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Master's Thesis

Zgodnje poučevanje in učenje angleščine v Montessori vrtcu [Teaching and Learning English in the Montessori Kindergarten]

Available from: Digital Library of the University of Maribor (DKUM)

Early childhood care and education, Early childhood education, Language acquisition, Montessori method of education, Montessori schools, Teacher-student relationships

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Abstract/Notes: V magistrski nalogi smo združili področji angleškega jezika in predšolske vzgoje. Osredotočili smo se na sodobne pristope poučevanja tujega jezika v vrtcu Montessori ter želeli ugotoviti, kako predšolski otroci usvajajo tuj jezik. V teoretičnem delu smo pregledali teorijo pedagogike Montessori in značilnosti učenja ter poučevanja tujega jezika v predšolskem obdobju. Empirični del smo zastavili tako, da je združil obe področji. V Hiši otrok Antonina v Biljah pri Novi Gorici smo s pomočjo opazovalnega lista pridobili potrebne informacije, s katerimi smo odgovorili na že prej zastavljena raziskovalna vprašanja ter potrdili oziroma zavrnili zastavljene hipoteze. Pri opazovanju smo se osredotočili na strategije poučevanja angleškega jezika, metode dela, tematike učnih ur, raznolikost dejavnosti, uporabljene materiale, aktivnost otrok, uporabo angleškega jezika, odziv vzgojitelja na napake otrok in na napredek otrok ob večkratni ponovitvi individualnih in skupinskih dejavnosti. Ker sta vzgojiteljici med učenjem angleščine nenehno uporabljali angleški jezik, so se otroci poleg besedišča učili tudi melodijo in ritem jezika, kar jim bo pomagalo pri nadaljnjem učenju angleščine. Koncept Montessori poskuša otroke izoblikovati tako, da bodo v nadaljnjem življenju samostojni, odgovorni in potrpežljivi. Otroci se preko različnih pravil in dejavnosti tega učijo. [In this Master's thesis we combined English language and preschool education. We focused on modern ways of teaching and learning a foreign language in Montessori kindergarten. In theoretical part we took a look at theory of Montessori pedagogy and theory of learning a foreign language in kindergarten. In empirical part we combined these two together. In Hiša otrok Antonina in Bilje near Nova Gorica we organised an observation of a group of children from the second age group in kindergarten. In our observations we used observation sheets. With those, we obtained the information we were interested in. During our ten observations we focused on seventeen points of our observation sheet. The first part contained basic information like the name of the observer, the name of the teacher, number of children, age group, theme and lesson aims, goals of the activities, methods used, didactic materials, the language of instructions, comprehension of instructions, teacher's reaction to children's mistakes, teacher's usage of English language, whether the children waited for a specific material or they focused their attention on something else, whether children were active during different tasks, whether children returned to the same material and an observation of individual's and group's multiple usage of the same material.]

Language: Slovenian

Published: Maribor, Slovenia, 2017

Book Section

Psychologische Beobachtungen in der Montessori-Grundschulklasse [Psychological Observations in the Montessori Elementary School Class]

Book Title: Psychologisches zur Montessori-Methode: Aus dem Montessori-Heft der Neuen Erziehung [Psychological information on the Montessori method: From the Montessori booklet of the New Education]

Pages: 1-17

Early childhood care and education, Early childhood education, Montessori method of education, Montessori schools, Observation (Educational method), Teachers

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Language: German

Published: Berlin, Germany: Hensel and Co. Verlag, 1927

Book

Evaluation of the Indianapolis Public Schools' Montessori Option (K-6) Pupil Progress Report

