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Book Section
Il rinnovamento del pensiero pedagogico nel secolo ventesimo e Maria Montessori [The renewal of pedagogical thought in the twentieth century and Maria Montessori]
Book Title: Maria Montessori e il pensiero pedagogico contemporaneo [Maria Montessori and contemporary pedagogical thought]
Pages: 121-143
Conferences, Educational change, International Montessori Congress (11th, Rome, Italy, 26-28 September 1957), Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History
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Abstract/Notes: This speech was delivered on September 27, 1957 at the 11th International Montessori Congress (Rome, Italy).
Language: Italian
Published: Roma, Italy: Vita dell'infanzia, 1959
Book Section
Maria Montessori e Ovide Decroly [Maria Montessori and Ovide Decroly]
Book Title: Maria Montessori e il pensiero pedagogico contemporaneo [Maria Montessori and contemporary pedagogical thought]
Pages: 91-106
Conferences, Decroly plan - Criticism, interpretation, etc., International Montessori Congress (11th, Rome, Italy, 26-28 September 1957), Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., Ovide Decroly - Biographic sources
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Abstract/Notes: This speech was delivered on September 26, 1957 at the 11th International Montessori Congress (Rome, Italy).
Language: Italian
Published: Roma, Italy: Vita dell'infanzia, 1959
Article
Montessōri kyōiku kankyō / モンテッソーリ教育環境 [The Montessori Educational Environment]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 30
Date: 1998
Pages: 80-89
Montessori method of education - Criticism, interpretation, etc.
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Language: Japanese
ISSN: 0913-4220
Book
Frebel i Montessori [Froebel and Montessori]
Asia, Eastern Europe, Europe, Friedrich Fröbel - Philosophy, Friedrich Fröbel - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Russia, Ukraine, Western Asia
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Abstract/Notes: Reportedly includes a section about Montessori education.
Language: Russian
Published: Kiev, Ukraine: [s.n.], 1915
Article
Montessori Method and the Deaf Child: What the Montessori Method Is
Available from: HathiTrust
Publication: The Volta Review, vol. 14, no. 2
Date: May 1912
Pages: 74-85
Children with disabilities, Deaf, Deaf children - Education, Inclusive education, Montessori method of education
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Language: English
ISSN: 0042-8639
Article
2 New School Accreditation Groups Accepting Candidates [MSAC, program of NCME; International Montessori Council, program of The Montessori Foundation]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 12, no. 4
Date: Summer 2000
Pages: 30
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Language: English
ISSN: 1071-6246
Book Section
Perché contrapporre le Agazzi alla Montessori? [Why contrast Agazzi with Montessori?]
Book Title: Pietro Pasquali, le Agazzi e la riforma del fröbelismo in Italia
Pages: 153-154
Agazzi method of teaching - Criticism, interpretation, etc., Aldo Agazzi - Philosophy, Comparative education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Rosa Agazzi - Philosophy
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Language: Italian
Published: Roma, Italy: Armando, 1962
Article
La Aplicación del Método Montessori en la Educación Infantil Ecuatoriana [The Application of the Montessori Method in Ecuadorian Early Childhood Education]
Available from: Universidad Politécnica Estatal del Carchi (Ecuador)
Publication: Revista SATHIRI: Sembrador, vol. 15, no. 1
Date: 2020
Pages: 122-131
Americas, Early childhood care and education, Early childhood education, Ecuador, Latin America and the Caribbean, Montessori method of education, Preschool education, South America
