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1541 results


✓ Peer Reviewed

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

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

Bachelor's Thesis

Motivace rodičů pro volbu Montessori předškolního vzdělávání / Motivation of parents to choose Montessori preschool education

Available from: Univerzita Karlova Institutional Repository

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Abstract/Notes: This bachelor thesis Motivation of parents to choose Montessori preschool education is divided in two parts-theoretical and practical. In the theoretical part I described what is Montessori, who was Maria Montessori, how does Montessori look like now, what are the main principles of this education, how important is a role of a teacher and prepared environment and the end of this chapter was about a relationship between parents and education. The practical part was based on a questionnaire survey that was send among parents who have their children in Montessori kindergarten. The results show that parents choose Montessori especially because they sympathize with Montessori philosophy and it´s principles. For parents the most important were individual approach of teachers to children, kids learning responsibility and mutual respect.

Language: Czech

Published: Prague, Czechia, 2020


That's Not Montessori

Available from: ProQuest

Publication: Montessori Life, vol. 21, no. 3

Pages: 24-25

⛔ No DOI found

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Abstract/Notes: The author could not contain herself one day at school recently when a parent of three children shared something she had heard from her eldest daughter. That morning, the eldest daughter was grumbling about the fact that she and her Lower Elementary brother had to go to school while her Preschool brother did not, and she announced to her mother, "That's not Montessori!." It got the author to think about the statement "That's not Montessori," a phrase she heard quite often in her first years as head of a Montessori school. Not having been trained as a Montessori teacher, she was at the mercy of teachers, parents, and trustees as to what was and what was not Montessori. She began to reflect on what "That's not Montessori" means. What is or is not Montessori is certainly open to individual interpretation and can be construed to make a particular point, but, undeniably, Montessori is about children. After reading about Dr. Montessori's philosophy, working with so many dedicated Montessori teachers, attending American Montessori Society (AMS) Annual Conferences, and chairing accreditation committees, the author has been immeasurably helped in her understanding that Montessori is about respecting the child and establishing an environment where the child can learn on his own, making decisions that affect his life and the lives of others.

Language: English

ISSN: 1054-0040


The Montessori Erdkinder: Three Abstracts [Montessori de Terra Linda, San Rafael, CA; Hershey Montessori School, Concord Township, OH; Lake Country School, Minneapolis, MN]

Publication: NAMTA Journal, vol. 18, no. 1

Pages: 172–182

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Abstract/Notes: Describes three projects: (1) the Laufenburg Ranch Project, a historical organic farm and agricultural and environmental education center; (2) the Hershey Montessori School's efforts to teach adolescents about the earth; and (3) the Lake Country School, which developed a farm campus and nature center as an integral part of its educational program.

Language: English

ISSN: 1522-9734


✓ Peer Reviewed

The Confirmation of Montessori Postulates in Contemporary Educational Neuroscience / Potvrde postulata Montessori pedagogije u suvremenoj obrazovnoj neuroznanosti

Available from: University of Zagreb

Publication: Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, vol. 22, no. 4

Croatia, Europe, Neuroscience, Southern Europe

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Abstract/Notes: This paper lends insight into the fundamental postulates of Montessori pedagogyand definitions of contemporary educational neuroscience, focusing on the needsand solutions of contemporary didactic approaches. By presenting the results ofcontemporary researches, the paper connects the achievements of Montessoripedagogic methods and strategies with the scientific indicators of educationalneuroscience about the manners of positive impact on the development of anindividual. The results of the educational neuroscience research will corroborate thepostulates of Montessori pedagogy that state that understanding the developmentalstages of upbringing, individual competences, and specificities of each child areimportant for upbringing. Specific cases will be used to emphasize that, apartfrom the cognitive competence, it is essential to develop psychomotor and affectivecompetences, meaning that the development of these personality spheres isconnected and interdependent. By providing the pedagogic perspective, the paperpoints to the need for further deliberation on how to shape an optimal curriculum.The paper suggests that various social and technological changes are reasons toconsider pedagogic methods, strategies, and approaches of Montessori, which is alsosupported and substantiated by contemporary educational neuroscience.Key words: didactics; Montessori pedagogy; neurodidactics; neuroscience. - U ovom radu daje se uvid u osnovne postulate Montessori pedagogije i definicijesuvremene obrazovne neuroznanosti, orijentirajući se prema potrebama i rješenjimaza suvremene didaktičke pristupe. Prikazom rezultata suvremenih istraživanja radpovezuje dostignuća Montessori pedagoških metoda i strategija sa znanstvenimpokazateljima obrazovne neuroznanosti o načinima pozitivnoga utjecaja na razvojpojedinca. Rezultati istraživanja obrazovne neuroznanosti potkrijepit će postulateMontessori pedagogije da je za odgojni pristup važno razumijevanje razvojnih fazaodrastanja, individualnosti kompetencija i specifičnosti odgajanika. Specifičnimprimjerima naglasit će se da je uz kognitivne, bitno razvijati psihomotorne iafektivne kompetencije, odnosno da je razvoj ovih sfera ličnosti povezan imeđuovisan. Ponuđenom pedagoškom perspektivom rad ukazuje na potrebudaljnjega razmatranja kako pristupiti oblikovanju optimalnih kurikula. U radu sesugerira da je upravo zbog različitih društvenih i tehnoloških promjena potrebnorazmišljati o pedagoškim metodama, strategijama i pristupima Montessoripedagogije, što podržava i potkrepljuje suvremena obrazovna neuroznanost.Ključne riječi: didaktika; Montessori pedagogija; neurodidaktika; neuroznanost.

