Language: English

ISSN: 1522-9734

Abstract/Notes: La méthode de Maria Montessori est née en pleine expansion du mouvement de l’Éducation nouvelle. Bien qu’on la considère généralement comme l’une des figures-clé de ce courant pédagogique, elle s’en considère plutôt la précurseure. Certes Montessori utilise constamment la dialectique de l’éducation « ancienne » et « nouvelle » dans ses écrits et elle a des points communs avec ce mouvement, expliquant ainsi des épisodes ponctuels de collaboration avec les entités qui le représentent ; mais elle s’éloigne aussi à maintes reprises des positions mises de l’avant par les pédagogues qui en font partie. Pour saisir la relation entre notre auteure et ce mouvement, on doit prendre en compte ses origines et ses fondements. À maintes reprises, Montessori contestera radicalement des principes de Rousseau et tente, en vain, de faire valoir sa vision, à travers ses collaborations avec les organismes représentant le mouvement de l’Éducation nouvelle. Évidemment l’opposition frontale d’une femme au héros incontesté du mouvement qu’elle critiquait ne pouvait qu’exaspérer ses contemporains. Qu’une simple « praticienne » de l’éducation s’érige en rivale de Rousseau était d’une arrogance impardonnable, puisqu’elle se positionnait ainsi en rapport de supériorité vis-à-vis tous les disciples du maître. C’était d’autant plus difficile à accepter qu’elle ne semblait pas prête à faire quelque concession que ce soit, résistant à se faire assimiler au mouvement et préférant avoir ses propres revues, ses propres congrès et sa propre association. La façon de concevoir les notions de liberté, discipline, effort, fantaisie et imagination, ainsi que l’approche de l’enseignement religieux et de la lecture et écriture, furent notamment au centre des divergences entre la pédagogie montessorienne et le mouvement de l’Éducation nouvelle. Bien que ces divergences mettent en évidence la différence entre l’héritage philosophique de chacun de ces courants, une recherche plus approfondie s’impose sur chacun de ces sujets.

Language: French

DOI: 10.1080/13507486.2020.1765150

ISSN: 1350-7486

Abstract/Notes: This article provides a brief history of the Montessori method and the ideas its founder, Dr Maria Montessori, espoused with regards to child development in the early 20th century. The centre of Dr Montessori's pedagogy embraces two seemingly paradoxical extremes: the universal characteristics of the human child, and the child as a unique, unrepeatable, respectable, and admirable individual to be unconditionally accepted as one of life's most marvellous expressions. Montessori described the two phenomena of the 'absorbent mind' and the 'sensitive periods' as being particular to children under six years of age. Current research indicating the plasticity of the young child's brain and Csikszentmihalyi's optimal experience theory corroborate her ideas many decades later. Many of Montessori's other ideas - such as multi-age classrooms and peer tutoring, a reduced emphasis on academic testing, stimulating a wider range of student interests (as in the Reggio Emilia program), focusing on intrinsic motivation and life-long learning - are now integral to current educational debates. [Author abstract, ed]

Language: English

ISSN: 1326-7566

Abstract/Notes: This qualitative phenomenological study focuses on the development of evidence-based writing skills in the upper elementary Montessori (9–12-year-old) classroom. This study traced the lived experience in the classroom as students interacted with an original writing material and the teacher responded dynamically based on student needs by providing coaching, additional lessons based on student needs, and opportunities to revise work independently, with a partner, or with the teacher. The study measured the students’ metacognitive awareness of their confidence using the R.A.C.E. (Restate, Answer, Cite, Explain) strategy as a tool to successfully complete an evidence-based writing response. It also explored student retention of this writing skill four weeks after their work with an original material. Twenty-one students in a suburban upper elementary Montessori classroom housed at a 4K-6 elementary school in the Midwest participated in this study during their Montessori worktime over eight weeks from the beginning of February 2022 through mid-March 2022. Instruments included whole class discussion questions, pre-survey, ongoing teacher observations, a mid-study interview, post-survey, and a four-week post study writing sample. Results of the study supported the research design. Students showed awareness of their metacognitive process and reported that they felt more confident using the R.A.C.E. writing strategy. 10 out of 12 students (83%) showed positive trend lines in their data as they progressed through eight levels of material, even as the support built into the material decreased with each level.

Language: English

Published: River Falls, Wisconsin, 2022

Abstract/Notes: Translated from Italian and includes 32 illustrations from photographs.

Language: English

Published: New York, New York: Frederick A. Stokes Co., 1926

Edition: 3rd ed.

Language: Swedish

Published: Uppsala, Sweden: Historiska institutionen, 2011

ISBN: 978-91-977312-9-4

Series: Opuscula Historica Upsaliensia , 44

Language: English

ISSN: 1522-9734

Language: English

Abstract/Notes: Student behaviors were tallied in three similar Montessori early childhood classes while children practiced social, motor and academic skills with and without background music. Teacher impressions of work period productivity were tallied along with information from teacher notes and student self-assessments. Music came from Pandora stations such as “Relaxation Radio” or “Yoga Radio.” Music was selected for slow tempo (approximately 60 beats per minute or the rate of the adult heart) and relaxing instrumental quality, played at a soft volume and during times when students were not expected to pay attention to other auditory input such as stories, songs, lessons or announcements. Results showed that student smiles and productivity increased with background music, as did teacher and student assessments of productivity. Introducing appropriate background music can be a simple way to increase student focus. Further research will confirm if results are similar in classes of younger and older students and in traditional classrooms.

Language: English

Published: St. Paul, Minnesota, 2015

Abstract/Notes: Originally published in 1987 in Italian as, "Un Essere Umano".

Language: Vietnamese

Published: Hanoi, Vietnam: Nhà xuất bản Thế giới, 2017

ISBN: 978-604-77-3133-6 604-77-3133-3