Abstract/Notes: This paper on recent research with the Montessori method includes a brief review of this method for educating preschool-age children and criticisms leveled against it, and a review of comparative research studies in relation to several types of non-Montessori preschool programs with economically disadvantaged and middle-class populations. The comparative results are discussed in relation to three kinds of preschool experience: no schooling, traditional early childhoodoriented programs, and structured cognitive-oriented programs. The findings are interpreted in terms of Hunt's conceptual leel matching model.

Language: English

DOI: 10.1007/BF02137791

ISSN: 0826-4805, 1573-1790

Abstract/Notes: The article presents the ideas behind forest kindergartens, as well as their interconnection with the Montessori Method. It also includes a brief history of forest kindergartens, both around the world and in Poland, and the characteristics of how they function. The presented data are based on the analysis of source materials, including information found on forest kindergartens’ websites, documents such as the project of “The Pedagogical Concept of Forest Kindergartens Operating in Partnership with the Polish Institute of Forest Kindergartens,” the available research results and the literature on the topic, the telephone verification of the validity of the data shown on the internet map of forest kindergartens in Poland, and participant observations carried out i.a. in “Puszczyk” forest kindergarten in Białystok. The objective of the conducted research was to analyse forest kindergartens and Montessori kindergartens, paying special attention to the similarities in their functioning. As a result of the scientific work, numerous links between the two forms of alternative education were found and these are set out in the article. Moreover, a selection of several Polish kindergartens which draw inspiration from the idea of forest kindergartens and the Montessori education system are presented herein. All of this shows that such a combination turns out to be an interesting proposition for pre-school education, both for the founders of kindergartens and the recipients of the offer – pre-school children and their parents. / Artykuł prezentuje idee leśnych przedszkoli oraz ich związek z metodą M. Montessori. W tekście zawarto krótką historię leśnych przedszkoli na świecie i w Polsce oraz charakterystykę ich funkcjonowania. Dane zostały zebrane na podstawie analizy materiałów źródłowych, w tym informacji zawartych na stronach internetowych leśnych przedszkoli, dokumentów takich jak projekt „Koncepcji Pedagogicznej Przedszkoli Leśnych działających w partnerstwie z Polskim Instytutem Przedszkoli Leśnych”, dostępnych wyników badań i literatury dotyczącej poruszanego zagadnienia, telefonicznej weryfikacji aktualności danych zawartych na internetowej mapie leśnych przedszkoli w Polsce, obserwacji uczestniczących prowadzonych m.in. w Leśnym Przedszkolu „Puszczyk” w Białymstoku. Celem przeprowadzonych dociekań była m.in. analiza przedszkoli leśnych i przedszkoli Montessori pod kątem podobieństw w ich funkcjonowaniu. W wyniku wykonanej pracy badawczej zauważono liczne punkty wspólne dla tych dwóch form edukacji alternatywnej, co opisano w tekście artykułu. Zaprezentowano również kilka wybranych polskich przedszkoli, które czerpią z koncepcji przedszkoli leśnych oraz montessoriańskiego systemu edukacji. Pokazuje to, że takie połączenie staje się ciekawą propozycją wychowania przedszkolnego zarówno dla założycieli przedszkoli, jak i adresatów tej oferty – dzieci w wieku przedszkolnym i ich rodziców.

Language: Polish

DOI: 10.14632/eetp.2017.13.47.145

ISSN: 1896-2327, 2353-7787

Abstract/Notes: This study investigated the acceptability and knowledge of the Montessori Method of education among early years' practitioners in Lagos State. Four research questions and one hypothesis were raised for the study. A descriptive survey research design was adopted for the study. The population for the study consisted of all early years' practitioners in Lagos State while the sample comprised 126 early years practitioners which were stratified as 102 early years' practitioners (teachers) and 24 school operators (school heads/owners). In the first stage, proportionate sampling technique was used in selecting four Nursery schools from each of the six educational districts of Lagos State out of which two were Montessori Schools and the other two were non-Montessori schools. The total number of Nursery schools used for the study were twenty-four; whyile a random sampling technique was used in selecting four teachers from each Montessori school and five teachers from non-Montessori schools. Forty-eight Montessori teachers and fifty-four non-Montessori teachers were used for the study. The two researcher's designed instruments that were used to gather data for the study were Early Years' Practitioners Knowledge of Montessori Method (EYPKOMM) and School Operators Perception of Montessori Method (SOPOMM). EYPKOMM measured teachers' knowledge about the Montessori Method and it consisted of 20 close-ended items while SOPOMM consisted of 25 items on 4 point Likert scale. The study revealed that the majority of the teachers had average qualifications to work in early years' classrooms and that their knowledge of the Montessori Method is a little above average. It it also revealed school operators were enthusiastic and preferred the Montessori Method to conventional method but noted that the method is expensive to implement and too rigid to be adopted in conventional schools. It is therefore recommended that: (i) teachers seeking employment in a Montessori school should have professional training and experience; (ii) more awareness programme should be organized for early years' practitioners; (iii) The Montessori method should be adapted so that all stakeholders of education can benefit from it.