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Abstract/Notes: El método de Montessori destaca la didáctica a través de los cinco sentidos, no sólo a través de tres de ellos como se hace tradicionalmente (escuchar, ver o leer), el docente deberá saber con previa evaluación lo que cada niño está listo para realizar. Esta enseñanza es un fascinante proceso de invención, lo que conduce a la plena concentración, la motivación y sobre todo el auto-control. El objetivo de la investigación es impulsar el hábito del auto-estudio y la autodisciplina, es decir que posibilita a que el niño trabaje con autonomía, favoreciendo el propio interés y la investigación que ayudan al niño a concentrarse en su aula; la metodología aplicada se buscó coordinar y alcanzar los objetivos propuestos mediante una investigación bibliográfica y relatos narrativos. La función del orientador fundamental es la del adulto, y en especial el padre, ya que se considera el principal guía del niño, quien es el responsable de mostrarle elmundo en sus primeros pasos. Esta enseñanza es un fascinante proceso de invención, lo que conduce a la plena concentración, la motivación y sobre todo el auto-control, los niños logran asimilar: una investigación propia e independiente, planificar, organizar, compilar información; crear: presentaciones, exposiciones y proyectos. [The Montessori method highlights the didactics through the five senses, not only through three of them as is traditionally done (listening, seeing or reading), the teacher must know with prior evaluation what each child is ready to do. This teaching is a fascinating process of invention, which leads to full concentration, motivation and above all self-control. The objective of the research is to promote the habit of self-study and self-discipline, that is, it enables the child to work with autonomy, favoring self-interest and research that help the child to concentrate in her classroom; The applied methodology sought to coordinate and achieve the proposed objectives through bibliographic research and narrative stories. The role of the fundamental guide is that of the adult, and especially the father, since she is considered the child's main guide, who is responsible for showing her the world in her first steps. This teaching is a fascinating process of invention, which leads to full concentration, motivation and above all self-control, children manage to assimilate: their own independent research, planning, organizing, compiling information; create: presentations, exhibitions and projects.]
Language: Spanish
ISSN: 2631-2905
Article
Mevrouw Montessori in het Montessori Lyceum
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, vol. 17, no. 8
Date: Jul 7, 1934
Pages: 60-61
Maria Montessori - Photographs
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Language: Dutch
Article
Metode Montessori: Implikasi Student-Centred Learning terhadap Pekembangan Anak di PAUD [The Montessori Method: Implications of Student-Centred Learning on Child Development in PAUD]
Available from: Jurnal Obsesi
Publication: Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini [Journal of Obsession: Journal of Early Childhood Education], vol. 7, no. 3
Date: 2023
Pages: 2961-2976
Asia, Australasia, Indonesia, Southeast Asia
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Abstract/Notes: Dominasi guru dalam proses belajar masih banyak terlihat, salah satu buktinya saat terjadi pandemik Covid-19, siswa dan orang tua menjadi kebingungan ketika harus belajar dari rumah tanpa kehadiran guru secara langsung. Penelitian ini bertujuan untuk mengetahui implikasi student-centred learning terhadap perkembangan anak di PAUD Montessori Futura Indonesia, Lombok Barat. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus dengan menggunakan wawancara, observasi, dan dokumentasi dalam pengumpulan data. Subyek penelitian berjumlah 10 siswa yang berusia antara 4-6 tahun. Hasil menunjukkan bahwa terdapat beberapa cara yang diterapkan oleh guru dalam pelaksanaan student-centred learning, yaitu: penggabungan usia, penyesuaian fasilitas dengan kebutuhan dan ukuran tubuh anak, menanamkan kemandirian dan mengurangi keterlibatan guru, menyediakan fasilitas bermain yang lengkap dan beragam, dan berkolaborasi dengan orang tua. Sedangkan implikasi student-centred learning terhadap perkembangan anak dapat terlihat dari beberapa pencapaian anak pada 6 aspek perkembangan yaitu aspek perkembangan nilai agama dan moral, fisik-motorik, kognitif, sosial-emosional, dan seni. Oleh sebab itu, guru perlu memberikan kesempatan kepada anak untuk mengeksplorasi lingkungan belajar dengan mempersiapkan kegiatan bermain sesuai kebutuhan anak.
Language: Indonesian
DOI: 10.31004/obsesi.v7i3.3323
ISSN: 2549-8959