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Article

Analisis Metode Montessori Dalam Meningkatkan Kemampuan Membaca Permulaan Siswa SD/MI Kelas Rendah [Analysis of the Montessori Method in Improving the Beginning Reading Ability of Low Grade SD/MI Students]

Available from: Al-Aulad: Journal of Islamic Primary Education

Publication: Al-Aulad: Journal of Islamic Primary Education, vol. 3, no. 2

Pages: 69-77

Asia, Australasia, Indonesia, Montessori method of education - Evaluation, Southeast Asia

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Abstract/Notes: Metode Montessori merupakan metode yang dirumuskan berdasarkan teori montessori yang dapat digunakan dalam ranah pendidikan anak  dan disusun berdasarkan teori tentang perkembangan anak.  Karakteristik yang  paling terlihat dari metode ini yaitu menekankan pada aktivitas yang dimunculkan oleh diri anak dengan menekankan pada proses adaptasi lingkungan belajar anak yang dibentuk sesuai dengan tahap perkembangannya menggunakan peran dari aktivitas fisik dalam menyerap konsep pembelajaran untuk memiliki kemampuan yang praktis. Tulisan ini bertujuan untuk mendeskripsikan bagaimanakah metode Montessori dalam meningkatakan kemampuan membaca permulaan. Penelitian ini merupakan studi kepustakaan (library research), pembahasan dianalisis dengan menggunakan metode analisa isi (analysis content). Sumber yang digunakan dalam tulisan ini merupakan tulisan-tuliasan Maria yang telah diterjemahkan kedalam bahasa Indonesia. Hasil Penelitian trekait penerapan metode montessori menggunakan aktivitas rangsangan sesuai dengan prinsip maria montessori ternyata dalam pembelajaran dapat meningkatkan kemampuan membaca siswa dan dapat mengatasi keterbatasan siswa dalam pengenalan huruf-huruf. Maka dengan menggunakan metode Montessori untuk belajar membaca diupayakan dapat membantu peserta didik dalam mengembangkan kemampuan kognitif, psikomotor, dan afektif yang terdapat pada diri peserta didik, dengan membuat anak dapat belajar sesuai dengan tingkat perkembangannya. [The Montessori method is a method formulated based on the montessori theory which can be used in the realm of children's education and is compiled based on the theory of child development. The most visible characteristic of this method is that it emphasizes the activities brought up by the child by emphasizing the adaptation process of the child's learning environment which is formed according to their development stage using the role of physical activity in absorbing the concept of learning to have practical abilities. This paper aims to describe how the Montessori method is to improve pre-reading skills. This research is a library research, the discussion is analyzed using the content analysis method (content analysis). The source used in this paper is Maria's writings which have been translated into Indonesian. The results of this research concerning the application of the montessori method using stimulation activities in accordance with the principle of maria montessori, it turns out that learning can improve students 'reading skills and can overcome students' limitations in recognizing letters. So by using the Montessori method to learn to read, it is endeavored to help students develop cognitive, psychomotor, and affective abilities that are found in students, by enabling children to learn according to their level of development.]

Language: Indonesian

DOI: 10.15575/al-aulad.v3i2.7917

ISSN: 2620-5238

Article

Membedah Pemikiran Maria Montessori Pada Pendidikan Anak Usia Dini [Dissecting Maria Montessori's Thought on Early Childhood Education]

Available from: Pedagogi: Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini

Publication: Pedagogi: Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini [Pedagogy: Journal of Early Childhood and Early Childhood Education], vol. 6, no. 2

