Abstract/Notes: In the original of this, Montessori uses the word "maestra" to refer to the teacher. Footnote p. 18. Transciption notes in Italian, transcribed by Lina Olivero

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2016 [1979]

ISBN: 978-90-79506-34-7

Series: Montessori Series , 7

Language: English

ISSN: 1071-6246

Abstract/Notes: Purpose In Australia as elsewhere, kindergarten or pre-school teachers’ work has almost escaped historians’ attention. The purpose of this paper is to investigate the lives and work of approximately 60 women who graduated from the Adelaide Kindergarten Training College (KTC) between 1908 and 1917, which is during the leadership of its foundation principal, Lillian de Lissa. Design/methodology/approach The paper is a feminist analysis and uses conventional archival sources. Findings The KTC was a site of higher education that offered middle class women an intellectual as well as practical education, focusing on liberal arts, progressive pedagogies and social reform. More than half of the graduates initially worked as teachers, their destinations reflecting the fragmented field of early childhood education. Whether married or single, many remained connected with progressive education and social reform, exercising their pedagogical and administrative skills in their workplaces, homes and civic activities. In so doing, they were not only leaders of children but also makers of society. Originality/value The paper highlights the links between the kindergarten movement and reforms in girls’ secondary and higher education, and repositions the KTC as site of intellectual education for women. In turn, KTC graduates committed to progressive education and social reform in the interwar years.

Language: English

DOI: 10.1108/HER-09-2012-0030

ISSN: 0819-8691

Language: English

Language: English

Published: Kent, Ohio, 1976

Abstract/Notes: Maria Montessori bila je liječnica, učiteljica i filozofica, a najpoznatija je po svojoj Montessori metodi podučavanja djece od rođenja do adolescencije. Njena metoda se i danas primjenjuje u školama širom svijeta, a nastala je promatranjem djece tijekom igre. Promatrala je spontanost u dječjim postupcima i otkrila potrebu djece za ponavljanjem, jer ponavljanje postupaka djeci pruža osjećaj sigurnosti. Unosila je red i mir u učionicu jer je dijete moralo smjestiti stvari koje je koristilo na svoje mjesto. Radi u tišini, govori tiho ili šapatom. Osnova njezine metode i učenja su senzorna pomagala. Dijete treba steći sve sadržaje i iskustva svim osjetilima - dodirom, vidom, sluhom, mirisom i okusom. Djeca svoje znanje grade na greškama i eksperimentima. Materijal koji djeca koriste izrađen je na način da djetetu ne treba prisustvo ili intervencija učitelja radi kontrole. Budući da mi je Marie Montessori pedagogija vrlo bliska, jednom tjedno, petkom, poučavala sam u 1. razredu po načelima Montessori pedagogije. S ciljem utvrđivanja i produbljivanja sadržaja stečenih prilikom usvajanja novog gradiva iz svih predmeta. Sadržaji su bili međusobno isprepleteni i povezani. [Maria Montessori was a physician, teacher and philosopher, and is best known for her Montessori method of teaching children from birth to adolescence. Her method is still used today in schools around the world, and was created by observing children during play. She observed spontaneity in children's actions and discovered the need for children to repeat, because repeating actions gives children a sense of security. She brought order and peace to the classroom because the child had to put the things she used in their place. He works in silence, speaks softly or in whispers. The basis of her method and teaching are sensory aids. The child should acquire all the contents and experiences of all the senses - touch, sight, hearing, smell and taste. Children build their knowledge on mistakes and experiments. The material used by the children is made in such a way that the child does not need the presence or intervention of a teacher for control. Since Marie Montessori pedagogy is very close to me, once a week, on Fridays, I taught in the 1st grade according to the principles of Montessori pedagogy. With the aim of determining and deepening the content acquired during the adoption of new material from all subjects. The contents were intertwined and interconnected.]

Language: Croatian

ISSN: 2623-7237

Language: German

Language: English

Abstract/Notes: Objective of this research: 1. To study the critical thinking skills of children aged 5-6 years from the Montessori experience. 2.To compare the Montessori experience of 5-6 years old children from pre- and post-school experiences.The sample group was Kindergarten 3 students aged 5-6 years. Under the Office of Ubon Ratchathani Primary Educational Service Area The research results were found that Bannamun School, Semester 1. Academic Year 2020, 15 students using a Cluster random sampling method The tools used in this study were Four Montessori Experiences Assessment form Two sets of two-choice picture questions for preschool children Set 1: Critical Thinking The classification of 15 questions, set 2, the relationship of 15 questions. Ie mean Standard Deviation and Dependent Sample t-test3 1. The results of Montessori experience of Kindergarten 3 students for critical thinking skills of preschool children aged 5-6 years in schools under the Ubonratchathani Primary Educational Service Area Office are as follows: 1.1 classification good level 1.2 Relationship good level 2. Achievement of Montessori Experience Critical thinking skills of preschool children aged 5-6 years from post-study experience higher than before. With statistical significance at the .05 level.

Language: Thai

ISSN: 2697-4150, 2539-5726

Language: English