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Article
Early Childhood Education: The National Agenda
Publication: NAMTA Journal, vol. 16, no. 1
Date: Fall/Winter 1990
Pages: 104-112
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Post-Conference Symposium on Montessori Education and the Partnership Way [April, 2005]
Publication: Montessori Leadership
Date: 2004
Pages: 4, 19, 30
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Language: English
Article
Good Kids: Virtues Project Resonates to Montessori Education Principles
Publication: Public School Montessorian, vol. 17, no. 2
Date: Winter 2005
Pages: 12-13
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Language: English
ISSN: 1071-6246
Article
Hindu Educational Expert Addresses Jewish Women
Available from: National Library of Israel
Publication: Sentinel (Chicago, Illinois)
Date: Nov 14, 1913
Pages: 15
Americas, Montessori method of education, North America, Paul Chinnappa - Biographic sources, United States of America
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Language: English
Article
Anaokulları İç Mekan Tasarımında Eğitime Yönelik Mekan İhtiyaçları ve Montessori Anaokulları / Educational Space Requirement in Interior Design of Kindergartens and Montessori Kindergartens
Available from: The Journal of Academic Social Science Studies
Publication: Journal of Academic Social Science Studies, vol. 14, no. 86
Date: 2021
Pages: 281-293
Architecture, Classroom environments, Early childhood care and education, Early childhood education, Prepared environment
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Abstract/Notes: Anaokulları okul öncesi çocukların bilgi ve becerilerini destekleyen eğitim kurumlarıdır. Farklı eğitim sistemlerini benimsemiş olan anaokullarında aktivitelere göre alanlar oluşturulmaktadır. Algının ve çevrenin öneminin büyük olduğu bu dönemde çocukların hayal güçlerine ilham verecek mekanlar tasarlanmalıdır. Çocukların sözlü beceriden önce öğrenilen görsel dil ile yaratıcılıkları desteklenmektedir. Bunun yanında mekanda bulunan güvenli ve ulaşılabilir mobilyalar da çocukların özgürce hareket etmelerini ve sorumluluk bilinci kazanmalarını sağlamaktadır. Anadilin yanında farklı bir dilin de okul öncesi dönemde öğrenilmesi için mekanda kullanılan görseller ve bunları destekleyici yabancı dilde kelimeler ile görsel hafıza da yer etmesi sağlanabilmektedir. Bu sayede öğrenilen yabancı dildeki kelimeler ile hafızadaki ilişki kuvvetlenerek hatırlanması kolaylaşmaktadır. Bu makalenin amacı Montessori anaokullarında kullanılan mekan ihtiyaçlarını ve günümüz okullarında oluşturulan modern tasarımları araştırmaktadır. Sonuç olarak mekanda kullanılan eğrisel formlar ve donatı elemanlarının boyutlarının çocuklara göre tasarlanması ile çocuğun özgürce hareket edebileceği mekanlar eldeilmektedir. Bu mekanlar bir bütünlük içerisinde estetik bir uyum ile tasarlanmalıdır. Bir düzen içerisinde organize edilmiş az ve yeterli sayıda renk ve obje ile daha huzurlu bir mekan oluşturulmaktadır. Tasarımda ana unsuru yetişkinler ve çocuklar arasındaki olumlu ilişkiler oluşturmaktadır. Mekan tasarımı da bu ilişkiyi desteklemektedir. Doğal aydınlatma, uygun boyutta askılıklar, depolama alanlarının yeterli ve güvenli olması, dolaşım alanlarının yeterli olması da gerekmektedir. / Kindergartens are educational institutions that support the knowledge and skills of preschool children. In kindergartens in different education systems, areas are created according to the types of activities. In this period when perception and the environment are of great importance, spaces that will inspire children's imaginations should be designed. Children's creativity is supported by the visual language learned before verbal skills. In addition, safe furniture in the space allows children to move freely and gain a sense of responsibility. In addition to the mother tongue, it is possible to learn foreign languages in the pre-school period. Therefore, it can be ensured that the language is embedded in the memory with the visuals used in the space and the words in the foreign language supporting them. In this way, the relationship in the memory with the words in the learned foreign language is strengthened and the recall of the word becomes easier. This article aims to explore the space needs found in Montessori kindergartens and the modern designs created in today's schools. As a result, designing the dimensions of the furniture used in the space according to children ensures that children can move freely, implement their own decisions and receive an education without encountering obstacles. The kindergarten interior should be designed with an aesthetic harmony within a unity. Overmuch colors and toys cause a distraction for children. A more peaceful space is created with a sufficient number of colors and objects organized in order.