Pages: 57-67

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

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Abstract/Notes: Artikel ini mengkaji tentang pendidikan anak usia dini berdasarkan pemikiran Montessori. Biografi, kurikulum, metode, lingkungan kelas Montessori menjadi pembahasan dalam artikel ini. Hasil penelitian studi literatur menunjukkan bahwa Montessori merupakan seorang wanita pertama Italia lulusan kedokteran. Montessori tertarik pada studi tentang penyakit mental dan gangguan psikologis terhadap anak. Ia membuka sebuah sekolah dengan murid-muridnya yang cacat mental, hingga ia meneliti bagaimana metode pendidikan untuk anak cacat mental. Montessori berkeyakinan bahwa metode yang telah dilakukannya pada anak cacat mental bisa dilakukan juga pada anak-anak normal. Menurut Montessori rentang usia anak 0 sampai 3 tahun merupakan usia dibawah sadar, dan rentang usia 4 sampai 6 tahun mengalami peningkatan ke usia sadar. Kurikulum Montessori terdiri dari tiga bagian yaitu lingkungan praktis, latihan sensorik motorik, dan perkembangan bahasa. Kebebasan, lingkungan yang terstruktur dan teratur merupakan elemen penting dalam metode Montessori. Dan lingkungan kelas Montessori yang terdiri dari prinsip kebebasan, ketertiban, kenyataan dan alam, suasana dan keindahan, bahan-bahan Montessori dan pengembangan kehidupan masyarakat. [This article examines early childhood education based on Montessori thinking. Biography, curriculum, methods, and the Montessori classroom environment are discussed in this article. The results of the literature study showed that Montessori was the first Italian woman to graduate from medicine. Montessori was interested in the study of mental illness and psychological disorders in children. He opened a school with mentally disabled students, so he researched educational methods for mentally disabled children. Montessori believes that the method he has done on mentally disabled children can also be applied to normal children. According to Montessori, the age range of children 0 to 3 years is a subconscious age, and the age range of 4 to 6 years has increased to the conscious age. The Montessori curriculum consists of three parts, namely the practical environment, motor sensory training, and language development. A free, structured and orderly environment is an essential element of the Montessori method. And the Montessori classroom environment which consists of the principles of freedom, order, reality and nature, atmosphere and beauty, Montessori materials and the development of people's lives.]

Language: Indonesian

DOI: 10.30651/pedagogi.v6i2.4950

ISSN: 2599-042X, 2599-0438

Master's Thesis

蒙特梭利幼兒教育的幼兒就學準備度之研究 [The School Readiness of Montessori Early Childhood Education]

Available from: National Chengchi University Electronic Theses and Dissertations

Academic achievement, Asia, East Asia, Montessori method of education, Readiness for school, Taiwan

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Abstract/Notes: Montessori education has developed for over a century, mainly due to Montessori found the early childhood development principles and rules by the scientific method. She advocates child-centered,and there are three elements of Montessori education:(1)prepared environment, (2) teachers, (3) teaching aids, through the three to guide children's learning. However, in Taiwan, people worried about that Montessori education is lack of emotional, creativity , interpersonal learning, and the transition with primary education, therefore Montessori education is still being considered as an alternative education. In this regard, Montessori Teachers Association of the R.O.C pointed many longitudinal study shows that Montessori children perform better than the traditional-education children in many ways of academic achievements, active learning, interpersonal relationships, and emotional management. Nowadays, the concept of " school readiness " becomes more important, and the Ministry of Education is actively compiling the "Guidelines of Nursery Education Activities and Security Curriculum " which is particularly imply the importance of transition program. Thus, this study proposes to investigate Montessori education from the perspective of school readiness. First , researcher explored the common context of Montessori education and school readiness by document analysis, then based on the results to construct "The corresponding table of Montessori education and five-year-old children school readiness assessment “, and corrected the table by expert validity. Finally, assess the Montessori children's school readiness in actually. Data were analyzed by descriptive analysis, Crosstabs, Chi-square test, Pearson’s product -moment correlation, Spearman's rank correlation, t- test, and one way ANOVA. The results were summarized as follow: A."The corresponding table of Montessori education and five-year-old children school readiness assessment “ is highly corresponded, show they concerned the same capacity of children. Initially reflected Montessori education conform the basic development requirements of Taiwan early child education, and could help children get ready into primary school. B. Montessori children in this study sample get good school readiness. C. There is significant difference towards the school readiness between children study /non-study Montessori kindergarten. D. There is significant difference towards school readiness of “physical health and development domain”、”mathematical logic and cognitive science domain” between Montessori kindergartens and Montessori child care;there is no significant correlation between children’s school year in Montessori kindergarten and children’s school readiness;there is no significant difference towards the school readiness between boys and girls. E. There is significant correlation in “physical health and development domain”、”language and communicate domain”、” mathematical logic and cognitive science domain”、” cultural and artistic domain” and ” overall average” between school readiness and the years of teaching five-year classes (ambiguous age);there is significant correlation between school readiness and the highest degree of Montessori teachers;there is no significant difference towards the school readiness between the teachers with different Montessori teacher license.

