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Book Section

Written Language: The Old Methods of Teaching Reading and Writing; My First Experiments with Defective Children; First Experiments with Normal Children

Book Title: The Discovery of the Child

Pages: 199-216

Maria Montessori - Writings

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Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017

ISBN: 978-90-79506-38-5

Series: The Montessori Series , 2

Article

English with Non-English Children in a Montessori House of Children

Publication: Around the Child, vol. 14

Pages: 40-48

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Language: English

ISSN: 0571-1142

Article

English with Non-English Children in a Montessori House of Children [2]

Available from: Stadsarchief Amsterdam (Amsterdam City Archives)

Publication: Around the Child, vol. 4

Pages: 28-33

Children's House (Casa dei Bambini)

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Language: English

ISSN: 0571-1142

Article

What's Eating Our Children: Eating Disorders in Young Children

Publication: Tomorrow's Child, vol. 1, no. 5

Pages: 8–9

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Abstract/Notes: An interview with Darlene M. Atkins

Language: English

ISSN: 1071-6246

Article

To Save Displaced Children and Young Refugees: Montessori’s Early Initiatives for Children at Risk

Available from: Association Montessori Internationale

Publication: AMI Journal (2013-), vol. 2020

Pages: 18-25

Displaced communities, Refugees, White Cross (Croce Bianca)

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Language: English

ISSN: 2215-1249, 2772-7319

Book

Talent for the future: social and personality development of gifted children: Proceedings of the Ninth world conference on gifted and talented children

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Language: English

Published: Assen, The Netherlands: Van Gorcum & Co., 1992

ISBN: 90-232-2656-9

Archival Material Or Collection

Box 11, Folder 50 - Manuscript Fragments, n.d. - "The New Children - A Miracle in Education / "The New Children - or - New Method"

Available from: Seattle University

Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings

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Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Article

What If Our Children Knew of Bali? A Teacher Reflects on a Culture in Which Children Are Respected

Publication: Tomorrow's Child, vol. 2, no. 1

Pages: 15–16

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Language: English

ISSN: 1071-6246

Article

Primary Children [Writings by children in 9-12 class]

Publication: Montessori Matters

Pages: 6–7

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Language: English

Article

✓ Peer Reviewed

Children’s Preference for Real Activities: Even Stronger in the Montessori Children’s House

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 4, no. 2

Pages: 1-9

Americas, Montessori method of education - Evaluation, North America, United States of America

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Abstract/Notes: In the United States, children are often given the opportunity to engage in pretend activities; many believe this kind of play benefits children’s development. Recent research has shown, though, that when children ages 4 to 6 are given a choice to do the pretend or the real version of 9 different activities, they would prefer the real one. The reasons children gave for preferring real activities often concerned their appreciation of the functionality; when children did prefer pretend activities, their reasons often cited being afraid of, not allowed to, or unable to do the real activity. Given that children in Montessori classrooms have more experience performing real, functional activities, in this study we asked if this preference for real activities is even stronger among children in Montessori schools. We also asked children to explain their preferences. The data are from 116 3- to 6-year-old children (M = 59.63 months, SD = 12.08 months; 68 female): 62 not in Montessori schools and 54 in Montessori schools. Children explained their preferences for pretendand real versions of 9 different activities. Children in Montessori schools preferred real activities even more than did children in other preschools, but all children explained their choices in similar ways. The implications of these results are discussed with regard to play in preschool classrooms.

Language: English

DOI: 10.17161/jomr.v4i2.7586

ISSN: 2378-3923

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