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Article
Konsep Montessori Tentang Pendidikan Anak Usia Dini Dalam Perspektif Pendidikan Islam [The Montessori Concept of Early Childhood Education in the Perspective of Islamic Education]
Available from: Universitas Islam Negeri Sunan Kalijaga (Indonesia)
Publication: Jurnal Pendidikan Agama Islam [Journal of Islamic Religious Education], vol. 11, no. 1
Date: 2014
Pages: 37-52
Asia, Australasia, Indonesia, Montessori method of education - Criticism, interpretation, etc., Religious education, Southeast Asia
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Abstract/Notes: Education is the business of adults to prepare children to be able to live independently and is able to perform the duties of his life as well as possible. The toddler years are a golden period for the growth and development of children. Development of each child must be observed, education and teaching needs to be ailored to the child’s development. Montessori is early childhood education leaders who opened the eyes of their sensitive period in children, Montessori asserted that education is self-education. Montessori then use the freedom and liveliness of the child with the best in the method, so that each child had the opportunity to evolve according to the nature and talent. In Islam, God entrusted the child is to be protected and educated with the best. Therefore, addressing the development and early childhood education, the need for an educational program that is designed in accordance with the child’s developmental level. This study aims to describe and analyze the Montessori concept of early childhood education in the perspective of Islamic education. Data collection through literature study is based on primary and secondary data. Data analysis using analytic descriptive with inductive thinking patterns. The results showed: 1) Montesssori shift from teacher-education center central (teachers as a source of learning) be child-central (protégé as a center of learning); 2) Sensitive Periods expressed early age is a sensitive period; 3) The freedom and independence according to the Montessori system is not real freedom, but freedom is limited; 4) Child’s Self-Construction stating that children construct their own development of his soul; 5) At the time of early childhood have a soul absorbent range of knowledge and experience in his life. Montessori concept in Islamic educational perspective, the emphasis is on the child’s intellectual is right. However, it should pay attention to other aspects such as emotional aspects and skills.
Language: Indonesian
DOI: 10.14421/jpai.2014.111-03
ISSN: 2502-2075
Article
Montessori Education and a Neighborhood School: A Case Study of Two Early Childhood Education Classrooms
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 6, no. 1
Date: 2020
Pages: 1-18
Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.
Language: English
ISSN: 2378-3923
Article
Achieving Inclusive Education in Early Childhood: From the Viewpoint of an Affinity Between Inclusive Education and Montessori Education
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 49
Date: 2016
Pages: 100-113
Asia, East Asia, Inclusive education, Japan, Montessori method of education
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Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.
Language: Japanese
ISSN: 0913-4220
Article
Lillian de Lissa: Women Teachers and Teacher Education in the Twentieth Century a Transnational History [book review]
Available from: ScienceDirect
Publication: History of Education Review, vol. 47, no. 1
Date: 2018
Pages: 102-103
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Abstract/Notes: This is a review of the book by Kay Whitehead.
Language: English
ISSN: 0819-8691
Book
Lillian de Lissa, Women Teachers and Teacher Education in the Twentieth Century: A Transnational History
Australasia, Australia, Australia and New Zealand, Lillian de Lissa - Biographic sources, Montessori method of education, Oceania
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Abstract/Notes: Beginning with Lillian de Lissa’s career as foundation principal of the Adelaide Kindergarten Training College in Australia (1907–1917) and Gipsy Hill Training College in London (1917–1947), and incorporating the lives and work of her Australian and British graduates, this book illuminates the transnational circulation of knowledge about teacher education and early childhood education in the twentieth century. Acutely aware of anxieties regarding the role of modern women and the social positioning of teachers, students who attended college under de Lissa’s leadership experienced a progressive institutional culture and comprehensive preparation for work as kindergarten, nursery and infant teachers. Drawing on a broad range of archival material, this study explores graduates’ professional and domestic lives, leisure activities and civic participation, from their initial work as novice teachers through diverse life paths to their senior years. Due to the interwar marriage bar, many women teachers married, resigned from paid work and became mothers. The book explores their experiences, along with those of lifelong teachers whose work spread across a range of educational fields and different parts of the world. Although most graduates spent their lives in Australia or England, de Lissa’s personal and professional networks traversed the British dominions and colonies, Europe and the USA, fostering fascinating global connections between people, places and educational ideas.
Language: English
Published: New York, NY: Peter Lang, 2016
ISBN: 978-3-0343-1955-3
Article
The Democratic School and the Pedagogy of Janusz Korczak: A Model of Early Twentieth Century Reform in Modern Israel
Available from: International Association of Educators (INASED)
Publication: International Journal of Progressive Education, vol. 9, no. 1
Date: 2013
Pages: 119-132
Asia, Israel, Janusz Korczak - Biographic sources, Middle East, Western Asia
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Abstract/Notes: This article explores the history and pedagogy of Janusz Korczak within the context of his contemporary early Twentieth-Century European Innovative Educators which include Maria Montessori, Homer Lane, A.S. Neill, and Anton Semyonovitch Makarenko. The pedagogies of the aforementioned are compared and contrasted within the literature.
Language: English
ISSN: 1554-5210
Book Section
Teosofia e antroposofia nell'Italia del primo Novecento [Theosophy and anthroposophy in early twentieth century Italy]
Book Title: Storia d'Italia. Annali
Pages: 569-598
Europe, Feminism, Italy, Maria Montessori - Biographic sources, Southern Europe, Spirituality, Theosophical Society, Theosophy
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Abstract/Notes: An English version, which was "revised, expanded", of this article appeared in, Theosophical History, vol. 16, no. 2 (2012).
Language: Italian
Published: Torino, Italy: Einaudi, 2010
ISBN: 978-88-06-19035-4
Volume: 25 (Esoterismo)
Article
Protagoniste femminili del primo Novecento [Female protagonists of the early twentieth century]
Publication: Problemi del socialismo [Problems of socialism], no. 4
Date: 1976
Pages: 229-260
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Language: Italian
ISSN: 0552-1807
Book Section
The Montessori Phenomenon: Gender and Internationalism in Early Twentieth-Century Innovation
Book Title: Practical Visionaries: Women, Education, and Social Progress, 1790-1930
Pages: 203-220
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Language: English
Published: New York: Routledge, 2000
ISBN: 978-1-315-83855-7
Article
The Idea of Viśva Bhāratī: Cosmopolitanism, Transculturality and Education in Early Twentieth Century South Asia
Available from: Taylor and Francis Online
Publication: South Asian History and Culture, vol. 12, no. 4
Date: 2021
Pages: 436-444
Asia, India, Rabindranath Tagore - Biographic sources, South Asia, Viśva Bhāratī
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Abstract/Notes: In 1921, Rabindranath Tagore (1861–1941) inaugurated Viśva Bhāratī as an institution of higher learning, an ‘uttarbibhāga’, as has been observed, based on the foundations of the brahmacaryāśrama, i.e., ‘pūrvabibhāga’. This special article is a critical reflection on some aspects of this history. First, it strives to historically situate the development of Viśva Bhāratī against the backdrop of the cosmopolitan transcultural entanglements of contemporaneous Indian intellectual life. Second, it endeavours to signpost some key strands of contemporaneous educational philosophy and their broader exigencies. In doing so, it neither claims to provide a definitive history of this institution based extensively on original research nor does it mean to narrate in any triumphalist tone its century-long journey. This then is a commemoration of the institution at its centenary by way of a critical reappraisal of the world of ideas from which it emerged and with focus on some of its early defining moments.
Language: English
DOI: 10.1080/19472498.2021.1981673
ISSN: 1947-2498