Language: Chinese

Published: Taipei, Taiwan, 1999

Doctoral Dissertation

Montessori in India: A Study of the Application of her Method in a Developing Country

Available from: University of Sydney Libraries

Asia, Ceylon, India, Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., South Asia, Sri Lanka, Theosophical Society, Theosophy

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Abstract/Notes: In India the Montessori Method has survived in various forms for a continuous period longer than virtually anywhere else in the world. Its adoption coincided with a crucial period in the nation's history when a growing nationalist movement was seeking to rid the country of foreign domination and dependency. Although the Method was foreign, the emphasis on liberty and the development of individuals capable of independent thought and action appealed to elite groups and to elements of the nationalist movement. The Method was believed to be modern and scientific and was greeted with enthusiasm by those who sought modernization and progress in a traditional society. Late in life Maria Montessori, accompanied by her son Mario, visited India, and her presence over a period of almost nine years from 1939-46 and 1947-49 gave a boost to the growing Montessori movement. Whilst in India, Montessori gave full voice to the spiritualism inherent in her work. In the West she was considered eccentric and her Method out of date, but in India, where religion exerted a powerful and pervasive influence, she was consistent with an ancient tradition of religious educators. A sprinkling of Indians had always attended her international training courses abroad, and in India they flocked to hear her message of human regeneration through the child. The Montessori Method was largely patronized by a relatively affluent, Westernized and urbanized elite who could afford the expensive apparatus. Gandhi, however, had urged Montessori to devise materials in accordance with the economic and social conditions prevailing in India's villages. Although she found much time during the years in India to develop her Method further to cover the period from birth to three years and from six to twelve years, she appears to have given little thought to its application among the country's largely illiterate poor who comprised the bulk of the population. However, an "Indianized" Montessori movement emerged in Western India, allied to the Gandhian nationalist movement, which became concerned with "adapting" the Method according to Gandhian principles, and applying it in the villages. The resultant hybrid pre-primary education enjoyed widespread application in post-Independence India and received recognition at the national level by government and non-government agencies. Recently it has been afforded a crucial role in a major human resources development programme designed to alleviate the effects of poverty amongst women and young children. The present study has drawn on a wide range of primary and secondary sources including archival material, newspapers, journals, published and unpublished correspondence, and personal interviews to trace the history of the Montessori movement in India from the time of early interest in the Method in 1912. The early chapters provide an introduction to Montessori's life and work and an historical background to the adoption of the Method. The application of the Method and the expansion of the Montessori movement is explored in subsequent chapters and, finally, in chapters six and seven, the study discusses directions in the movement after the departure of Madame Montessori and her son in 1949.

Language: English

Published: Sydney, Australia, 1987

Undergraduate Thesis

Implementasi metode montessori dalam pembelajaran Matematika anak usia 3-4 tahun di PG-TK Ar-Raudhah Pepelegi [Implementation of the Montessori method in learning Mathematics for children aged 3-4 years at PG-TK Ar-Raudhah Pepelegi]

