Abstract/Notes: The Montessori method is a comprehensive, child-centered, developmentalist philosophy of education developed by Dr. Maria Montessori in Rome, Italy, in the early 1900s. The Montessori method differs from traditional approaches to education, and has had limited exposure in the U.S. until the last 20 years. Despite this growth, little research data exists on the effectiveness of the method or of parent understanding of the method. This research project attempted to determine parent understanding of the Montessori method of education at three Montessori schools in Massachusetts that educate children from toddlers to grade 8. The objective of the research was to design, implement, and analyze a survey that measured parent understanding of the Montessori principles and classroom practices. The survey was developed using the Montessori principles as the foundation. The goal was to determine both the extent of parent understanding of the Montessori principles and parent perception of how these principles are carried out in the Montessori classroom. Parents and guardians were asked a total of 10 questions, 7 of which were five-point Likert scales. The quantitative questions specifically addressed the six Montessori principles and were designed to test parents’ overall understanding of each principle. Responses ranged from a principle being not at all important to very important. The qualitative portion of the survey instrument utilized three open-ended, self-completed questions designed to reveal a range of parent perceptions about Montessori education and classroom practices. The surveys revealed that parent values and thinking do line up with some aspects of the Montessori method and philosophy. The surveys also revealed that parents seem to value classroom practices contrary to the founding principles. What parents value and what parents think about regarding concepts such as goal setting, achievement, competition with peers, and teachers preparing and presenting lessons is in direct contrast with some of the Montessori founding principles and intentions. If Montessori schools wish to remain viable, they will need to reconcile the Montessori principles with conflicting parent values and, further, determine how to better align their principles with parent views and desires for their children.

Language: English

Published: Malibu, California, 2015

Abstract/Notes: Relazione svolta da Mons. Jean Maroun, rappresentante del Libano all'UNESCO, in occasione dell'XI Congresso Internazionale Montessori, tenutosi a Roma dal 26 al 28 settembre 1957 sul tema: "Maria Montessori e il pensiero pedagogico contemporaneo" (v. volume Atti, pubblicato nella Serie Ed. Vita dell'Infanzia, 1958). [Report given by Msgr. Jean Maroun, representative of Lebanon to UNESCO, on the occasion of the XI International Montessori Congress, held in Rome from 26 to 28 September 1957 on the theme: "Maria Montessori and contemporary pedagogical thought" (see volume Atti , published in the Vita dell'Infanzia Ed. Series, 1958).]

Language: Italian

Published: Roma, Italy: Comitato italiano dell'OMEP, 1967

Abstract/Notes: "Pre-Katrina" and "Post-Katrina" are common terms for time frames these days in New Orleans, often reminding me of the BCE/CE timeline distinctions. You hear "Pre-Katrina" and "Post-Katrina" on the news, in the paper, and in everyday conversations. Although more and more people have moved back to New Orleans, businesses and restaurants are open, the St. Charles streetcar is running again, and normal life is continuing, Hurricane Katrina is still an everyday topic of conversation. In the midst of the constant reminders of the storm, Montessori education proved to be a stabilizing force in our school community. This is the story of how one public Montessori survived and redefined itself after Hurricane Katrina. (Contains 1 footnote.)

Language: English

ISSN: 1054-0040

Language: English

Language: English

Abstract/Notes: Maria Montessori carried out both theoretical and practical studies on child education. When Montessori's studies are examined, it is seen that she made original contributions both in education of children and - although not very well known – in religious education. The purpose of this study is to examine the different aspects of Montessori's practices on religious education and to examine the Godly Play approach developed by Berryman in terms of theoretical foundations and application processes. Qualitative research method was used for this purpose. Data was collected through document review. At the end of the study, it is concluded that Montessori gave special importance to applied religious education in the school she founded in Barcelona where she stayed for 20 years. She practically demonstrated that it is possible to study religion and spirituality based on experience and work in a suitable school environment which arranged according to the level of development of children, not a systematic and theoretical religious education. Berryman has developed her educational approach and made it more systematic. Although he has diverged markedly from the Montessori tradition, he has developed a Protestant interpretation of early childhood religious education. In this approach; it is claimed that the Bible stories can be included with appropriate materials in the classroom environment and they can be introduced to the world of children. In order to achieve this goal, the classes should be organized as Montessori’s style, where children would be left alone with the word of God, and they would get meaning from the material themselves. As a result, it can be argued that this approach can be used for other religions with appropriate method and content arrangements. / Maria Montessori çocuk eğitimi konusunda hem teorik hem de uygulamalı birçok çalışma gerçekleştirmiştir. Montessori’nin çalışmaları incelendiğinde hem çocuk eğitiminde hem de -çok bilinmemekle birlikte- din eğitiminde özgün girişimlerde bulunduğu görülür. Çalışmamız; Montessori’nin din eğitimi konusundaki uygulamalarını farklı yönleri ile ele almayı, Jerome W. Berryman’ın geliştirdiği Godly Play yaklaşımını teorik temeller ve uygulama süreçleri açısından incelemeyi amaçlamaktadır. Bu amaç doğrultusunda nitel araştırma yöntemi kullanılmıştır. Veriler doküman inceleme yolu ile toplanmıştır. Araştırma sonucunda, Montessori’nin yaklaşık 20 yıl kaldığı Barselona’da kurduğu okulda uygulamalı din eğitimine ayrı bir önem verdiği görülmüştür. Sistematik ve teorik bir din eğitiminin değil, çocukların gelişim düzeylerine göre düzenlenmiş uygun bir çevrede ve okul ortamında, tecrübeye ve çalışmaya dayalı bir din ve maneviyat eğitiminin mümkün olduğunu uygulamalı olarak göstermiştir. Onun eğitim anlayışını daha sistematik bir hale getiren Berryman, bazı yönleriyle Montessori geleneğinden ayrılmakla birlikte, temelde Montessori’ye dayanan erken çocukluk dönemi din eğitiminin Protestan yorumunu geliştirmiştir. Bu yaklaşımda; İncil kıssalarının sınıf ortamında uygun materyaller ile sergilenebileceği ve bunların çocukların dünyasına dâhil edilebileceği iddia edilir. Bunu sağlamak için ayinlerden ziyade çocukların Tanrı’nın kelamı ile baş başa kalacakları ve ilgili materyalden kendi anlamlarını çıkaracakları Montessori sınıfları düzenlenmiştir. Çalışma sonucunda söz konusu yaklaşımın uygun yöntem ve içerik düzenlemeleri ile diğer dinler için de kullanılabileceği görülmüştür.

Language: Turkish

DOI: 10.34234/ded.552117

ISSN: 1303-880X

Abstract/Notes: The article focuses on the first part of the atypical path of Helene Lubienska de Lenval (1895-1972), an educationalist without formal qualifications: from her early collaboration and breake with Maria Montessori, to a personal interpretation and integration of the Montessori method, which she would later pass on to thousands of French teachers through her many different contributions. The A. goes beyond the apparent simplicity of Lubienska’s practice by analyzing the wealth of her contributions – which were inspired, among other things, by the Christian liturgy. The article explores the reasons for the lack of recognition during her life, despite her dense and diversified literary output and her novel pedagogical approach.

Language: French

ISSN: 1971-1093, 1971-1131

Language: English

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Abstract/Notes: explosion into reading at home

Language: English

ISSN: 1178-6213, 2744-662X