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Conference Paper

Easy Montessori Manager: An Online Montessori Management System

Available from: IEEE Xplore

2012 International Conference on Computer Information Science (ICCIS)

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Abstract/Notes: Easy Montessori Manager is dedicated to all the schools in Malaysia which are using the Montessori approach. It resembles an online management system but specifically designed for Montessori preschools and inclusive of Montessori Methods and for teachers' guidelines and assessments. A preliminary study was conducted to investigate the need of an online Montessori module by doing a survey. The survey is conducted by using questionnaires which are distributed to four Montessori schools in Selangor. From the result of the study, a prototype of the actual system is developed in order to get a general idea on how the system should look like. Afterward, the prototype is then evaluated by a Montessori principal to get her opinion on a good Montessori management system.

Language: English

Pages: 12-18

DOI: 10.1109/ICCISci.2012.6297205

Article

Wir überreichen unseren Mitgliedern und Abonnenten als Doppelnummer unserer Zeitschrift die beifolgende Broschüre: "Montessori-Erziehung"... [We are handing over the following brochure to our members and subscribers as a double issue of our magazine: "Montessori Education"...]

Publication: Montessori-Nachrichten

Pages: 1

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Abstract/Notes: This is a single-sided sheet containing the following text: Wir überreichen unseren Mitgliedern und Abonnenten als Doppelnummer unserer Zeitschrift die beifolgende Broschüre: "Montessori-Erziehung". Der Ladenpreis des Büchleins, das auf bestem Kunstdruckpapier gedruckt und mit vielen Bildern versehen ist, beträgt 1 mark, – und ist durch all Buchhandlungen und durch uns direkt zu beziehen. In seinem hübschen Gewande ist es auch zu Geschenkzwecken gut verwendbar, und wir würden uns freuen, wenn unsere Mitglieder es recht eifrig verbreiten wollten. Vom 6. bis 14. November stellen wir im Bezirk Friedrichshain im Rahmen seiner Grundschulwoche eine Montessori-Schulkasse aus. Die Firma P. Johannes Müller stellt das Montessori-Material zur Verfügung. Eine Lehrkraft wird am Sonntag, den 6. November, und in den Wochentagen nachmittags in der Schulklasse sein, um die Kinder, die sich, wie es in der Austellung bei Wertheim war, mit den Montessori-Lehrmitteln beschäftigen wollen, anzuleiten und den Erwachsenen auf Wunsch das Material und seine Verwendung zu erklären Die Ausstellung befindet sich in der Schule Petersburger Strasse 4. Das Winterfest der Deutschen Montessori-Gesellschaft findet dieses Jahr am 3. Dezember im Brüder-Vereinshause, Kurfürstenstrasse 115/116 statt. Für Mitglieder beträgt der Eintrittspreis 3 marks. – Eintrittskarten sind auf der Geschäftsstelle der Deutschen Montessori-Gesellschaft zu bestellen, sie können dort auch in Empfang genommen werden Auf Wunsch senden wir sie unter Nachnahme zu. [We are handing over the following brochure to our members and subscribers as a double issue of our magazine: "Montessori Education". The retail price of the little book, which is printed on the best art paper and provided with many pictures, is 1 mark - and can be obtained directly from all bookstores and from us. In its pretty robe it can also be used as a gift, and we would be delighted if our members were eager to spread it. From November 6th to 14th, we will be exhibiting a Montessori school fund in the Friedrichshain district as part of its primary school week. The company P. Johannes Müller provides the Montessori material. A teacher will be in the school class on Sunday, November 6th and in the afternoon on weekdays to instruct the children who want to deal with the Montessori teaching aids, as was the case in the Wertheim exhibition, and to instruct the adults Request to explain the material and its use The exhibition is located in the school Petersburger Strasse 4. The winter festival of the German Montessori Society will take place this year on December 3rd in the Brothers Club House, Kurfürstenstrasse 115/116. The entrance fee for members is 3 marks. - Admission tickets can be ordered at the office of the German Montessori Society, they can also be received there. Upon request, we will send them cash on delivery.]