Available from: Universitas Islam Negeri Sunan Ampel Surabaya Digital Library

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

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Abstract/Notes: Penelitian ini dilatar belakangi oleh kemampuan matematika anak usia 3-4 tahun di PG-TK Ar-Raudhah Pepelegi, dengan kemampuan matematika yang dimiliki anak lain, secara umum anak masih bergantung pada orang tua atau guru dalam memahami pembelajaran yang diberikan guru. Jika dilihat pada anak usia 3-4 tahun yang ada di PG-TK Ar-Raudhah Pepelegi, mereka sudah memperlihatkan kemampuan yang dimilikinya mulai dari mengenal bilangan melalui jumlah benda sampai dengan anak mampu menyelesaikan tugas yang diberikan guru. Pada dasarnya dengan memberikan kesempatan kepada anak untuk mencari pengalaman secara langsung dapat menambah kemampuan matematika pada diri anak. Maka metode pembelajaran seperti apakah yang dilakukan di PG-TK Ar-Raudhah sehingga kemampuan matematika anak usia 3-4 tahun dapat berkembang dengan baik. Rumusan masalah penelitian ini adalah (1) Bagaimana kemampuan matematika anak usia 3-4 tahun PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo, (2) Bagaimana Implementasi metode Montessori dalam kemampuan matematika anak usia 3-4 tahun di PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo. Penelitian ini menggunakan pendekatan kualitatif dan pengambilan data dilakukan dengan menggunakan metode observasi, wawancara, dan dokumentasi. Analisa yang digunakan yakni model Miles dan Huberman dimana dalam proses analisanya dimulai dari mereduksi data, kemudian menyajikan dan verifikasi. Teknik keabsahan data yang digunakan yakni metode triangulasi. Hasil penelitian menunjukkan bahwa implementasi metode Montessori dalam pembelajaran matematika khususnya di PG-TK Ar-Raudhah Pepelegi berkembang cukup bagus karena anak mulai mampu mengenal bilangan sampai dengan memahami konsep dan mampu menyelesaikan tugas yang diberikan guru dengan sedikit atau tanpa bantuan sama sekali, hal ini menunjukkan bahwa startegi guru dalam menerapkan metode montessori dalam meningkatkan kemampuan matematika yang dimiliki anak sudah mulai berkembang dengan baik. Begitu juga dengan implementasi yang telah dilaksanakan di lembaga PG-TK Ar-Raudhah Pepelegi sudah sesuai dengan tahapan yang ada pada metode Montessori mulai dari tahapan menunjukkan bilangan, tahapan mengenalkan dengan media pembelajaran kongkret sampai dengan tahapan mengingat kembali pembelajaran matematika yang sudah diberikan guru sebelumnya, sehingga anak dapat meningkatkan kemampuan matematika yang dimilikinya dengan baik. [This research is motivated by the mathematical ability of children aged 3-4 years in PG-TK Ar-Raudhah Pepelegi, with the mathematical abilities of other children, in general children still depend on their parents or teachers in understanding the learning given by the teacher. If you look at children aged 3-4 years in PG-TK Ar-Raudhah Pepelegi, they have shown their abilities ranging from recognizing numbers through the number of objects until the child is able to complete the tasks given by the teacher. Basically, by providing opportunities for children to seek direct experience, they can increase their mathematical abilities. So what kind of learning method is used in PG-TK Ar-Raudhah so that the mathematical abilities of children aged 3-4 years can develop well. The formulation of the research problem is (1) How is the mathematical ability of children aged 3-4 years at PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo, (2) How is the implementation of the Montessori method in the mathematical abilities of children aged 3-4 years at PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo. This study used a qualitative approach and data collection was carried out using the methods of observation, interviews, and documentation. The analysis used is the Miles and Huberman model where the analysis process starts from reducing data, then presenting and verifying. The data validity technique used is the triangulation method. The results showed that the implementation of the Montessori method in learning mathematics, especially in PG-TK Ar-Raudhah Pepelegi developed quite well because children began to be able to recognize numbers to understand concepts and were able to complete tasks given by the teacher with little or no help, this shows that the teacher's strategy in applying the Montessori method in improving children's mathematical abilities has begun to develop well. Likewise, the implementation that has been carried out at the PG-TK Ar-Raudhah Pepelegi institution is in accordance with the stages in the Montessori method starting from the stage of showing numbers, the stage of introducing concrete learning media to the stage of recalling mathematics learning that has been given by the previous teacher, so that children can improve their mathematical abilities well.]

Language: English

Published: Surubaya, Indonesia, 2020

Article

Izkušnje zaposlenih z uporabo metode montessori pri delu s starejšimi in osebami z demenco v domu starejših občanov: študija primera [Experiences of employees using the Montessori method in working with the elderly and people with dementia in a home for the elderly: a case study]

Available from: ZZBNS (Slovenia)

Publication: Obzornik zdravstvene nege [Nursing Review], vol. 55, no. 2

Pages: 102-112

Alzheimer's disease, Dementia, Gerontology, Montessori therapy, Montessori-based interventions (MBI)

