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Il Congresso montessoriano
Publication: Rassegna di pedagogia (Università degli studi, Padova. Istituto di Pedagogia), vol. 9, no. 1-2
Conferences, Europe, Italy, Southern Europe, Trainings
Executive Functions in Children of 9 and 12 Years Old in Montessori Method
Available from: RA Journals
Publication: RA Journal of Applied Research, vol. 2, no. 12
Date: Dec 2016
Elementary education, Elementary school students, Executive function, Montessori method of education - Evaluation
Abstract/Notes: We emphasize the importance of the executive functions from an early age and how they keep developing throughout childhood.The study’s main objective is to study the correlation between the time students have been in a Montessori school and sexes, with the executive functions. As for the more specific objectives, we consider the assessment of the executive functions in a Montessori school and to determine the level of the executive functions in students. This work, outlines the evaluation of neuropsycological development and the executive functions in a group of boys and girls from CCE Montessori Palau Girona school. To this end, the administration of the test ENFEN (Portellano et al. 2009) and CUMANES (Portellano et al. 2012) has been conducted and we have focused on two sub-tests from each one. Together, we have evaluated a total of 30 primary school pupils aged 9 and 12. From the results, we have analyzed the strong and weak points, and a proposal for intervention from them has been made so they can serve as a basis for the future. No differences in the results of the executive functions evaluated have been observed between the sexes but within the different ages there have been differences. It was observed that for most of the executive functions a positive slope, although not significant, between the time the students enrolled in the Montessori methodology and a higher positive score in the executive functions, being more significant with the youngest, 9 year olds. A greater significance in males versus females was also observed. In conclusion, no differences were found in the executive functions of students respect to sexes but a higher score in the executive functions related to a longer period of time enrolled in the Montessori methodology was observed.
L'8. Congresso internazionale Montessori (Sanremo, 22-29 agosto 1949)
Publication: Rassegna di pedagogia (Università degli studi, Padova. Istituto di Pedagogia), vol. 7
Conferences, International Montessori Congress (8th, San Remo, Italy, 22-29 August 1949)
ISSN: 0033-9571, 1724-1871
Preconstructing Suspicion and Recasting Masculinity in Preschool Settings
Available from: Hipatia Press
Publication: Qualitative Research in Education, vol. 3, no. 3
Abstract/Notes: Although there is literature explaining how female ethnographers negotiate male-dominated research settings, there is a lack of literature explaining how male ethnographers negotiate female-dominated settings. It is, more or less, taken for granted the research settings males choose will be suitable for them. The field of early childhood education, and preschools in particular, would benefit from a basic explanation of male fieldworker practices and why they are necessary for men in early childhood education settings. Drawing on personal experiences from two years of ethnographic research, I turn to a Montessori preschool in the Midwestern United States to address the complexities of being a male fieldworker in a female-dominated setting. I first explicate some dimensions of preconstructing suspicion of males in ECE. I then develop a gender recasting strategy with the goal of recasting masculinity. Recasting masculinity is a reflexive self-presentation strategy using personal characteristics as resources to build trust and rapport with research participants.
An Investigation of the Expressive and Representational Drawing Development in National Curriculum, Steiner, and Montessori Schools
Available from: APA PsycNet
Publication: Psychology of Aesthetics, Creativity, and the Arts, vol. 6, no. 1
Date: Feb 2012
Abstract/Notes: Little is known about how children’s drawing ability may vary between different educational approaches. This study investigated the expressive and representational drawing ability of British National Curriculum, Steiner, and Montessori pupils aged 5 to 9 years old. Ability was measured from performance on specified drawing tasks. One hundred and 35 children participated, 45 from each educational establishment consisting of 15 from each of the three age groups, 5-, 7- and 9-year-olds. Participants completed three expressive drawings (depicting a happy, sad, and angry mood) and three representational drawings (observational drawing of a wooden mannequin, a house from memory and a free drawing). Results indicated that for expressive drawings Steiner pupils generally depicted more content themes, used formal properties more expressively, and produced higher quality expressive drawings than Montessori and National Curriculum pupils. Where there were differences between National Curriculum and Montessori pupils the Montessori children tended to do better than the National Curriculum pupils on these measures. Although representational drawing development varied in younger Steiner pupils compared to their National Curriculum and Montessori peers, no differences were observed among the oldest children attending the three schools. The positive relationship between expressive and representational drawing performance was the strongest in Steiner pupils. The results suggest the art program in Steiner education is more conducive to nurturing expressive drawing ability than those delivered in Montessori and National Curriculum education, with seemingly no disadvantage in representational drawing ability in the primary school years.
