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Book Section

Address by Dr. Maria Montessori at the First (Preliminary) Meeting of the Governing Board (Wiesbaden, 19th June 1951) [translated from the German original]

Available from: UNESDOC Digital Library

Book Title: The 40th Anniversary of the UNESCO Institute for Education

Pages: 49-51

Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, United Nations, United Nations Educational, Scientific and Cultural Organization (UNESCO)

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Language: English

Published: Hamburg: UNESCO Institute for Education, 1992

Honors Thesis

The Changing Classroom: A Thematic Analysis on the Impacts of the Coronavirus Pandemic on Children and Educators of a Montessori School

Available from: University of Tennessee Chattanooga

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Abstract/Notes: The Coronavirus pandemic of 2020 has drastically changed day-to-day functioning in American culture and the outlook of many essential institutions, specifically the education system. A halt in learning for most American school children in the spring semester of 2020, as well as necessary adaptation of the day-to-day functions of educational facilities in the fall has altered the learning environment for children and educators like never before. Research on historical disruptions in education, such as natural disasters and public health crises, provide a partial framework for federal approaches to the modern-day pandemic and their potential consequences. Modern technology has provided an array of alternatives to traditional learning and family engagement, yet barriers still exist, especially in early childhood settings. Specifically in classrooms that rely on sensorial and manipulative-based learning, historically utilized in the Montessori method, online learning is simply no substitute to the potentials of in-person instruction. The purpose of this study is to investigate the evolvement of the classroom environment in response to the pandemic through the eyes of one small Montessori school and draw conclusions on how these shifts are impacting the entire wellbeing of school children, their educators and beyond. Using a qualitative thematic analysis framework and data gathered from multiple interviews conducted with teachers and faculty, my project will develop and offer overarching axial themes that may be applicable to a larger body of modern educators.

Language: English

Published: Chattanooga, Tennessee, 2021

Book

The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses with Additions and Revisions by the Author

Maria Montessori - Writings

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Language: English

Published: London, England: Heinemann, 1915

Article

Technology and the Adolescent: Finding the True Balance in the Prepared Environment

Publication: NAMTA Journal, vol. 35, no. 2

Pages: 45–63

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

ISSN: 1522-9734

Conference Paper

The Impact of the Montessori Method's Three-Period Lesson on the Word Learning of Students Who Are Deaf or Hard of Hearing

Available from: higherlogicdownload AWS

Children with disabilities, Deaf, Deaf children, Hearing impaired children, Inclusive education, Montessori method of education, Three-period lesson

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Abstract/Notes: Poster presentation at an undetermined conference.

Language: English

Article

The Presence of Positivism in Maria Montessori: The Origins and Meaning of the 'Method'

Publication: MoRE Montessori Research Europe newsletter

Pages: 1-2

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Abstract/Notes: MORE Abstracts 2003: The critical literature has always acknowledged the important role that the positivist Montessori teachers had on Maria Montessori and yet it is also true that the criticism has mostly focused on the subsequent developments of Montessori’s positivist phase. Indeed, when reprinting her works (and Il Metodo della Pedagogia Scientifica is a case in point), Montessori herself often changed and/or added substantial elements while leaving the title of the publication unchanged. This means that the internal process that Montessori thinking underwent over the years has not always been well-understood, so much so that there has been an insistence – at least for many of her followers – on the fecundity of the method without any accurate historical analysis of the conceptual elaboration. In particular, the so-called positivist phase had a greater influence than what may appear on Maria Montessori’s whole intellectual dynamics and such that the fundamental theoretical mainstays are actually identifiable in that very early period, which has sometimes been hastily treated by a more spiritualist critique that has devoted more attention to highlighting the later contributions of this famous educationist (for example, education for peace). The present contribution instead aims to make a more accurate reconstruction of the historical period in which Montessori matured speculatively and to identify the main themes which, even with the inevitable developments determined by her process of reflection and action, constitute the basic themes of her thinking, in order to enable a more suitable historical collocation of this brilliant educationist who was, in many respects, atypical but not forgetful of a training that was, in many respects, decisive.

Language: English

ISSN: 2281-8375

Article

The Role of the Sensitive Periods in the Life of Young Children

Publication: The Child and You, vol. 2

Pages: 72-74

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Language: English

Article

A Case Study of Integrative Therapy for the Reduction of Externalizing Problem Behaviors in Young Children: Focusing on Integrative Therapy of Montessori Education and Group Therapy Play / 유아의 외현화 문제행동감소를 위한 통합치료 사례연구몬테소리교육과 집단치료놀이의 통합치료를 중심으로

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 11

Pages: 53-76

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Language: Korean

ISSN: 1226-9417

Article

The Montessori Method and the Education of the Blind

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1957, no. 3/4

Pages: 45–48

Blind, Blind children, Children with disabilities, Montessori method of education, People with disabilities

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Language: English

ISSN: 0519-0959

Article

✓ Peer Reviewed

The Montessori Theory in the "No Schoolbag" Model. Formativity of Materials and of the Educational Environment

Available from: Università di Bologna

Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 16, no. 2

Pages: 93-104

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Abstract/Notes: The aim of this contribution is to show the “outdated” relevance of Montessori pedagogy in the “No Schoolbag” (Senza Zaino, or “SZ”) model. Adopting some fundamental elements of Montessori’s activism, this model advocates a school in the fullest meaning of Scholè, as a place for dialogue, development and work, otium and negotium, commitment to study and the pleasure of knowledge, where the discipline of freedom, as applied to experience and filtered by emotions, is indispensable. In doing so, it rejects the idea of school being based on educational intellectualism. Rather it is an indirect educational path in which the experience of reality, rather than empty words, shapes the child's mind, developing an inner order that originates from its external counterpart, with the result that the child feels like an active participant, belonging to a welcoming, hospitable and motivating community. Drawing on the Montessori theory, the “No Schoolbag” model positions itself as a pedagogy of our time, but endowed with an ancient, rigorous, inclusive, and supportive heart.

Language: English

DOI: 10.6092/issn.1970-2221/12199

ISSN: 1970-2221

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