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Abstract/Notes: Uvod: Pristop, usmerjen k uporabniku, prispeva h kakovosti življenja starejših in oseb z demenco v domu starejših občanov ter k dobremu počutju zaposlenih na delovnem mestu. Namen raziskave je bil ugotoviti izkušnje zaposlenih v domu starejših občanov z uporabo metode montessori pri delu s starejšimi in osebami z demenco. Metode: Narejena je bila študija primera v domu starejših občanov, kjer uporabljajo metodo montessori. Delno strukturirani intervjuji so bili izvedeni z enajstimi zaposlenimi v enem izmed domov za starejše občane v Sloveniji. Za analizo podatkov je bila uporabljena metoda analize vsebine. Rezultati: Identificirane so bile štiri kategorije: (1) vsebinski in organizacijski vidiki metode montessori pri obravnavi starejših in oseb z demenco; (2) sodelovanje med zaposlenimi, stanovalci in svojci; (3) osebni razvoj zaposlenih; (4) pomen izobraževanja za zaposlene. Raziskava pri izkušnjah zaposlenih v obravnavi starejših in oseb z demenco pokaže preplet vseh kategorij.kategorij. Diskusija in zaključek: Ugotovitve prispevajo novo znanje na področju uporabe metode montessori v domovih za starejše občane. Izkušnje zaposlenih so pokazale, da uporaba metode montessori pripomore k boljšemu razumevanju pomena sodelovanja, izobraževanja ter s tem povezanega osebnega razvoja zaposlenih. V praksi je priporočeno sistematično uvajati metodo montessori za starejše in osebe z demenco s poudarkom na izobraževanju, ki je nujna podlaga za praktično delo. Predlagamo nadaljnje raziskovanje izkušenj zaposlenih ter iskanje možnosti za uvajanje metode tudi v druge domove starejših občanov. [Introduction: The user-centered approach contributes to the quality of life of the elderly and people with dementia in the home for the elderly and to the well-being of employees at work. The purpose of the research was to determine the experience of employees in a home for the elderly using the Montessori method in working with the elderly and people with dementia. Methods: A case study was done in a nursing home where the Montessori method is used. Partially structured interviews were conducted with eleven employees in one of the homes for the elderly in Slovenia. A content analysis method was used for data analysis. Results: Four categories were identified: (1) substantive and organizational aspects of the Montessori method in the treatment of the elderly and people with dementia; (2) cooperation between employees, residents and relatives; (3) personal development of employees; (4) the importance of education for employees. Research on the experience of employees in the treatment of the elderly and people with dementia shows the intertwining of all categories.categories. Discussion and conclusion: The findings contribute new knowledge in the application of the Montessori method in homes for the elderly. Employee experience has shown that the use of the Montessori method helps to better understand the importance of cooperation, education and related personal development of employees. In practice, it is recommended to systematically introduce the Montessori method for the elderly and people with dementia with an emphasis on education, which is a necessary basis for practical work. We suggest further research into the experience of employees and the search for opportunities to introduce the method in other homes for the elderly.]

Language: Slovenian

DOI: 10.14528/snr.2021.55.2.3024

ISSN: 2350-4595

Article

Maria Montessori: The Montessori Method (Introduction by Martin Mayer); Spontaneous Activity in Education (The Advanced Montessori Method, Vol. 1); The Montessori Elementary Material (The Advanced Montessori Method, Vol. 2)

Available from: Springer Link

Publication: International Review of Education, vol. 11, no. 2

Pages: 240-242

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Language: English

DOI: 10.1007/BF01419908

ISSN: 0020-8566

Master's Thesis

Montessori and Religious Education in Western Cape Preschools

Available from: University of Cape Town

Africa, Catholic schools, Comparative education, Jewish religious schools, Montessori method of education, Montessori schools, Religious education, South Africa, Southern Africa, Sub-Saharan Africa

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Abstract/Notes: The debate about whether or not religious education should be included in early childhood education is a longstanding one. Even those who believe that Religious education should be included in early childhood programs cannot agree about the content or method for including it. The phenomenon of religious education in Montessori pre-primary schools in the Western Cape Province of South Africa is explored in this study, using a qualitative research approach. More specifically, the study explored the goals of their religious education; the level of awareness of Montessori's approach to religious education and finally looked at how they were implementing religion in their schools. A sample of 4 pre-schools were selected from the 90 Montessori pre-schools in the Western Cape. These included a Non-Denominational, Muslim, Christian and a Jewish School. The Muslim and Non-Denominational schools are full Montessori schools, while the Christian and Jewish schools have incorporated Montessori alongside other curriculums, namely the Jubilee Excellence School Curriculum and Reggio-Emilia approach, respectively. A collective case study approach was adopted and data was collected through observations and interviews. While the findings cannot easily be generalized, it is significant in providing a starting point to understanding the phenomenon of religious education in Montessori pre-schools in the Western Cape. The study highlighted Dr Montessori's personal and professional struggle with religion and found that the struggles Dr Montessori faced in terms of Religion have still not been resolved today. The schools in the Western Cape still grappled with the essence of Montessori's struggle, i.e. where to place religion and how to integrate it in the Montessori method and philosophy. Dr Montessori's beliefs about the importance of spirituality in the early years were found to be consistent with the contemporary views of scholars around the world. The religious schools followed guidelines of their own religions when deciding on which values to focus on. At the Jewish school, the focus was on the community, while at the Muslim school the focus was on the individual and selfetiquette. The focus of the Christian school was on discipline and obedience. The schools had various commitments to spiritual and ethical development of the children. Finally, the study found that the Montessori method was ideal for teaching the practices of religion, but when schools delved into issues of faith or love of God, they switched to other modes of teaching (e.g. preaching). This disjuncture between teaching faith and practices was ultimately Dr Montessori's reason for abolishing religious education from her method.