ISSN: 1931-3896, 1931-390X
Beobachtungen des Spontanverhaltens vorschulpflichtiger Kinder über lange Zeitintervalle im Montessori-Kinderhause [Observations of the Spontaneous Behavior of Preschool Children Over Long Time Intervals in the Montessori Children's Home]
Available from: Springer Link
Publication: Psychologische Forschung, vol. 13, no. 1
Date: Jan 1930
Vorsatz, Wille und Bedürfnis
Available from: Springer Link
Publication: Psychologische Forschung, vol. 7
Sprawozdanie z międzynarodowej konferencji "Radość uczenia się przez całe życie” według Marii Montessori, Lublin, 25 października 2018 [Report from the international conference "The joy of learning throughout life" by Maria Montessori, Lublin, October 25, 2018]
Available from: Central and Eastern European Online Library
Publication: Psychologia Rozwojowa, vol. 24, no. 1
Sprawozdanie z konferencji "Metoda Montessori Senior – Montessori Lifestyle® w praktyce”, Warszawa, 15–16 czerwca 2019 roku [Report from the conference "Montessori Senior Method - Montessori Lifestyle® in practice", Warsaw, June 15-16, 2019]
Available from: Central and Eastern European Online Library
Publication: Psychologia Rozwojowa, vol. 24, no. 3
Procesos intervinientes en la acquisicíon de la comprensíon lectora [Processes that intervene in the acquisition of reading comprehension]
Publication: Psiquis: revista de Psiquiatria, Psicologia y Psicosomatica, vol. 9, no. 8
A Successful Experiment in Child Education [The Henry Barnard School, Rhode Island College of Education, Providence]
Available from: JSTOR
Publication: Elementary School Journal, vol. 30, no. 7
Date: Mar 1930
Americas, Henry Barnard School (Rhode Island) - History, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, North America, United States of America
ISSN: 1554-8279, 0013-5984
Montessori Education and Environmental Education Walk Hand-in-Hand
Publication: The National Montessori Reporter, vol. 24, no. 3
Education for Conflict – Education for Peace
Available from: ERIC
Annual Meeting of the Comparative and International Education Society
City Montessori School (Lucknow, India), Peace education, Public Montessori
Abstract/Notes: This paper contrasts the use of education for conflict with the use of education for peace, shows some historical developments in the field of peace education, and summarizes facets and the diffusion of peace education. The paper explores some considerations for learning environments suitable for peace education programs and describes selected features of two schools to illustrate the implementation of some of the characteristics of peace education. It explains that, although college offerings in peace education worldwide demonstrate the scarcity of peace education programs in mainstream educational institutions, a Web site listing colleges and universities that offer peace studies programs shows approximately 120 graduate and undergraduate programs, most of which are located in North America. The paper notes that in public schools, peace education can at best be found in the international education or conflict resolution programs designed to prevent school violence. Appended is a reference list of peace education Web sites, selected by the U.S. Department of Education. (Contains 27 references.)
Published: Orlando, Florida: Comparative and International Education Society, Mar 2002
Montessori Education and a Neighborhood School: A Case Study of Two Early Childhood Education Classrooms
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 6, no. 1
Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America
Abstract/Notes: Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.
Education Before Five: A Handbook on Preschool Education
Available from: ERIC
Abstract/Notes: This handbook was designed as a guide to acquaint child care workers and parents with the broad spectrum of preschool programs now in existence. In section I, theoretical approaches to preschool education such as Montessori, Piagetian, Progressive, Developmental-Interactionist, Behaviorist, and Psychoanalytic and the effects of these different approaches on practice are reviewed and discussed. Section II contains descriptions of a wide variety of center-based and home-based preschool programs and Section III presents a brief overview of the evaluation of preschool programs. In Section IV, some considerations and recommendations for establishing an effective preschool program are presented and in Section V, the importance of preschool education is examined. Section VI contains a discussion of trends, issues and future directions of preschool education. An extensive bibliography is included.