Language: English

ISSN: 2736-0199

Abstract/Notes: This essay is constitutes a reading of Maria Montessi's 1909 text Il metodo della Pedagogia Scientifica applicato all'educazione infantile nelle Case dei Bambini, the founding text of the Italian and international Montessori movement. I claim that Montessori's writing method is central to this pedagogical enterprise, since it highlights two fundamental aspects of the Montessorian method. First, it is founded in a notion of the human subject understood as a constitutive absence, as is made clear, I argue, through a pedagogical relationship that is crucially anti-mimetic and based on the “imitation of nothingness.” Second, I relate this anti-mimesis to Montessori's desire to found a writing method in what she calls the “materialization of the abstract” in and through the disciplining of the body's senses. Constitutive absence and graphic presence, I argue, are closely dependent in her method, and as such place Montessori within a wider European and American debate about the body as the automatic producer of graphic signs. In a final section, I interrogate the uses and abuses of the Montessorian method by the fascist regime and the latter's own attempt at devising a pedagogy for the new fascist subject.

Language: English

DOI: 10.1177/001458580604000104

ISSN: 0014-5858

Abstract/Notes: The current offer of training courses for university teachers is due, among other needs, to the implementation of an educational model...

Language: English

DOI: 10.12973/eu-jer.9.3.1223

ISSN: 2165-8714

Abstract/Notes: The present study examines the convergence between anthropology and education business giving rise to the field of anthropology of education. The early works of Hewett, Boas and Montessori paved the way for the foundations of the application of anthropological contents and methods to the study and practices of educative processes and systems for better understanding and improvement of learning. School settings and classroom life provide relevant environment for anthropological inquiries. The application of anthropological contents and methods in various aspects of the study of education is significant. The business function of education in terms of the leadership and management of human, material and financial resources for optimal outcomes calls for anthropological insights and underpinnings in educational systems. Anthropological concepts and principles are applied in the areas of the foundations of education, curriculum development, culture studies, classroom interactions, multicultural education, business education, policy implementations, educational research and educational administration. Ethnographic methods have greatly contributed to the understanding of complex educational issues and challenges. Ethnographic methods of grounded theory, documentary content analysis, and action research are employed to study educational problems through the use of the techniques of purposive sampling, interview, observation, constant comparison, triangulations, key incident, narration, interpretive stance, and other tools of data gathering, interpretation and analysis.

Language: English

DOI: 10.33423/ijba.v2i2.1184

ISSN: 2155-6237

Abstract/Notes: Learning media are learning aids that can be physical or non-physical to convey messages from teachers to students. The purpose of this study is to determine the effectiveness of the use and process of product development in the form of Montessori-based learning media in science learning for fifth grade students. The research is a development research (R & D) with the Sugiyono development procedure. Based on the result of product validation, it received an “appropriate” assessment with a score of 3,6 from material experts. While media experts rated “strongly agree” with a score of 4,5. Based on result of product trials, it is known that average pretest value is 52,64 and posttest is 76,66 so that it has increased. Product assessment by students through questionnaires gets a score of 3,98 or when views in the classification table, namely “agree”. Based on the use trial, the average pretest value was 36,8 and posttest was 72,2 so thatit experienced an increase. Product assessment by students through questionnaires gets an average score of 4,3 or if seen in the table, it is “Strongly agree”. This shows that the learning media based on the Montessori method development can be said to be feasible to use.

Language: Indonesian

DOI: 10.36088/fondatia.v6i2.1816

ISSN: 2579-6194

Abstract/Notes: The psychological research and changes occurred in pedagogical thinking have led to new methods in foreign language teaching called “humanistic methods” or “fringe methods” which focus on some aspects neglected by the traditional strategies: feelings, emotions, interpersonal relationships: suggestopedia, first an experimental method belonging to suggestology, has become a psychological method of teaching and learning foreign languages based mainly on indirect suggestion which appeals to a peripheral subliminal; the silent way, which stems from the trend initiated by the Italian specialist in pedagogy Maria Montessori is based on the fact that the process of learning a foreign language is a natural one, which children perform involuntarily; cooperative learning, whose roots are in the counseling techniques of psychotherapy, is greatly based on group dynamics; the total physical response, which originates in the action-based methods, refers to the learner’s reaction, to the instructions received from the teacher and it has been a successful method to teach foreign language for children.

Language: Romanian

ISSN: 2067-7839, 2247-9376, 2068-780X

Language: English

ISSN: 0040-7887

Abstract/Notes: This article examines the practice of Montessori education through the lens of ritual. Anchored by description and analysis of a lesson in an elementary classroom, the lesson is viewed as a series of f ritualized interactions in which both teacher and student act out multiple layers of expertise within the cultural frame of the Montessori method. Analysis is grounded in frameworks drawn from ritual theory (Bell 1992; Douglas 1973; Turner 1969) and explores the role of ritual activity in delineating both the contours of Montessori practice and the boundary between Montessorians and non‐Montessorians.

Language: English

DOI: 10.1086/426838

ISSN: 0195-6744, 1549-6511