Language: English

Published: Cape Town, South Africa, 2017

Article

Formare il «nuovo Maestro» secondo Maria Montessori / Formar al «nuevo Maestro» según Maria Montessori / Training the «new Teacher» according to Maria Montessori

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 5, no. 4

Pages: 78-91

Hélène Lubienska de Lenval - Biographic sources, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Teacher training, Montessori method of education - Teachers, Teacher training

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Abstract/Notes: È noto quanto Maria Montessori fosse esigente nei confronti del maestro. In questo articolo si presenta la sua visione delle caratteristiche che devono animare il «nuovo Maestro» per consentire «al bambino nuovo» di potersi sviluppare in modo armonioso ed equilibrato. Dato che la peculiarità della pedagogia montessoriana è cambiare la modalità relazionale tra l’adulto e il bambino, sono messi in risalto alcuni aspetti concreti e universali condivisibili da tutti gli insegnanti. Questi possono essere applicati ovunque e possono anche facilitare la didattica, anche senza applicare tutto il Metodo Montessori, giacché l’autoeducazione del bambino è legata all’autodisciplina dell’adulto. Per formare i maestri Maria Montessori aveva scelto di organizzare i Corsi internazionali di formazione che duravano diversi mesi. Per chiarire gli elementi essenziali, vengono studiate le conferenze riguardo al nuovo maestro pronunciate durante questi corsi. Da esse vengono ricavati i tre livelli di formazione: materiale, scientifica e spirituale. Alcuni aspetti imprescindibili vengono più approfonditi, quali lo spogliarsi dei preconcetti, il cambiare le attitudini morali e l’essere un’osservatore gioioso, aspetti che la Montessori considerava essenziali per risolvere il problema dell’educazione. Basandosi anche su alcuni racconti di allieve, sono proposte alcune modalità scelte da Hélène Lubienska de Lenval durante il suo Cours Pédagogique, e sono presentate alcune scelte pedagogiche di Adele Costa Gnocchi, che aprirà la Scuola Assistenti all’Infanzia dove saranno approfondite le intuizioni della Montessori per il bambino piccolo fino a tre anni. / Es conocido lo exigente que Maria Montessori ha sido en relación a los maestros. En este artículo se presenta su visión de las características que debería poseer el “nuevo maestro” para permitir al “nuevo niño” desarrollarse de manera armoniosa y equilibrada. Considerando que la finalidad de la pedagogía montessoriana es cambiar la modalidad de interacción entre el adulto y el niño, se pueden destacar algunos aspectos concretos y universales que puedan compartir por todos los maestros. Sin necesidad de aplicar completamente el Método Montessori, estos elementos pueden ser útiles en todo tipo de circunstancia y facilitar la didáctica, puesto che la autoeducación del niño depende de la autodisciplina del adulto. Para formar a los maestros, Maria Montessori decidió organizar los cursos internacionales de formación con una duración de varios meses. Para aclarar los aspectos esenciales, en este artículo se toman en consideración las conferencias relativas al “nuevo maestro” que se pronunciaron en estos cursos. A partir de ellas se pueden derivar los tres niveles de formación: material, científica y espiritual. Se profundiza sobre algunos aspectos fundamentales como liberarse de los prejuicios, cambiar la actitud moral y ser un alegre y atento observador, aspectos que Maria Montessori consideraba primordiales para resolver el problema de la educación. Basándose en algunos relatos de sus alumnas, también se exponen algunas modalidades adoptadas por Hélène Lubienska de Lenval presentadas durante su Cours Pédagogique y además se presentan algunas opciones pedagógicas de Adele Costa Gnocchi, que abrirá la Escuela de Asistentes de la Infancia donde se estudiará a profundidad la visión de Maria Montessori para el niño pequeño, hasta los tres años de edad. / It is well known how much Maria Montessori demanded of teachers. This article presents her vision of the characteristics which should animate the “new teacher” in order to allow the development of the “new child” in a harmonious and balanced manner. Given that the goal of the Montessori pedagogy is to change the manner of relating between adult and child, some concrete and universal characteristics are highlighted which are common to all teachers. Even without applying the entire Montessori methodology, these elements can be useful in all circumstances and can facilitate teaching, given that the self education of the child is linked to the self discipline of the adult. To train teachers, Maria Montessori chose to organize international training courses lasting several months. To clarify the essential elements, the conferences regarding the topic of the new teacher during these training courses are presented here. These elements are divided into three levels of training: the material level, the scientific level, and the spiritual level. Some essential aspects are covered in depth, such as the denuding of preconceptions; changing of moral attitudes; being a joyful observer; all approaches that Maria Montessori considered essential to solve the problem of education. Finally, on the basis of stories of students, there are presented some methods chosen by Helene Lubienska de Lenval taken from her Cours Pedagogique, and some pedagogical methods taken from Adele Costa Gnocchi, who will open the Scuola Assistenti all’Infanzia, where they will delve deeper into Montessori insights regarding the small child up to three years of age.