Published: New York, New York: Bank Street College of Education, 1977
Towards a New Education: A Record and Synthesis of the Discussions on the New Psychology and the Curriculum at the Fifth World Conference of the New Education Fellowship held at Elsinore, Denmark, in August 1929
Conferences, Denmark, Europe, International Conference of the New Education Fellowship (5th, Helsingør/Elsinore, Denmark, 8-21 August, 1929), International Montessori Congress (1st, Helsingør/Elsinore, Denmark, 8-21 August 1929), New Education Fellowship, Northern Europe, Scandinavia, Theosophical Society, Theosophy
Published: New York, New York: A. A. Knopf, 1930
La Problematique de l'Education a la Paix a la Lumiere de Deux Representants de l'Education Nouvelle: Célestin Freinet et Maria Montessori [The Problem of Education for Peace in the Light of Two Representatives of New Education: Célestin Freinet and Maria Montessori]
Available from: Université Lyon 2 Theses
Célestin Freinet - Biographic sources, Célestin Freinet - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, New Education Fellowship, Peace education
Abstract/Notes: L'étude du thème de l'éducation à la paix en regard des options spécifiques, éducatives et pédagogiques - historiquement ancrées - de Célestin Freinet et Maria Montessori, inscrites dans le mouvement de l'Education nouvelle, imposent avant tout d'interroger le concept de paix à la lumière des approches philosophiques. La notion de conflit, comme lieu - d'espace et de temps, moment différé à la violence - où s'articulent les rapports de tensions entre les contraires mis en présence, apparaît dès lors comme l'élément central à prendre en considération dans ce qui caractérise les relations humaines, afin que ces dernières ne dégénèrent pas en violence aveugle. S'il est indéniable que les deux pédagogues ont été animés par un profond désir de voir la paix s'installer dans le monde après deux catastrophes mondiales, il n'en demeure pas moins que leurs approches en ce domaine révèlent, à l'instar de leur attitude vis à vis des conflits armés, un déni de la notion même de conflit au sein des relations entre les hommes et par voie de conséquence de la valeur qui lui est attachée. L'établissement d'une adéquation entre nature et paix, renforcée en cette époque charnière du début du XXe siècle, amène Célestin Freinet et Maria Montessori à asseoir leurs conceptions, pour l'un comme pour l'autre, sur les bases du naturalisme et du vitalisme en prenant, pour Maria Montessori plus particulièrement, le chemin de la religion. C'est en cela que les conceptions et démarches de ces deux pédagogues, s'inscrivant dans le mouvement plus général de l'Education nouvelle, s'appuient sur la nécessité de l'éradication des conflits. Outre le fait que par la voie du pacifisme, la paix ne saurait advenir, l'éducation à la paix demeure un problème parce qu'elle se doit de considérer la composante conflictuelle tant dans les relations inter-individuelles qu'inter-éthniques et inter-étatiques. Il reste au demeurant que non seulement on peut mais que l'on doit éduquer à la paix, au risque de la violence possible, afin d'assurer aux futures générations l'apprentissage de liberté et de l'autonomie. [The probematics of education for peace in light of two representatives of the New education : Célestin Freinet and Maria Montessori The study of education for peace theme from the specific, educational and pedagogical – historically rooted – options of Célestin Freinet and Maria Montessori, registered in the New Education movement, imposes first to question the concept of peace in the light of philosophical approaches. The notion of conflict, as unit – of space and time, moment differred to violence – where tension struggles between opposites, appear from that time as the central element to be considered in what caracterizes human relations, so that these relations do not degenerate in blind violence. If it is undeniable that both pedagogues have been incited by a deep desire to see peace spreading over the world after both world catastrophes, the fact remains that their approaches in this domain reveal, in the manner of their attitude towards armed conflicts, a denial of the very notion of conflict in relations between men and consequently of the value hereto attached. The setting-up of an adequacy between nature and peace, reinforced at this hinge time of the beginning of the 20th century, leads Célestin Freinet and Maria Montessori to ground their conceptions, for both of them, on the basis of naturalism and vitalism, by taking, especially for Maria Montessori, the way of religion. Conceptions and approaches of these both pedagogues, in the scope of the general New Education movement, lean on the necessity to eradicate conflicts. Besides the fact that by the way of pacifism, peace could not come to pass, education to peace remains a problem because it has to consider the conflict element in inter-individual as well as inter-ethnical and inter-state relations. The fact remains that education to peace not only can be but has to be dispensed, at the risk of possible violence, in order to ensure to future generations learning of freedom and autonomy.]
Published: Lyon, France, 2004
A Study Comparing the Effect of Multiage Education Practices versus Traditional Education Practices on Academic Achievement
Available from: ERIC
Abstract/Notes: This study compared the effects of multi-age classroom strategies to those of traditional classroom strategies on the academic achievement of fourth grade students in reading and math. Standardized test scores from 20 fourth-grade students in two multi-age third- and fourth-grade classrooms were compared to the scores of 20 students from 7 traditional fourth-grade classrooms. The Stanford Achievement Test (SAT), ninth edition was used as the test instrument. Scores from the students' third grade test in the 1996-97 school year were compared to their scores from the fourth grade test in reading and math by applying T-tests to the data. Analysis of the data revealed no difference in reading or math achievement between students taught in a multi-age classroom and those from a traditional classroom.
Published: Salem, West Virginia, 1998
'Cosmic education', the Cornerstone of Montessori education
Conferences, Cosmic education, Eva-Maria Tebano Ahlquist - Speeches, addresses, etc.
Review: Hundred Years of Montessori Education: A Chronicle of Montessori Education in Switzerland
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2008, no. 1
Book reviews, Europe, Harald Ludwig - Writings, Switzerland, Western Europe