Language: German

Article

Pemikiran Ki Hajar Dewantara dan Maria Montessori tentang Pendidikan Anak Usia Dini [The Thoughts of Ki Hajar Dewantara and Maria Montessori About Early Childhood Education]

Available from: Universitas PGRI Semarang (Indonesia)

Publication: PAUDIA: Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini [Research Journal in the Field of Early Childhood Education], vol. 9, no. 1

Pages: 17-35

Asia, Australasia, Indonesia, Ki Hadjar Dewantara - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Southeast Asia, Taman Siswa

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Abstract/Notes: Mendalami ilmu pendidikan anak usia dini tidak dapat dilakukan apabila hanya mengkaji pemikiran satu tokoh saja. Tujuan penelitian ini adalah mengetahui (1) pemikiran, (2) persamaan dan perbedaan pemikiran Ki Hajar Dewantara dan Maria Montessori tentang pendidikan anak usia dini. Metode yang digunakan kualitatif dengan jenis penelitian kepustakaan yang mengkomparasikan pemikiran kedua tokoh. Data dianalisis dengan pendekatan deskriptif. Penelitian dilaksanakan selama dua bulan mulai januari sampai februari 2020. Sumber data terdiri dari data primer dan sekunder. Hasil penelitian menunjukkan (1) pemikiran pendidikan anak usia dini menurut Ki Hajar Dewantara adalah pendidikan yang diberikan pada anak 0-7 tahun dengan pemberian pendidikan yang memperhatikan unsur alami anak dengan materi melatih panca indera menggunakan metode lahiriah dan batiniah dilakukan di lingkungan keluarga, sekolah dan masyarakat dengan tujuan mengembangkan cipta, rasa dan karsa pada anak. Menurut Maria Montessori pendidikan anak usia dini adalah pendidikan yang diberikan untuk anak 0-6 tahun dilakukannya dilingkungan sekolah dengan materi keterampilan sehari-hari menggunakan metode lahiriah dan batiniah yang memberikan kebebasan anak untuk memilih aktivitas dan media yang ingin digunakan. (2) persamaan dan perbedaan pemikiran Ki Hajar Dewantara dan Maria Montessori tentang anak usia dini terletak dari aspek nama dan filosofi sekolah, setting lingkungan, dasar pemikiran PAUD, metode dan tugas pendidik. [The science of early childhood education cannot be understood from one’s thought. This research intended to know (1) the thoughts (2) the similarities and differences of early childhood education thoughts by Ki Hajar Dewantara and Maria Montessori. The method used was qualitative with library research which compared two experts’ thoughts. The data was analyzed by descriptive approach. This research was done within two months, january to february 2020. The data were from primary and secondary data. The results revealed (1) Ki Hajar Dewantara states that early childhood education is an education given to 0-7 year old children and emphasizes on natural factors by training five senses through outward and inward method around family, school and community environments to develop creativity, feeling and intention. While Maria Montessori says that early childhood education is an education given to 0-6 year old children through daily skills in school environment and uses outward and inward method which let them choose activity and media they want. (2) the similarities and differences of Ki Hajar Dewantara and Maria Montessori thoughts were school’s name and philosopy, environment, ECE basic thoughts, learning method and educator’s duties.]

Language: Indonesian

DOI: 10.26877/paudia.v9i1.5610

ISSN: 2598-4047, 2089-1431

Article

Montessori Infant and Toddler Programs: How Our Approach Meshes with Other Models

