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Article
Das vorgeschriebene Pensum und die Gestalt der Freiheit in der Montessori-Schule [The prescribed workload and the form of freedom in the Montessori school]
Publication: Presença ABEM: Revista Oficial da Associação Brasileira de Educação Montessori [ABEM Presence: Official Magazine of the Brazilian Association of Montessori Education], no. 4
Date: 1964
Pages: 5-10
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Language: German
Article
Montessori Eğitiminin Çocukların Gelişimine Etkisinin İncelenmesi / Investigation of the Effects of Montessori Education on Children's Development
Available from: DergiPark Akademik
Publication: Hacettepe Journal of Educational Research, vol. 1, no. 1
Date: 2015
Pages: 32-52
Asia, Child development, Early childhood care and education, Early childhood education, Middle East, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Turkey, Western Asia
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Abstract/Notes: Bu araştırmada, Montessori yaklaşımı doğrultusunda gerçekleştirilen öğretmen eğitimi ve eğitim ortamının düzenlenmesi sonucu üç, dört ve beş yaş (36-72 ay) grubundaki (deney ve kontrol grubu) çocuklara verilen Montessori yaklaşımına dayalı eğitimin çocukların gelişim alanları üzerindeki etkisini saptamak amaçlanmıştır. Araştırmada, Montessori yaklaşımına dayalı eğitimin çocukların gelişim alanlarına olan etkisini belirlemek amacıyla ön test ve son test kontrol gruplu deneysel desen kullanılmıştır. Ankara Üniversitesi Uygulama Anaokulu 1’e devam eden çocuklar deney grubunu, okul yöneticileri ile öğretmen görüşleri doğrultusunda benzer özelliklere sahip olduğu düşünülen bir üniversite anaokuluna devam eden çocuklar ise kontrol grubunu oluşturmuştur. Araştırmada demografik verileri toplamak amacıyla “Genel Bilgi Formu”, çocukların gelişim alanlarını değerlendirmek için Alpern (2007) tarafından geliştirilen Gelişimsel Profil 3 ile Mardell and Goldenberg (1998) tarafından geliştirilen Öğrenmenin Değerlendirilmesi için Gelişimsel Göstergeler 4 kullanılmıştır. Montessori yaklaşımına dayalı eğitim öncesinde ilk olarak Montessori eğitim ortamı oluşturulmuş ve gelişimsel değerlendirme labratuvarı hazır hale getirilmiştir. Ardından öğretmenler “Montessori Uygulayıcıların Eğitimi” kapsamında eğitim almışlardır. Çalışma sonucunda öğretmen görüşüne göre Öğrenmenin Değerlendirilmesi için Gelişimsel Göstergeler 4’den elde edilen bulgular incelendiğinde, deney ve kontrol grubundaki çocukların öz bakım becerileri ile sosyal duygusal gelişim alt boyutu puanlarında, ebeveyn görüşlerine göre öz bakım becerileri alt boyutu ile toplam gelişim puanlarında deney grubu lehine anlamlı farklılık olduğu saptanmıştır. Gelişim Profil 3‘e ait sonuçlar incelendiğinde de deney ve kontrol grubundaki çocukların öğretmen görüşlerine göre uyumsal davranış boyutunda; ebeveyn görüşlerine göre fiziksel gelişim, bilişsel gelişim, iletişim alt boyutları ile toplam gelişim puanlarında deney grubu lehine anlamlı farklılık olduğu belirlenmiştir. / The present study was aimed at determining the development levels of children aged three, four and five (36-72 months) attending Ankara University Practice Preschool 1, and the effect of Montessori educational approach on their areas of development. A pretest, posttest, retention test experimental design with control group was adopted in the study to determine the effect of Montessori educational approach on children’s areas of development. The experimental group consisted of children attending Ankara University Practice Preschool 1, while the control group consisted of attending a randomly selected university preschool with similar qualifications. The General Information Form was used for data collection purposes, while the Developmental Profile 3 (DP-3) developed by Alpern (2007) and the Developmental Indicators for the Assessment of Learning 4 (DIAL-4) developed by Mardell and Goldenberg (1998) whose validity and reliability studies were used as assessment tools to evaluate children’s areas of development. Prior to the implementation of Montessori education, Montessori educational environment was prepared and a developmental assessment laboratory was set up. Thereafter, teachers received the Montessori Practitioner Training. DIAL-4 results according to teachers’ opinions revealed significant differences between the children in experimental and control groups in self-help skills and social emotional development subscale scores, while according to parents’ opinions, there were significant differences in the self-help skills subcale and overall development scores. DP-3 results revealed significant differences between the children in experimental and control groups in the adaptive behavior subscale according to teachers’ opinions, and physical development, cognitive development and communication subscale scores, as well as, overall development scores of the DP-3 according to parents’ opinions.
