Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

1345 results

Article

Montessori in Lilburn, Georgia [Montessori of Lilburn]

Publication: Montessori Observer, vol. 12, no. 2

Pages: 1

See More

Language: English

ISSN: 0889-5643

Article

✓ Peer Reviewed

Techniczny, epistemologiczny i kulturowy wymiar metod kształcenia. Casus metody Montessori / The technical, epistemological, and cultural dimensions of educational methods. The cases of the Montessori method

Available from: Uniwersyteckie Czasopisma Naukowe

Publication: Problemy Wczesnej Edukacji [Issues in Early Education], vol. 28, no. 1

Pages: 46-55

Montessori method of education - Criticism, interpretation, etc.

See More

Abstract/Notes: This article concerns three fundamental dimensions of all educational methods: technical, epistemological, and cultural. We perceive them as equally important in the process of (re)creating and using any educational method. It seems to us that the technical dimension is quite often the only one or at least the most essential one in the area of Polish educational practices, and sometimes also in the theory of education. This situation is, however, undesirable since it may lead to the decontextualisation of the methods, and – as a consequence – limit their educational potential. Referring to the Montessori approach and more specifi cally to one of the most signifi cant concepts within the method – namely to the idea of „prepared environment” in which three aspects can be distinguished: material, structural – dynamic, and personal, we describe the roles that they play in the procedures of constructing teaching methods showing their integral character.

Language: Polish

DOI: 10.5604/01.3001.0008.5669

ISSN: 1734-1582, 2451-2230

Book

Maria Montessori e il suo metodo: organizzazione dell'ente Opera Montessori

See More

Language: Italian

Published: Roma, Italy: [s.n.], [1947]

Article

Montessori-Schulen und Montessori-Pädagogik

Publication: Pädagogik, vol. 41, no. 5

Pages: 36-39

See More

Language: German

ISSN: 0030-9249

Article

Montessōri kyōiku kankyō / モンテッソーリ教育環境 [The Montessori Educational Environment]

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 30

Pages: 80-89

Montessori method of education - Criticism, interpretation, etc.

See More

Language: Japanese

ISSN: 0913-4220

Article

Corso nazionale Montessori diretto da Maria Montessori

Publication: Scuola nostra: rivista quindicinale della scuola elementare del mezzogiorno, vol. 6, no. 11

Pages: 65

See More

Language: Italian

Master's Thesis

유아교육에 있어서의 Montessori 교육사상과 종교교육 [Montessori educational thought and religious education in early childhood education]

See More

Language: Korean

Published: Seoul, South Korea, 2000

Book

Montessori-Pädagogik: Einführung in Theorie und Praxis [Montessori Pedagogy: Introduction to Theory and Practice]

Montessori method of education - Criticism, interpretation, etc.

See More

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2012

Edition: 2nd ed.

Series: Montessori-Praxis (Herder)

Master's Thesis

Pedagoška glasbena načela po Edgarju Willemsu v povezavi s pedagogiko montessori v predšolskem obdobju [Edgar Willems' Pedagogic Principles of Music in Conjunction with the Montessori Method in Pre-School Teaching]

Available from: Digital Library of the University of Maribor (DKUM)

Classroom environments, Edgar Willems - Philosophy, Europe, Montessori method of education, Montessori schools, Music - Instruction and study, Prepared environment, Slovenia, Southern Europe

