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Article
Montessori and Public School Reform: How to Survive and Prosper in a Changing Educational Climate
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 2, no. 3
Date: Spring 1990
Pages: 9
Educational change, Montessori method of education, Public Montessori
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Language: English
ISSN: 1071-6246
Article
Montessori Eğitim Yaklaşımının Din Eğitimine Uygulanması: Godly Play Örneği / Application of Montessori Educational Approach to Religious Education: The Case of Godly Play
Available from: DergiPark Akademik
Publication: Değerler Eğitimi Dergisi / Journal of Values Education, vol. 17, no. 38
Date: 2019
Pages: 235-266
Asia, Middle East, Montessori method of education, Religious education, Turkey, Western Asia
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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
Article
Maria Montessori and Howard Gardner: Educational Development in Different Cultures
Available from: CORE
Publication: Fuji Joshi Daigaku Kiyou. Dai 2-bu / 藤女子大学紀要. 第II部 / The Bulletin of Fuji Women's College (Series 2), no. 44
Date: 2007
Pages: 69-74
Asia, Comparative education, East Asia, Howard Gardner - Biographic sources, Japan, Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: Maria Montessori (1870-1952) proposed her own type of educational program, which she called "scientific pedagogy" because of its distinctive features. Since her first experiment at the "Childrenu27s House" in 1907 in Italy, Montessori education has been practiced for almost a century in a variety of cultures. This paper will examine the characteristics of Montessori education in the light of current research. In addition to describing the academic basis of Montessori education, the paper also compares the education program with modern educational theories such those of Howard Gardner
Language: English
ISSN: 1346-1389
Article
子どものための物理的環境とは何か [What Is a Child-Friendly Educational Environment?: A Lesson from the Children's Houses of Maria Montessori]
Available from: J-Stage
Publication: Ningen kankyōgaku kenkyū / 人間環境学研究 / Journal of Human Environmental Studies (Society for Human Environmental Studies), vol. 13, no. 1
Date: 2015
Pages: 21-36
Classroom environments, Montessori method of education, Montessori schools, Prepared environment
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Abstract/Notes: This study aims to specify the essential nature of a child-friendly educational environment through an analysis of the Children's Houses for 3- to 6-year-old children planned by Maria Montessori whose philosophy and method have spread all over the world. Based on her theory of how children grow and develop, Montessori designed an educational method along with a unique physical environment in which to put it into practice. In the present study, an intensive content analysis of 12 Montessori's books, consisting of her own writings and dictations of her own lectures, was conducted and revealed: (1) Montessori's grand theory of child development governed her educational method and its physical environment which was essentially planned to evoke and support children's competence and autonomy, (2) The 8 properties of the physical environment, which were indispensable to the education of young children, were identified, e.g., the environment must (a) be attuned to children's body size and their physical and cognitive abilities; (b) be responsive to children's behavior; and (c) activate children's spontaneous activities, (3) These properties were surely embodied in the physical environment in all of the Montessori Children's Houses. What we can learn from Montessori, now and for the future, is discussed.
Language: Japanese
DOI: 10.4189/shes.13.21
ISSN: 1883-7611, 1348-5253
Article
Interview: Rita Kramer: Montessori's Biographer Is Still Trying to Make Sense of the Educational Scene
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 10, no. 1
Date: Fall 1997
Pages: 1, 12
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Language: English
ISSN: 1071-6246
Doctoral Dissertation
The Feasibility of Montessorian Education in the Primary School: An Historico-Educational Exposition
Available from: University of South Africa - Institutional Repository
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Abstract/Notes: Maria Montessori's work was initiated in 1898 as a result of her becoming acutely aware of deficient children's learning patterns, while working at the Psychiatric clinic of the University of Rome. The principles which dominate the system, however, did not spring in full panoply from Montessori. Indeed, her inspiration came largely from early and mid-nineteenth century writings of two French physicians, Itard and Seguin, who were Also involved in the teaching of deficient children. Extending on the ideas of these two educator-physicians, as well as the ideas of Froebel, Montessori innovatively brought the child's senses into contact with carefully selected didactic apparatus in a carefully structured and ordered environment. According to Montessori, the liberty of the child is a prerequisite for self-education and forms the first major pillar of her didactic theory, and thus becomes the focus of the first chapter dealing with her didactic approach (chapter three). Montessori believed that the function of education was to assist growth and if the individual child was given the liberty of movement within a prepared environment, a sense of competence would be achieved and the learning of the child would come about almost spontaneously. The principles of individuality and the training of the senses comprise the other two pillars, and form the basis for chapter four and five respectively. The principle of individuality is rooted in the belief that each child has a uniqueness which cannot be ignored without irretrievable damage to his personality. The current educational situation in South Africa, reveals a diversity of educational problems as a result of different ethnic and cultural groups all being thrust into a common educational system. The insidious pressures of conformity to a single standard of education must of necessity lead to a compromise of standards. The exposure of educational deficiencies inherent in such a move is characterised by learning impediments and deficiencies in the educational scenario. Research has therefore been undertaken in an attempt to extract those aspects that could provide meaningful pedagogic assistance to meet a present educational need.
Language: English
Published: Pretoria, South Africa, 1994
Article
Educational News and Editorial Comment; Montessori Lectures
Available from: HathiTrust
Publication: Elementary School Teacher, vol. 13, no. 3
Date: Nov 1912
Pages: 118-119
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Language: English
ISSN: 1545-5858
Article
The Role of the Montessori Schools in Shaping the New Educational Movement
Publication: Around the Child, vol. 14
Date: 1971
Pages: 69-70
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Language: English
ISSN: 0571-1142
Article
It Takes a Whole Child to Raise a Village: Accomplishing Educational Reform in Nepal
Publication: Montessori Leadership, vol. 2, no. 1
Date: 2000
Pages: 30–34
Asia, Educational change, Montessori method of education, Nepal, South Asia
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Language: English
Article
Educational Labels
Available from: HathiTrust
Publication: Journal of Education and School World (London), vol. 54, no. 631
Date: Feb 1922
Pages: 89-90
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Language: English