Language: Turkish
ISSN: 2458-777X
Book
Die Relevanz der Montessori-Pädagogik für autistische Kinder [The relevance of the Montessori education for Autistic children]
Autism in children, Children with disabilities, People with disabilities
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Language: German
Published: [Wien, Austria]: [s.n.], 1996
Article
Zur Situation der Montessori-Pädagogik in Südkorea [The Situation of Montessori Education in South Korea]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 34, no. 2
Date: 1996
Pages: 66-67
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Language: German
ISSN: 0944-2537
Article
A 3-Year Study Of Self-Regulation In Montessori And Non-Montessori Classrooms
Available from: ProQuest
Publication: Montessori Life, vol. 22, no. 2
Date: Summer 2010
Pages: 22-31
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Abstract/Notes: Albert Bandura, the leading pioneer in the study of self-regulation, has defined the term as the child's ability to self-educate, self-direct, regulate motivation, and learn to think about what she is learning (1994). Lev Vygotsky's theory that children can be taught to think independently about how to solve problems expands upon Bandura's work (1978). Though Montessori did not use the term "self-regulation," the descriptions of inner discipline, or "normalization," in her writings are clearly related to this concept. Because Montessori classrooms emphasize developing behaviors associated with self-regulation, Lander University's Montessori Teacher Education Program chose to focus on this as a topic of research in a 3-year study funded by a 2004 congressionally directed grant. Findings showed positive results for Montessori children in ratings of self-regulation and academic performance which affirm the effectiveness of Montessori classroom practice in fostering positive work habits and internal motivation. The authors hope that these results will lead more public school administrators, particularly those in small rural settings where programs of school choice are rare, to consider Montessori a viable option. (Contains 4 tables.)
Language: English
ISSN: 1054-0040
Article
Maria Montessori, Pedagogical Orthodoxy, and the Question of Correct Practice (1921-1929) / Maria Montessori, l'ortodossia pedagogica e la questione della pratica corretta (1921-1929)
Available from: Rivista di Storia dell’Educazione
Publication: Rivista di Storia dell'Educazione, vol. 8, no. 2
Date: 2021
Pages: 49-58
Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., New Education Fellowship
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Abstract/Notes: The issue of correct practice (i.e., according to Henri Louis Go, practice that reflects the spirit and letter of a pedagogy), concerns every pedagogue, and Maria Montessori certainly took correct practice very seriously from the outset. Indeed, her emphasis on this crucial issue explains some of the strategic choices she made, as well as the ways she promoted her method abroad, and the relationships she maintained with her contemporaries (analyzed here via the early years of the journal Pour l’Ère nouvelle). These all led to accusations of dogmatism or pedagogical orthodoxy that continue to be leveled at the Montessori network today. This article sets out to explore the controversy surrounding the issue of correct practice in the field of pedagogy, taking Montessori as its example. Focusing on the 1920s, it considers the questions raised by attempts to protect a life’s work within a heterogeneous array of philosophical and political practices and positions. It also explores the reticence that some of Montessori’s contemporaries (particularly Decroly and Ferrière) showednot toward her pedagogy per se, but toward the way she conceived of and applied this pedagogy.
Language: English
DOI: 10.36253/rse-10350
ISSN: 2532-2818
Article
Montessori, Naturally [Ronda's Montessori Garden, Austin, Texas]
Publication: Public School Montessorian, vol. 20, no. 1
Date: Fall 2007
Pages: 18
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Language: English
ISSN: 1071-6246
Article
Support at Meeting for Montessori Secondary School Starting in 2002 [Athena Montessori College, Wellington]
Publication: Montessori NewZ, vol. 20
Date: Dec 2000
Pages: 2
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Language: English
Book Section
NRW-Schulministein Barbara Sommer lobt Montessori-Schulen [NRW school minister Barbara Sommer praises Montessori schools]
, Harald Ludwig (Editor) , Reinhard Fischer (Editor) , Michael Klein-Landeck (Editor)Book Title: 100 Jahre Montessori-Kinderhaus Geschichte und Aktualität eines pädagogischen Konzepts [100 Years of the Montessori Children's Home: History and Topicality of an Educational Concept]
Pages: 342-344
Europe, Germany, Montessori schools, Western Europe
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Language: German
Published: Berlin, Germany: LIT Verlag, 2009
ISBN: 978-3-8258-1650-6
Series: Impulse der Reformpädagogik , 24
Book
La formazione dell'uomo nella ricostruzione mondiale: atti dell'8. Congresso internazionale Montessori presieduto da Maria Montessori, San Remo, 22-29 agosto 1949
Conference proceedings, Conferences, International Montessori Congress (8th, San Remo, Italy, 22-29 August 1949)
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Language: Italian
Published: Roma, Italy: Ente Opera Montessori, 1950