Language: Italian

ISSN: 2255-0666

Article

AMS Teacher Education Scholarships

Available from: ProQuest

Publication: Montessori Life, vol. 28, no. 3

Pages: 25-26

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Abstract/Notes: Applications-typically about 100 per cycle-are reviewed by a small AMS selection committee, under the leadership of the chair of the Teachers Section of the AMS Board of Directors-currently Suzanne Bayer.Since the scholarship program began in 1993, AMS has awarded over $587,000 to more than 300 aspiring teachers.Sarah Chase (Early Childhood), Northeast Montessori Institute, Wenham, MA **Cristal Garza (Early Childhood), Montessori Teacher Academy, Dana Point, CA *Abigail Goeller (Early Childhood), Adrian Dominican Montessori Teacher Education Institute, Adrian, MI Elizabeth Hill (Elementary I-II), Institute for Montessori Innovation at Westminster College, Salt Lake City, UT Lisa Huff (Early Childhood), Greater Cincinnati Center for Montessori Education, Covington, KY *Ada Kulbickaite (Elementary III), Duhovka Montessori Teacher Education Program, Prague 6, Czech Republic Estefanía Maldonada (Early Childhood), Palm Harbor Montessori Teacher Education Center, Palm Harbor, FL *Jessica Marshall (Elementary I), Montessori Education Center of the Rockies, Boulder, CO Erin Mergil (Early Childhood), Center for Montessori Education I NY, New Rochelle, NY Shawnnee Miranda (Early Childhood), New England Montessori Teacher Education Center, Newton, MA *Rebekah Moore (Early Childhood), Greater Cincinnati Center for Montessori Education, Covington, KY Leah Park (Elementary I), Institute for Advanced Montessori Studies, Silver Spring, MD Misty Pasco (Infant and Toddler), Mid-America Montessori Teacher Training Institute, Omaha, NE *Stephanie Powell (Early Childhood), Montessori Center for Teacher Education, San Diego, CA *Kimberly Torres (Elementary I-II), Institute for Montessori Innovation at Westminster College, Salt Lake City, UT Mariah White (Elementary I), University of Wisconsin-River Falls Montessori Teacher Education Program, River Falls, WI Ashley Wooten (Early Childhood), Shelton Montessori Teacher Education Center, Dallas, TX Marah Zabibi (Early Childhood), Hope Montessori Educational Institute, Lake Saint Louis, MO *Scholarships partially funded from the Zell Family Scholarship Fund **Scholarship funded by the Joanne P. Hammes Scholarship Fund Scholarships were drawn from three sources, all administered by AMS: the AMS Living Legacy Scholarship Fund, for which monies were raised in honor of the 2016 Living Legacy, Carolyn Kambich; the Zell Family Scholarship Fund, established by Dr. Pamela Zell Rigg to honor the memory of her late mother, Agnes Kister, and her late brother, John Kister Zell; and the Joanne P. Hammes Scholarship Fund, established by an anonymous donor to honor Ms. Hammes' lifelong work as a Montessori educator.

Language: English

ISSN: 1054-0040

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