Available from: ProQuest

Publication: Montessori Life, vol. 23, no. 3

Pages: 34-39

⛔ No DOI found

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Abstract/Notes: Today, Montessori infant & toddler programs around the country usually have a similar look and feel--low floor beds, floor space for movement, low shelves, natural materials, tiny wooden chairs and tables for eating, and not a highchair or swing in sight. But Montessori toddler programs seem to fall into two paradigms--one model seeming more developmentally oriented while the other has a slightly more academic feel. Some of the more academic programs, or academic transition programs, have class a few hours a day, 9 months of the year designed for older toddlers. On the other hand, programs that provide full-day Montessori care and education 7 days a week, year-round for the infants and toddlers of parents who work, may lean toward a developmental approach. Families have different needs and expectations. Along with other types of materials, "academic transition" toddler classrooms introduce some traditional early childhood didactic materials by modifying them for toddlers. Montessori infant & toddler programs are something special because Montessori philosophy is special. Because Montessori philosophy teaches that every child carries within her the person she will become, those in Montessori care and education are compelled to treat each child with dignity and respect. Montessori believed in the innate intelligence and integrity of every infant, toddler, and child. So Montessori infant & toddler programs are built on respect for the "personhood" of the child, trust in the child's inborn desire to learn, and belief in the miraculous ability of the child to absorb his world. Emmi Pikler and Magda Gerber focused on the "I-thou" relationship with the child. William and Martha Sears emphasized nurturing touch. In this article, the author describes how the Montessori approach meshes with other models. To guide peaceful, tolerant, cooperative children, adults must also learn to be peaceful, tolerant, and cooperative. It is acceptable, and even desirable, for differences to exist in teaching styles among competent Montessori professionals as they integrate components of other methodologies that they deem compatible with Montessori, but also occasionally as they interpret Montessori philosophy differently. Tolerance, open-mindedness, a desire to share knowledge, and a longing for continued self-improvement are critical to individual professionalism.

Language: English

ISSN: 1054-0040

Bachelor's Thesis

Maria Montessori

Available from: National and University Library in Zagreb

Croatia, Europe, Maria Montessori - Biographic sources, Montessori materials, Southern Europe

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Abstract/Notes: This paper deals with the Montessori pedagogy, used methods, Montessori environment and Montessori materials. The principles of Montessori pedagogy were developed by Maria Montessori and they haven’t changed since then. According to the teachings of Maria Montessori observation of children is crucial in understanding the child's possibilities and needs in self-development. Montessori method fully respects the child's individuality, self-motivation, a unique children's ability of selfdevelopment and improvement of their own skills and developing potential. The prepared environment is extremely important in the overall concept. Environment on indirect way evokes curiosity and interest in children to certain activities and also allows the child to understand the meaning of them. Key components of the prepared environment are specifically designed learning materials. Montessori material is authentic, universal and in all Montessori childcare centers in the world the same. The didactic material is divided into several groups: material for exercises of practical life, language material, sensorial material, mathematics material and material for cosmic education. The aim of the didactic materials is to educate the senses by means of repeated exercise. They develop the child’s independence, selfconfidence, concentration, compliance, coordination, and order. According to Montessori pedagogy prepared educator has key role in education. Montessori educator must develop the ability of indirect management, allow child to build his personality, make decisions and become independent. Montessori system is conceptually different from the other pedagogical approaches and has unique access to the child and his or her needs. This is the philosophy of development by which an individual acquires operative knowledge needed for its future participation as adults in society. Personal action and achievements child strengthens their self-confidence, develop respect, love and positive cooperation with other children as a basis for future democratic action.

Language: Croatian

Published: Zagreb, Croatia, 2016

Book Section

The Rise and Fall of Anne George as America’s Premier Montessori Educator

Available from: Springer Link

Book Title: America's Early Montessorians: Anne George, Margaret Naumburg, Helen Parkhurst and Adelia Pyle

Pages: 101-143

Americas, Anne E. George - Biographic sources, North America, United States of America

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Abstract/Notes: Anne E. George, the first American trained as a directress by Montessori in 1910, is significant as the paramount Montessori educator in the United States from 1910 to 1915. George, who established the first American Montessori school in Tarrytown, New York in 1911, was also the English-language translator of Montessori’s book, The Montessori Method (1912). Alexander Graham Bell and his wife, Mabel, intent on promoting Montessori education, established the national Montessori Educational Association, with George as its Director of Research. George was also the headmistress of the Montessori schools supported by the Bells in Washington, DC. In addition, George was Montessori’s aide and translator during her extensive lecture tour in 1913. Montessori’s relationship with George deteriorated. Montessori revoked Anne George’s credentials as a Montessori directress in 1915. The ever-loyal George, who strived to replicate the Montessori Method in American private schools, and, once, the premier American Montessori educator, was discredited by her mentor. After her marriage in 1919, George never returned to the field of education.