See More

Abstract/Notes: Montessori pedagogika in glasbeni pristopi Edgarja Willemsa vzbujajo interes številnih, ki se ukvarjajo z vzgojo in izobraževanjem v povezavi z glasbeno umetnostjo. Težko je opisati razloge, zakaj je temu tako, ker se večina procesov odvija na emocionalni in podzavestni ravni, ki temeljijo na občutenju, nedvomno pa je, da oba pristopa obravnavata otroka kot prioriteto in se ob zavedanju njegovih sposobnosti optimalno razvijata otrokove individualne potenciale. Metodi temeljita na vsebinah, ki otroka vodijo do znanja na sprejemljiv in zabaven način. Oba pristopa poznata seveda tudi drugače misleče, vendar lahko na podlagi izkušenj trdimo, da je razlog temu v nepoznavanju in nekompetentnosti določenih pedagogov in glasbenih pedagogov v kontekstu pedagogike Montessori in metode Edgarja Willemsa. V magistrski nalogi predstavljamo v prvem teoretičnem delu pedagogiko montessori, njena načela in filozofska izhodišča ter pedagoški pristop in metode dela Edgarja Willemsa. V nalogi obravnavamo njune skupne in nasprotujoče vsebine, izhodišča in pristope. Med drugim izpostavljamo, kako glasbeno izobraževanje vpliva na kognitivno-socialni, afektivni in psihomotorični razvoj otrok. Oba pristopa pomembno ugotavljata, da je potrebno razumeti otroka, ga sprejemati kot individuum, vedeti, na kakšen način razmišlja in kako mu je potrebno ustrezno predstaviti nove vsebine, ki bodo otroka zanimale, ga pritegnile in ohranile pri delu dalj časa. V nalogi predstavljamo tudi vlogo vzgojitelja in pomembnost otrokovega okolja. V empiričnem praktičnem delu predstavljamo, kako montessori pedagogika ponuja otrokom glasbo in s katerimi pripomočki. V nalogi predstavljamo tudi posamezne vsebinske dele Willemsovih vzgojno učnih ur, postopek in predloge, kako jih lahko izvajamo ter nekatere pripomočke za uspešno delo. Willems je nedvomno natančneje in bolj strukturirano izoblikoval glasbeno pedagoške metode dela, kot je to razvila pedagogika montessori v predšolskem obdobju. Njegova dognanja sem umestila v montessori okolje tako pri glasbenih dejavnostih, kot tudi v kontekstu pripravljanja materialov, ki so otrokom dostopni kadarkoli v času varstva. Tako se lahko otrok v pripravljenem montessori okolju s pomočjo Willemsovega pristopa bolje seznani z glasbeno umetnostjo. [The Montessori pedagogy and Edgar Willems' approaches to music education arouse interest in many people who work in teaching and education combined with music. It is difficult to define the reasons for this because most of the processes occur on the emotional and subconscious level based on feelings but it is a fact that in both approaches a child is viewed as a priority. While being aware of their abilities, both of them develop individual child’s potentials optimally. The methods are based on the contents that motivate a child to learn in an acceptable and fun way. There are some people who oppose these approaches but from experience we can tell that it is because certain pedagogues and music pedagogues are incompetent and don’t know The Montessori pedagogy and Edgar Willems' method. In the postgraduate thesis we present the Montessori pedagogy, its principles and philosophy basis and Edgar Willems' pedagogic approach and his teaching methods in the first theoretic part. We present the contents, the basis and the approaches they have in common and the ones that are different. We point out how music education influences the cognitive-social, affective and psychomotor children's development. Both approaches point out that it is necessary to understand a child, accept them as individuals, understand their way of thinking and introduce new topics that will be interesting and will motivate them to learn for a longer period of time. We present the role of the teacher and the importance of the child's environment. In the empirical practical part we present how the Montessori pedagogy offers music to the children and what teaching accessories they use. In the thesis we present individual learning content parts of Willems’ lessons, the procedure and suggestions for the process of teaching and some teaching accessories for successful work in class. Willems has undoubtedly created musical pedagogy methods more thoroughly and structurally than the Montessori pedagogy in the preschool period. I have incorporated his discoveries into the Montessori environment with music activities and within preparing the materials which the children can use during the day care. So a child in a well arranged Montessori environment with help of the Willems’ approach can learn more about music.]

Language: Slovenian

Published: Maribor, Slovenia, 2018

Article

I Found "Montessori" in the Mainstream (Why My Child Is Not at a Montessori Nursery)

Publication: Montessori International, vol. 10, no. 5

Pages: 27

See More

Language: English

ISSN: 1470-8647

Advanced Search