Language: Turkish
DOI: 10.29228/JASSS.52208
ISSN: 2148-4163
Conference Paper
Teaching the "Ineducable": The Impact of Sensationalist Philosophy on Educational Thought and Practice
Annual Meeting of the American Educational Research Association
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Abstract/Notes: The paper traces the influence of theories of J. Locke, J. Rousseau and the Abbe de Condillac on the development of educational programs for persons with mental retardation under J. Itard and E. Seguin. Itard's emphasis on sensory activities is discussed, as is his collaboration with Seguin. The effects of their work on M. Montessori, specifically on her stress on the senses of touch and vision are considered. Contemporary practices which emphasize sensory training are traced to these earlier theorists. Appended materials include illustrations of Montessori's sandpaper letters, Sequin's texture board and training apparatuses, and gymnastic exercises designed to improve perceptual motor development.
Language: English
Published: Montreal, Quebec, Canada: American Educational Research Association, Apr 1983
Pages: 30 p.
Article
The Montessori Method; Originator of Famous Educational System Outlines Principles Upon Which Her School is Founded
Publication: New York Times (New York, New York)
Date: Aug 10, 1913
Pages: Book Reviews - 425
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Language: English
ISSN: 0362-4331
Doctoral Dissertation (Ph.D.)
Critical Montessori Education: Centering BIPOC Montessori Educators and their Anti-Racist Teaching Practices
Available from: University of Maryland Libraries
Anti-bias, Anti-bias anti-racist curriculum, Anti-bias anti-racist practices, Anti-racism, Montessori method of education - Teachers, People of color, Teachers
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Abstract/Notes: While many BIPOC Montessori educators engage in anti-racist and culturally responsive teaching, Montessori education remains predominantly race-evasive. As a philosophy, it is rooted in colorblind perspectives in its focus on "all children" and lack of explicit centering of BIPOC students’ experiences. Teaching must account for race and racial lived realities in order to better support BIPOC students’ ways of knowing in culturally relevant and sustaining ways. This study seeks to center the voices of BIPOC Montessori educators and disrupt the pattern of Montessori research conducted without a critical racial lens. Framed by Critical Race Theory, this study focuses on the strengths, assets, and anti-racist teaching practices that one BIPOC educator brings to her classroom. I use critical ethnographic methods to better understand how a BIPOC Montessori teacher at a public charter Montessori school interprets and enacts the Montessori method to support BIPOC students. I consider how her racial identity informs her practices, and the structural barriers she faces at her school when enacting anti-racist and strength-based approaches. The guiding research questions of this study are: How does a Black Montessori teacher interpret the Montessori philosophy to more relevantly support her BIPOC students? How does she practice the Montessori method through culturally relevant and sustaining practices? What are the structural barriers that continue to challenge her as a Black educator doing her work? My analysis suggests that the teacher maintains her classroom space as a tangible and intangible cultural space that reflects and maintains her students' identities; that her own identity as a Black woman deeply contribute to the school's work around anti-racism and culturally responsive pedagogy; and that there are external barriers that both the teacher and the school face, that prevent them both from fully achieving culturally responsive teaching practices. At the core of the study, I seek to understand the possibilities and challenges of Montessori education from the perspective of BIPOC Montessori educators, and how we could learn from them to better support BIPOC students. I hope to begin a path toward more counter-stories in the Montessori community to specifically support BIPOC Montessori educators and understand the structural barriers they face to anti-racist teaching in Montessori programs in the United States.
Language: English
Published: College Park, Maryland, 2023
Article
Support Free Competition in Montessori Teacher Education: Oppose Renewal of MACTE Recognition
Publication: Montessori Observer, vol. 24, no. 1
Date: Mar 2003
Pages: insert
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Language: English
ISSN: 0889-5643
Article
Individualized Special Education and Inclusion for the Older Montessori Child
Publication: NAMTA Journal, vol. 34, no. 2
Date: 2009
Pages: 55–62
Children with disabilities, Inclusive education, Montessori method of education, Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals, Special education
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Language: English
ISSN: 1522-9734