Language: English

Published: Cham, Switzerland: Palgrave Macmillan, 2020

ISBN: 978-3-030-54835-3

Series: Historical Studies in Education

Master's Thesis

Investigating the views of Montessori preschool teachers on inclusive education in Montessori approach / Montessori yaklaşımında bütünleştirme uygulamalarına ilişkin Montessori okul öncesi öğretmenlerinin görüşlerinin incelenmesi

Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)

Asia, Inclusive education, Middle East, Montessori method of education, Montessori method of education - Teachers, Teachers, Turkey, Western Asia

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Abstract/Notes: The purpose of the study was to investigate the views of Montessori preschool teachers on inclusive education in Montessori approach. The views of 18 participants were examined in this study. All participants were selected from Ankara and İstanbul and they were investigated by a semi-structured interview protocol that was developed by the researcher based on the literature review. The protocol contained questions in three major parts; these were demographic questions about participants, questions about views on inclusive education and questions about views on inclusive education in Montessori approach and its advantageous and disadvantageous for children with disabilities. Phenomenology design was employed in the study and purposive sampling was used to reach the participants. According to findings of content analysis, Montessori teachers stated that they did not find themselves adequately educated and experienced in inclusive education but a large part of them thought that inclusive education is good for development of both disabled and non-disabled students. On the other hand, Montessori teachers expressed that enabling children to be independent and to encourage them to make their own decisions are the most important point of Montessori understanding. However, when considered in terms of disabled students, most teachers indicated that such liberal environment could constitute disadvantages for such students. Teachers stated that an educational environment which is structured and where influence of the teacher is more intensive would be better in terms of education of the disabled child, particularly when working with students with severe disabilities or students with attention deficit or autism. / Bu çalışma, Montessori anaokullarında çalışan okul öncesi öğretmenlerinin bütünleştirme eğitimi ve Montessori yaklaşımında bütünleştirme uygulamaları hakkındaki görüşlerini anlamayı amaçlamıştır. Çalışma 18 katılımcıyı kapsamaktadır. Tüm katılımcılar Ankara ve İstanbul ilinde Montessori okullarında çalışan okul öncesi öğretmenleri arasından seçilmiş olup, görüşmeler araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu ile yapılmıştır. Görüşme formu üç ana bölümden oluşmaktadır. İlk bölümde katılımcılar hakkındaki demografik bilgiler sorgulanırken, ikinci bölümde katılımcıların bütünleştirme eğitimi hakkındaki görüşleri ve son bölümde ise katılımcıların Montessori eğitimindeki bütünleştirme uygulamaları hakkındaki görüşleri sorgulanmıştır. Çalışmanın sonunda nitel analiz yapılmış olup bulgulara göre Montessori öğretmenleri bütünleştirme eğitimi konusunda kendilerini yeterince eğitimli ve deneyimli bulmadıklarını belirtmiş, ancak bütünleştirme eğitiminin hem engelli hem de engelsiz öğrenciler için faydalı olduğunu düşündüklerini ifade etmiştir. Öte yandan, Montessori öğretmenleri Montessori eğitiminin çocuğun bağımsız bir birey olmasında önemli bir rol oynadığını ifade etmiş, çocukların kendi kararlarını vermelerini teşvik etmenin Montessori anlayışının en önemli noktaları olduğunu belirtmiştir. Ancak engelli öğrenciler açısından değerlendirildiğinde öğretmenlerin çoğu bu özgürlükçü ortamın engelli öğrenciler için dezavantajlar oluşturabileceğini söylemiştir. Öğretmenler, özellikle ağır engelli öğrenciler ya da dikkat dağınıklığı olan ya da otizmli öğrenciler ile çalışırken öğretmenin etkisinin daha yoğun olduğu, yapılandırılmış bir eğitim ortamının çocuğun eğitimi açısından daha iyi olacağını ifade etmiştir.

