Abstract/Notes: The Montessori Method underpinned by the principle of person-centered care has been widely adopted to design activities for people with dementia. However, the methodological quality of the existing evidence is fair. The objectives of this study are to examine the feasibility and effects of a culturally adapted group-based Montessori Method for Dementia program in Chinese community on engagement and affect in community-dwelling people with dementia.

Language: English

DOI: 10.1186/s12877-020-01967-0

ISSN: 1471-2318

Abstract/Notes: Adossé aux théories sociales contemporaines, les théories du care notamment, cet article esquisse une sociologie du soin dont le terrain est constitué par une ethnographie menée dans 5 institutions de long séjour qui accueillent des personnes âgées atteintes de démence. Mues par l’idéal d’autonomie, ces institutions ont adopté une méthode d’intervention en psychogériatrie, la « Méthode Montessori adaptée », qui promeut une nouvelle « forme de coordination » dans la relation de soin. Cette forme, le « faire avec », présuppose que l’aidant et l’aidé sont des sujets actifs de la relation, qui se symétrise tandis que les deux partenaires en coprésence interagissent avec une intensité plus ou moins égale. Le « faire avec » coexiste avec trois autres formes du « prendre soin », au sein desquelles l’agir de l’aidant et l’agir de l’aidé divergent en intensité : le faire sans », le « faire faire » et le « faire pour ». Resituer le « faire avec » au sein de ces autres formes du « prendre soin » nous donnera l’occasion de recomposer le territoire moral dans lequel il se tient et de considérer la relation d’aide selon les degrés de l’autonomie qu’elle distribue et aménage. [Based on contemporary social theories, including the theories of care, this article sketches a sociology of care, the terrain of which is constituted by an ethnography conducted in five long-term care institutions that host elderly people suffering from dementia. Driven by the ideal of autonomy, these institutions have adopted a psychogeriatric intervention method based on the Montessori method of education that promotes a new « form of coordination » in the care relationship. This form, « doing with », presupposes that the caregiver and the cared-for are active subjects of the relationship, which becomes symmetrical while the two partners in co-presence interact with more or less equal intensity. « Doing with » coexists with three other forms of « taking care », in which the acting of the caregiver and the acting of the person being cared for differ in intensity : « doing without », « making do » and « doing for ». Locating the « doing with » within these other forms of « taking care » will give us the opportunity to recompose the moral territory in which it stands and to consider the care relationship according to the degrees of autonomy it distributes and arranges.]

Language: French

DOI: 10.4000/teth.3639

ISSN: 2427-9188

Abstract/Notes: There have been two distinct phases of the Montessori method of education in New Zealand. The first began in 1912 and continued into the 1950s. The second phase, starting in 1975, has resulted in over one hundred Montessori early childhood centres being established throughout the country. In this thesis I examined the historical evolution and contemporary status of Montessori schooling in New Zealand, as an adaptation of an alternative educational ideal to a particular national context. To situate this study, the history of the Montessori movement was investigated, taking into consideration the particular character and personality of its founder, Dr. Maria Montessori (1870-1952). It is argued that the apparent contradictions of Montessori, who claimed to be both a scientific educator and a missionary, help explain the endurance of her method. The thesis further maintains that Montessori became a global educator whose philosophy and pedagogy transcends national boundaries. The middle section of this thesis examines the Montessori movement in New Zealand during the first phase and the second phase, highlighting the key role that individuals played in spreading Montessori's ideas. The major aim was to examine how Montessori education changes and adapts in different cultures and during different time frames. The thesis concentrates on New Zealand as a culturally specific example of a global phenomenon. The final section of the thesis is a case study of a Montessori early childhood centre examining the influence of Government policy and how the development of the centre supports the ongoing implementation of Montessori's ideas. The perceptions of Montessori teachers, former parents and students regarding the nature and value of Montessori education are also considered. Finally, observations carried out as part of the case study are analysed to further demonstrate the ways in which the original ideas of Montessori have been reworked to suit a different historical and societal context. It is concluded that Montessori is a global educator whose philosophy and pedagogy transcends national boundaries. Nonetheless, the integration of Montessori education within any country, including New Zealand, does result in a culturally specific Montessori education.

Language: English

Published: Palmerston North, New Zealand, 2004

Abstract/Notes: Dėl šiomis dienomis vyraujančios itin didelės vaikiškų baldų pasiūlos, išsirinkti tinkamiausius baldus ikimokyklinio amžiaus vaikams yra nelengva užduotis. Vienas iš kriterijų, pagal kurį galima įrengti vaiko gyvenamąją erdvę – šeimoje taikoma vaiko ugdymo metodika. Šiame darbe pristatomas vaikiškų baldų bei namų erdvių pritaikymas individualiems vaiko poreikiams, remiantis Marijos Montessori pedagogikos koncepcija, kurios pagrindinė idėja – vaiko savarankiškas ugdymasis bei neribotas pasaulio pažinimas. Straipsnyje pristatoma vaikiškų M. Montessori baldų atsiradimo istorija, M. Montessori baldų tipai, pagrindiniai vaiko gyvenamųjų erdvių pagal M. Montessori metodiką įrengimo principai. Nuošalyje nelieka ir ekologija.

Language: Lithuanian

ISSN: 2345-0185

Language: English

Published: Deventer, The Netherlands: Saxion Progressive Education University Press, 2022

Edition: 1st edition

ISBN: 978-94-92618-56-6

Abstract/Notes: Lecture given at Montessori Training Course, London, 1933

Language: English

Published: [Amsterdam, The Netherlands]: Association Montessori Internationale, 1961

Language: Catalan

Published: Barcelona, Spain: Eumo, 1987

ISBN: 84-7602-037-6

Series: Documents

Abstract/Notes: News of the Montessori movement: Rome, Italy; France; Germany; Spain; Czechoslovakia; Holland/Netherlands; Canada; Australia; New Zealand.

Language: Italian

Language: Spanish

Published: Barcelona, Spain: Araluce, 1937

Language: English

Published: [S.I.]: s.n.], 1978