perspectiva não restrita ao uso de materiais didáticos foram encontradas nos programas infantis radiofônicos realizados por Mary Buarque, em São Paulo, a partir de 1936; no vínculo do método com a assistência social e teosófica, na década de 1950, disseminado por Piper de Lacerda Borges; no reuso dado ao método pelo lusitano Agostinho da Silva, também nos anos 1950, na criação de algumas universidades. Conclui-se que, entre 1914 e 1952, o processo de institucionalização do método Montessori no Brasil foi capitaneado por diversos sujeitos, em diferentes lugares do país, com apropriações e representações. [Abstract : Montessori established, in 1907, in Rome, a public school to children at risk, The Casa dei Bambini, which since then preserve the Montessori method characteristics, advocating the integral education based on freedom, action and on the individuality. For approximately four decades, Montessori researched about Children development, whose results were spread abroad, defining practices and innovative educational thoughts grounded on the relationship between teacher, the student and the learning environment advancing peace, self-education, self-correction with autonomy in sight, mutual respect, critic and the scientific spirit. The Objective of this study is the Montessori method establishment in Brazil, on the chronologic aspect along the first five decades from the last century. It?s a biographical research and documentary with a historical focus. The analysis is grounded in Certeau (2014), Chartier(2010) e Magalhães(2004). Objective: Recognize the formulation of the Montessori method in projects of its establishment in Brazil between 1914-1952; To Problematize political conditions, social, economical and cultural to set up the Montessori method in Brazil and its Educational applicability, questioning the reductionist mode relating to its use as specific materials and its adequate child-sized furniture. It has been verified that The First Montessori-based in Brazil served the children?s audience, in São Paulo, in the year of 1915, coming from the American strand, in a private enterprise of Ciridião Buarque e Mary Buarque. Such pedagogy irradiated by the mediation of these appropriation and representations made by teachers of the Escola Normal da Praça. São Paulo possessed, since 1924, laws that indicated the use of Montessori and Froebel?s course-ware, mas in a inarticulate way to the pedagogical principles. In Paraná, the Montessori-based education was established in the child education legislation in 1915 and investments were performed in 1924, when Lysímaco Costa acquired the ?montesorri layettes? to 4 Kindergarden. In Curitiba, in 1927, at the First National Conference of The Brazilian Association of Education (ABE), were presented thesis with Montessori bases. Still in Paraná, at the end of 40s, the method utilization occurred in the public education in the Preschool Program and Primary School and in 1952 was opened in Curitiba The Rural Montessori Experimental School to primary school, by the enterprise of Eny Caldeira.Piper Borges de Lacerda and Eny Caldeira speeches, whom realized in 1950 a course with Montessori in Perugia.In 1927, in Bahia, were realized vacation courses to teachers complementary training which were disseminated by the teacher of the Normal School of Salvador the Montessori concepts and the course-ware new meanings to the child education such as primary education. The matters discussed in these courses were spread by pedagogical magazines. In 1924, Alípio Franca translated The Method of Scientific Pedagogy applied to the Child Education at the Boys? House. In Rio de Janeiro, course-wares and parts of Montessori method were spread to Children education by education law, in 1921 and in 1929. Evidences of the Montessori use in perspective non-restricted to materials were found in children radio shows performed by Mary Buarque, in São Paulo, from 1936, whereupon self-education, the independence, the knowledge of child development phases, the singers freedom movement and the minimal intervention of the adult tutor made part of the proposal. In a mystic perspective, there was a link with the method and the social and theosophic assistance, in the 50 decade, disseminating in Rio de Janeiro and Paraná, by Piper Lacerda Borges and his husband. In the reuse given to the Agostinho da Silva method, also in the 1950, were present in the some universities creations, such as the Federal University of Santa Catarina as well from Paraíba and The University of Brasilia. Concluded that between 1914 and 1952, the establishment process of the Montessori method in Brazil was lead by several different individuals, from different parts of the country, with appropriations and personal representations.]

Language: Portuguese

Published: Florianópolis, Brazil, 2017

Undergraduate Thesis

PUYU: Juguete educativo para desarrollar habilidades cognitivas pre-operacionales de funciones ejecutivas para niños en etapa preescolar de la comunidad rural de Chillaco, Lima [PUYU: Educational toy to develop pre-operational cognitive skills of executive functions for preschool children from the rural community of Chillaco, Lima]