Language: English

Published: Ankara, Turkey, 2019

Article

Filsafat Pendidikan Maria Montessori Dengan Teori Belajar Progresivisme Dalam Pendidikan Aud [Maria Montessori Educational Philosophy with Progressivism Learning Theory in Early Childhood Education]

Available from: Universitas Islam Negeri Ar-Raniry

Publication: Bunayya: Jurnal Pendidikan Anak [Journal of Children's Education], vol. 6, no. 2

Pages: 64-88

Asia, Australasia, Indonesia, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Southeast Asia

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Abstract/Notes: Tulisan ini berusaha menjelaskan pendidikan Islam dari sudut pandang Maria Montessori, yang merupakan tokoh pendidikan anak yang mencurahkan hampir keseluruhan hidupnya untuk anak-anak. Maria Montessori memiliki prinsip dasar mengenai metode montessori ini, yang sangat memfokuskan anak sebagai childern center dan orang dewasa sebagai pembimbing. Menurutnya, suatu fase kehidupan di awal sangat berpengaruh terhadap faserase kehidupan selanjutnya artinya bahwa pengalaman-pengalaman yang dialami oleh seorang anak di awal kehidupannya sangat berpengaruh terhadap kedewasaannya kelak begitu juga perlakuan yang di dapatkan anak sejak kecil akan sangat berpengaruh terhadap perkembang an anak selanjutnya. Kemudiaan sebagai umat Islam, sudah menjadi kewajiban bagi orang tua dan pendidik untuk menanamkan nilai-nilai ke-Islaman pada anak-anaknya. Dan agar nilai-nilai ke-Islaman tersebut dapat terserap dengan sempurna, maka harus diajarkan sejak anak-anak usia dini juga. Rasulullah telah menegaskan tentang tanggung jawab orang tua terhadap anak-anak dalam sabdanya. [This paper tries to explain Islamic education from the perspective of Maria Montessori, who is a figure of children's education who devotes almost her entire life to children. Maria Montessori has a basic principle regarding this Montessori Method, which is very focused on children as children centers and adults as guides. According to him, a phase of life at the beginning is very influential on the phases of the next life which means that the experiences experienced by a child early in life are very influential on their maturity as well as the treatment that children get from childhood will greatly affect the subsequent development of children. Youth as Muslims, it has become an obligation for parents and educators to instill Islamic values in their children. And so that these Islamic values can be absorbed perfectly, it must be taught from an early age as well. Rasulullah has emphasized the responsibility of parents towards children in their sayings.]

Language: Indonesian

ISSN: 2549-3329

[Thesis In Preparation]

Les effets de la pédagogie Montessori sur le développement et les apprentissages d'enfants d'âge préscolaire: mise en oeuvre d'un dispositif expérimental [The effects of Montessori pedagogy on the development and learning of preschool children: implementation of an experimental device]

Available from: Theses Portal (France)

