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Article
Integrated Edcuaton of Healthy Children and Children with Multiple and Variable Disorders
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1981, no. 1/2
Date: 1981
Children with disabilities, Inclusive education, Montessori method of education, Montessori schools, Special education
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Language: English
ISSN: 0519-0959
Book
The Child and Society: Essays in Applied Child Development
Available from: Books to Borrow @ Internet Archive
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Language: English
Published: New York, New York: Oxford University Press, 1979
ISBN: 978-0-19-502372-5 0-19-502372-2 978-0-19-502371-8 0-19-502371-4
Article
The Place of the Outdoors in a Good Childhood: Historical and Contemporary Perspectives on Outdoor Provision in Early Childhood Education
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2007, no. 1
Date: 2007
Pages: 34–52
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Language: English
ISSN: 0519-0959
Book
Listening to God with Children: The Montessori Method Applied to the Catechesis of Children
Maria Montessori - Philosophy, Montessori method of education, Religious education
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Language: English
Published: Loveland, Ohio: Treehaus Communications, 2000
Edition: [2nd ed.]
ISBN: 1-886510-14-8 978-1-886510-14-2
Article
Dr. Montessori and the Implications of Current Brain Research (The Child's Brain/the Child's Mind)
Publication: The Alcove: Newsletter of the Australian AMI Alumni Association, no. 13
Date: Dec 2004
Pages: 3–5
Maria Montessori - Philosophy, Neuroscience
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Language: English
Article
Parent Enrollment at Model Children's House [Powder Mill Children's House, Beltsville, Maryland]
Publication: Montessori Observer, vol. 11, no. 6
Date: Nov 1990
Pages: 1, 4
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Language: English
ISSN: 0889-5643
Article
Gardening with Children: Children Helping Nature
Publication: Tomorrow's Child, vol. 4, no. 3
Date: 1996
Pages: 23
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Language: English
ISSN: 1071-6246
Article
Making Room for Children's Autonomy: Maria Montessori's Case for Seeing Children's Incapacity for Autonomy as an External Failing
Available from: Wiley Online Library
Publication: Journal of Philosophy of Education, vol. 50, no. 3
Date: 2016
Pages: 332-350
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Abstract/Notes: This article draws on Martha Nussbaum's distinction between basic, internal, and external (or combined) capacities to better specify possible locations for children's ‘incapacity’ for autonomy. I then examine Maria Montessori's work on what she calls ‘normalization’, which involves a release of children's capacities for autonomy and self-governance made possible by being provided with the right kind of environment. Using Montessori, I argue that, in contrast to many ordinary and philosophical assumptions, children's incapacities for autonomy are best understood as consequences of an absence of external conditions necessary for children to exercise capacities they already have internally, rather than intrinsic limitations based on their stage of life. In a closing section, I show how Montessori proposes a model wherein both children and adults have autonomy, power, and responsibility, but over different spheres, and suggest implications of these differences for who has responsibility for establishing the conditions under which children can flourish.
Language: English
ISSN: 1467-9752
Article
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
Date: 2018
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
ISSN: 2378-3923
Master's Thesis
Komunikace s předškolními dětmi v pedagogice M. Montessori (Děti s českým a jiným mateřským jazykem) / Communication with pre-school children in Montessori approach (Children with Czech and other first language)
Available from: Univerzita Karlova Institutional Repository
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Abstract/Notes: The goal of this thesis is to describe teachers' communication with toddlers and pre- schoolers from mono- and bilingual families in Montessori schools or schools inspired by the Montessori method. The thesis consists of two parts. The first part is theoretical and contains chapters on children's communication and communication with children, its forms and specific aspects; language and language acquisition, bilingualism, the founder of Montessori education, the Montessori education per se and communication with children according to its principles. The second part is practical and presents an analysis of the pragmatic component of teachers' communication with children through audio recordings or hand-written notes taken during participant observation. It focuses on the characteristics and specific features of teachers' communication with children in Montessori pre- schools. It includes the description of communication environment which complements the teachers' communication with children. It also contains semi-structured interviews with teachers and photographs in the attachment. / Cílem této diplomové práce je charakterizovat komunikaci učitelek s dětmi batolecího a předškolního věku z mono- i z bilingvních rodin, v zařízeních typu Montessori nebo v zařízeních touto pedagogikou inspirovaných. Diplomová práce je tvořena dvěma částmi - první, teoretickou část, představují kapitoly o komunikaci dětí a s dětmi, jejích formách a specificích, o jazyku a jeho osvojování, o bilingvismu, o zakladatelce pedagogiky Montessori a jejích metodách a o komunikaci s dětmi v tomto výchovném směru. Druhá, praktická část, prezentuje analýzu pragmatické složky komunikace učitelek s dětmi, skrze audio nahrávky či písemné záznamy komunikace ze zúčastněného pozorování. Zaměřuje se na charakteristiku a specifické rysy komunikace učitelek s dětmi v Montessori zařízeních předškolního typu. Věnuje se také popisu komunikačního prostředí, který doplňuje komunikaci učitelek s dětmi, stejně tak jako polostrukturované rozhovory s učitelkami a fotografie, jež uvádíme v příloze.
Language: Czech
Published: Prague, Czechia, 2022