Available from: Pontificia Universidad Católica del Perú

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Abstract/Notes: A large percentage of the population in Peru is located in rural areas, such as the community of Chillaco, in the Lurín river basin, in Lima. The closest school to the town is far away for children, especially preschoolers; consequently, many of the local families have to educate their children at home or during their farm work. These children do not know the educational experience of an optimal cognitive learning, because they skip the kindergarten studies, the age where cognitive abilities of the pre-operational stage are developed; Executive functions are one of these essential skills for human beings to learn to learn. Taking as a reference the Reggio Emilia and Montessori educational methods, based on the autonomy of the kid during learning together with playful tools with the same purpose, the innovation gap focuses on the little attention for the cognitive learning of children in vulnerable contexts and without adult guardianship. From here we pose the following research question: How through the design of an educational toy the pre operational cognitive development of executive functions of children between 3 and 5 years of preschool age in the rural community of Chillaco in Lima is favored? Finding the opportunity to merge methodologies, tools, games and design in a favorable result for children's cognitive learning, Puyu was designed, a portable, friendly and accessible educational toy focused on learning executive functions while their parents work on the farm. DCH, etnographic methods, telephone records and literature review were used as methodology. Interviews were conducted with users, farmers and experts in pedagogical, sociological and psychological fields. The results showed that the children accepted the design proposal, showing interaction and curiosity to discover different and new ways of using it. The parents confirmed their approval and desire to experiment with at home and in the farm. In conclusion, the pertinence and relevance of an educational toy in rural contexts for cognitive development is reaffirmed, the same levels of enthusiasm are expected in the presentation of the final product. / Un gran porcentaje de la población peruana se ubica en zonas rurales, como la comunidad rural de Chillaco, ubicada en la cuenca del río Lurín, en Lima. La escuela más cercana al pueblo es lejana para los niños, sobre todo preescolares; en consecuencia, muchas de las familias del lugar educan a sus hijos en sus casas o durante sus labores en la chacra. Estos niños no conocen la experiencia educativa de un óptimo aprendizaje cognitivo al no cursar el preescolar, edad donde se desarrollan habilidades cognitivas de la etapa pre-operacional. Las funciones ejecutivas son una de estas habilidades indispensables para que el ser humano pueda aprender a aprender. Contemplando métodos educativos basados en la autonomía del niño durante el aprendizaje, como Reggio Emilia y Montessori, la brecha de investigación se enfoca en la poca atención para el aprendizaje cognitivo de los niños en contextos vulnerables y sin tutela adulta. Desde aquí se plantea ¿Cómo a través del diseño de un juguete educativo se favorece el desarrollo cognitivo pre operacional de funciones ejecutivas de niños de 3 a 5 años de edad en etapa pre escolar de la comunidad rural de Chillaco en Lima? Como respuesta, se diseñó Puyu, un juguete educativo portátil, amigable y accesible enfocado en el aprendizaje de funciones ejecutivas de los niños mientras los padres laboran en la chacra. Se usó la metodología Diseño Centrado en el Humano (DCH), métodos etnográficos, registros audiovisuales y revisión de literatura; se entrevistó a usuarios, campesinos y expertos en campos pedagógicos, sociológicos y psicológicos. Como resultado, los niños y padres aceptaron la propuesta de diseño demostrando interacción y curiosidad por el acto de descubrir, junto a nuevas formas de uso; además, de experimentar en casa y la chacra. En conclusión, se reafirma la pertinencia y relevancia de la implementación de un juguete educativo en contextos rurales para el desarrollo cognitivo, Puyu demostró elevar las respuestas cognitivas de los niños frente a situaciones básicas, las cuales se replican indefinidamente en la vida diaria, dando paso a un incremento positivo en el aprendizaje cognitivo de los usuarios.

Language: Spanish

Published: Lima, Peru, 2022

Article

An Analysis of Excellent Early Educational Practices: Preliminary Report

Publication: American Montessori Society Bulletin, vol. 10, no. 3

Pages: 1-27

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Language: English

ISSN: 0277-9064

Article

Maria Montessori: An Italian Educational Reformer

Publication: Catholic Educational Review, vol. 50

Pages: 416

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Language: English

ISSN: 0884-0598

Master's Thesis

Framgångsrik undervisning i matematik åk 1–3: En jämförande studie av tre undervisningsmodeller / Successful teaching of mathematics in years 1-3: a comparative study of three educational models

Available from: DiVA Portal - Karlstad University

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Abstract/Notes: The proposal in this study define successful teaching from Hattie et al. (2017) and Grevholm (2012) research results. This is a comparative study with three teaching models in mathematics, Traditional model, Montessori model and Singapore model. The focus is on mathematics teaching in primary school, in Sweden. The study embrace a minor literature study and an interview study with three teachers, who work according the three models in their teaching. I use a socio-cultural perspective on learning, teaching and knowledge. A directed qualitative content analyze is used to analyze both the literature and the interviews. The results show the pros and cons of the three teaching models, according to the requirements of the proposed ideas of successful teaching. The results of the teachers´ statements clarify and problematize the differences between the three educational models in practice. / Denna studie utgår från en tes om framgångsrik undervisning som baseras på Hatties m.fl. (2017) och Grevholms (2012) forskning. Uppsatsen är en jämförande studie som utgår från tre undervisningsmodeller i matematik, traditionell undervisningsmodell, montessorimodellen och singaporemodellen. Fokus är på matematikundervisning i årskurs 1-3, svensk skola. Studien omfattar dels en mindre litteraturstudie, dels en intervjustudie med tre lärare som arbetar enligt de tre modellerna. Jag utgår från ett sociokulturellt perspektiv på lärande, undervisning och kunskap. Analyserna baseras på en riktad kvalitativ innehållsanalys. Resultatet visar på för och nackdelar med de tre undervisningsmodellerna och hur väl de uppfyller kraven enligt tesen för en framgångsrik undervisning. I resultatet tydliggörs genom lärarnas utsagor problematiken med de olika undervisningsmodellerna.

Language: Swedish

Published: Karlstad, Sweden, 2022

Article

A Learning Environment for Educationally Handicapped Children

Publication: American Montessori Society Bulletin, vol. 7, no. 2

Pages: 1-22

Children with disabilities, Developmentally disabled children, Inclusive education, Montessori method of education

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Language: English

ISSN: 0277-9064

Article

A Developmental Approach to Interpersonal and Moral Awareness in Young Children: Some Theoretical and Educational Implications of Levels of Social Perspective Taking

Publication: American Montessori Society Bulletin, vol. 14, no. 2

Pages: 1-15

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Language: English

ISSN: 0277-9064

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