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Abstract/Notes: À l'heure actuelle, de nombreux travaux mesurant les effets de la pédagogie Montessori sur le développement et les apprentissages des enfants d'âges préscolaire et scolaire ont été réalisés dans différents pays, majoritairement anglophones. Les objectifs de cette thèse seront, d'une part, de synthétiser ces travaux par la réalisation d'une méta-analyse afin de cibler les domaines spécifiques préalablement étudiés (e.g. compétences scolaires, créativité, activités motrices), dans quels pays (e.g. États- Unis, France) et à quel degré la pédagogie Montessori est mise en place par les chercheurs auprès du groupe expérimental. En effet, l'ensemble des travaux existants mettent en avant des résultats variables et il semblerait que cette variabilité soit due à une certaine hétérogénéité dans l'application de la méthode Montessori (Lillard, 2012). D'autre part, la mise en place d'un dispositif expérimental nous permettra de mesurer l'impact de la pédagogie Montessori sur le développement et les apprentissages d'enfants typiques et atypiques d'âge préscolaire. [Currently, many studies measuring the effects of the Montessori pedagogy on the development and learning of preschool and school-age children have been conducted in largely anglophone countries. On the one hand, the objective of this thesis is to synthesize the whole researches in order to perceive which specific domains were studied (e.g. school skills, creativity, physical activities), in which countries (e.g. United States of America, France) and the level of Montessori pedagogy's implementation in experimental groups. Indeed, all the existing works highlight mixed results and this variability is likely to be caused by some of heterogeneity in the application of the Montessori method (Lillard, 2012). On the other hand, the implementation of an experimental system will enable us to measure the impact of Montessori pedagogy on the development and learning of typical and atypical preschool children.]

Language: French

Published: Nancy, France, 2018

Thesis

Montessori školy na malém městě / Montessori school in a small town

Available from: Univerzita Karlova Institutional Repository

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Abstract/Notes: Diplomová práce zkoumá úlohu Montessori škol na malém městě. Ve velkých městech je nabídka vzdělávacích příležitostí pestřejší, na malém městě představují Montessori školy často jedinou alternativu k běžné základní škole. Pro účel výzkumu byl zvolen kvalitativní design vícepřípadové studie. Předmětem šetření byly dvě školy. Prostřednictvím hloubkových rozhovorů s pěti rodiči, čtyřmi učiteli a dvěma zakladatelkami škol byla zjišťována prvotní očekávání a jejich naplnění z pohledu všech skupin respondentů. Rodiče od školy očekávají vstřícné a bezpečné prostředí, individuální přístup, respekt k dítěti, kooperativní prostředí, podnětný způsob výuky, podporu vnitřní motivace dětí, svobodu a zároveň odpovědnost. Očekávání učitelů spočívala v možnosti uplatnit alternativní způsoby výuky s ohledem na individualitu žáka, respektující přístup a spolupracující kolektiv. Zakladatelky chtěly vytvořit přívětivou školu založenou na principech Marie Montessori, která bude finančně dostupná pro běžné rodiny a bude moci díky důrazu na individuální přístup poskytnout kvalitní vzdělání širokému spektru dětí, včetně těch s individuálními potřebami. Očekávání všech tří skupin respondentů byla naplněna, což potvrdila i konzistence v jejich odpovědích. Úloha Montessori škol na malých městech je zásadní z několika důvodů: nabízejí možnost volby, poskytují kvalitní vzdělávání všem dětem, mají inkluzivní charakter, vyvíjejí nepřímo tlak na zlepšení ostatních škol v regionu, které usilují o zachování konkurenceschopnosti. / The diploma thesis describes the role of Montessori schools in a small town. In large cities, the range of educational opportunities is more varied; in a small town, Montessori schools are often the only alternative to regular primary schools. For the purpose of the research, the qualitative design of the multi-case study was chosen. Two schools participated in the research. Through in-depth interviews with five parents, four teachers and two school founders, initial expectations and their fulfillment were identified from the perspective of all groups of respondents. Parents expect a friendly and safe environment, an individual approach, and respect for the child, a cooperative environment, a stimulating way of teaching, support for the children's internal motivation, freedom and responsibility at the same time. Teachers' expectations consisted in the possibility of applying alternative ways of teaching with regard to the individuality of the pupil, respecting the approach and cooperating team. The founders wanted to create a friendly school based on the principles of Maria Montessori, which will be affordable for ordinary families and will be able to provide quality education to a wide range of children, including those with special needs. The expectations of all three groups of respondents were met, which was confirmed by the consistency in their answers. The role of Montessori schools in small towns is crucial for several reasons: they offer choice, provide quality education, they are inclusive, and they indirectly put pressure on other schools in the region to strive to remain competitive.

Language: Czech

Published: Prague, Czechia, 2021

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