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Abstract/Notes: Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. Questionnaires were sent to the households of 536 pupils and to 50 school staff members in the 3 Montessori Option elementary schools. Parents and guardians replied positively to 25 closed-ended questions; were neutral about none; and responded negatively to four. School staff replied positively to 27; were neutral about none; and responded negatively to two. Parents and guardians expressed concern about more than 46 survey-related topics. Parent-initiated topics included: competitiveness and comparison between students, curriculum design and development, learning environments, parent-teacher conferences, program expansion, public school use of Montessori philosophy, and staff certification and training. School staff expressed concern about classroom mangagement, instructional materials, parent involvement, parent-teacher conferences, skills and knowledge analysis, student progress, and the district-wide testing program. Questions and responses (along a Likert-type scale) are provided for parents and school staff members. Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. The survey instrument consisted of a section on respondent characteristics, 32 closed-ended questions, and three open-ended questions. The five sections of the survey covered the evaluation key, report card headings and philosophy, report card delivery to parents and guardians, and basic principles of the Montessori method. The survey elicited parent opinions about the program. The households of 536 pupils and 50 school staff members in the 3 Montessori Option elementary schools received questionnaires. This main report describes survey methodology, reports results and conclusions, and offers recommendations. Related materials are appended. Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. The survey instrument consisted of a section on respondent characteristics, 32 closed-ended questions, and 3 open-ended questions. The five sections of the survey introduced the topics of the evaluation key, report card headings and philosophy, report card delivery to parents and guardians, and basic principles of the Montessori method. The survey elicited parent opinions about the program. The households of 536 pupils and 50 school staff members in the 3 Montessori Option elementary schools received questionnaires. This appendix to the main report provides: (1) survey design input from parents, teachers, and others; (2) the Montessori Option Pupil Progress Report Survey; and (3) parent and teacher responses for each item.

Language: English

Published: Indianapolis, Indiana: Indianapolis Public Schools, 1989

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Article

A 3-Year Study Of Self-Regulation In Montessori And Non-Montessori Classrooms

Available from: ProQuest

Publication: Montessori Life, vol. 22, no. 2

Pages: 22-31

⛔ No DOI found

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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

L’Essor Actuel de la Pédagogie Montessori dans l’École Maternelle Publique Française [The Current Development of Montessori Pedagogy in French Public Kindergarten]

Available from: Open Edition

Publication: Tréma, no. 50

Pages: 1-22

Early childhood care and education, Early childhood education, Europe, Montessori method of education, Montessori schools, Public Montessori, Western Europe

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Abstract/Notes: La pédagogie Montessori connaît actuellement un essor dans l’école maternelle publique française. L’auteure le démontre ici en étudiant les réseaux constitués par des enseignants sur Internet. Puis elle en a interrogé certains par questionnaire. L’usage de la pédagogie Montessori répond à des difficultés liées aux injonctions institutionnelles et sociétales paradoxales qui assignent à ces enseignants la double mission de réussite scolaire pour tous et d’épanouissement personnel de chacun. [Montessori pedagogy is currently on the rise in French public nursery schools (Pre-K and Kindergarten classes). The writer proves this first in her study of the Internet networks which have been developed by teachers, then by interviewing some teachers through questionnaires. Montessori pedagogy is an answer to challenging and paradoxical institutional and societal injunctions: Teachers are assigned the double mission of fully supporting a successful schooling for all and the personal growth and fulfillment of every learner.]

Language: French

DOI: 10.4000/trema.4318

ISSN: 1167-315X

Book Section

Die Montessori-Bewegung im Kanton Wallis [The Montessori Movement in the Canton of Valais]

Book Title: Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]

Pages: 135-140

Europe, Marianne Oggier - Biographic sources, Marthe Martin - Biographic sources, Montessori method of education, Montessori movement, Montessori schools, Sister Marie-René Rouiller - Biographic sources, Switzerland, Western Europe

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Language: German

Published: Bern, Switzerland: Haupt Verlag, 2007

Edition: 1st edition

ISBN: 978-3-258-07092-6

Article

Back Door Montessori: In Corpus Christi [Texas], the Montessori Program Was a Success Before Outsiders Knew It Was a Montessori Program

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 9, no. 1

Pages: 1, 22-23

Public Montessori

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Language: English

Book Section

Das hör- und sprachbehinderte Kind in der Montessori-Pädagogik [The hearing and speech impaired child in Montessori pedagogy]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 57-71

Conferences, Hearing impaired children, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Montessori method of education, Speech disorders in children

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Article

Montessori Milestones [Lillian Mullane, Joy Turner, Lexington (MA) Montessori School, The Montessori School (Albuquerque, NM), teacher education scholarships]

Publication: Montessori Life, vol. 5, no. 4

Pages: 8–9

⛔ No DOI found

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Language: English

ISSN: 1054-0040

Book Section

Mehrfach und verschiedenartig behinderte Kinder in der Montessori-Kleingruppentherapie [Children with multiple and different disabilities in Montessori small group therapy]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 304-307

Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Montessori method of education

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

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