Language: English

DOI: 10.15516/cje.v22i4.3751

ISSN: 1848-5189, 1848-5197

Book Section

Einige Hinweise zur Montessori-Literatur [Some references to the Montessori literature]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 199-215

Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Montessori method of education - Research

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9


Back Door Montessori: In Corpus Christi [Texas], the Montessori Program Was a Success Before Outsiders Knew It Was a Montessori Program

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 9, no. 1

Pages: 1, 22-23

Public Montessori

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Language: English

ISSN: 1071-6246


Maria Montessori, Howard Gardner e as inteligências múltiplas [Maria Montessori, Howard Gardner and multiple intelligences]

Publication: Revista OMB: revista da organização Montessori do Brasil, no. 2

Pages: 6-7

Howard Gardner - Biographic sources, Howard Gardner - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Multiple intelligences

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Language: Portuguese


Maria und Mario Montessoris Kosmische Erziehung: Vision und Konkretion [Maria and Mario Montessori's Cosmic Upbringing: Vision and Concretion]

Cosmic education, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education

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Abstract/Notes: Das Konzept der Kosmischen Erziehung basiert auf überlegungen Maria Montessoris zur Stellung des Menschen im Kosmos, die sie in den 1930er Jahren als großartige Vision vorstellte und in den 1940er Jahren in Indien gemeinsam mit ihrem Sohn Mario zu einem konkreten pädagogischen Konzept ausformte. Maria Montessoris Absicht mit dieser Vision war, den Blick Heranwachsender Menschen auf Interdependenzen naturgeschichtlicher wie historisch-gesellschaftlicher Evolutionsprozesse zu richten, um dadurch in der Erziehung den Grundstein für ein verantwortungsvolles Umgehen mit ökologischen Kreisläufen wie auch für Solidarität zwischen sozialen Gruppen und Nationen zu legen. Dabei wird erstmals Mario Montessoris wichtiger, lange Zeit kaum beachteter Beitrag zur Entwicklung und Etablierung des Konzepts "Kosmische Erziehung" ausdrücklich herausgearbeitet. [The concept of cosmic education is based on Maria Montessori's considerations about the position of man in the cosmos, which she presented as a great vision in the 1930s and which was developed in India in the 1940s together with her son Mario into a concrete educational concept. Maria Montessori's intention with this vision was to focus on the interdependencies of natural history as well as historical-social evolutionary processes in order to lay the foundations for a responsible handling of ecological cycles as well as for solidarity between social groups and nations. For the first time, Mario Montessori's important, long neglected contribution to the development and establishment of the concept "Cosmic Education" is explicitly worked out.]

Language: German

Published: Münster, Germany: Lit, 2007

Edition: 2nd

ISBN: 978-3-8258-0242-4 3-8258-0242-6

Series: Impulse der Reformpädagogik , 15


✓ Peer Reviewed

Efficacy of Montessori and Traditional Method of Education on Self-Concept Development of Children

Available from: Journal Issues

Publication: International Journal of Educational Policy Research and Review, vol. 3, no. 2

Pages: 29-35

Asia, India, Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., South Asia

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Abstract/Notes: Montessori is a method of education started by Maria Montessori in 1903 for the educationally backward children; after finding its efficacy on them it was thought that it even well suits for the normal children. It became very popular throughout the world in the 20th century and has been implemented both in private and public institutions. Based on certain principles it is evident in many of the researches conducted so far that the Montessori education is conducive for the overall development in social, emotional and cognitive components of children. With this background the present study was conducted to explore the effect of Montessori education on social development in terms of self-concept of the children as compared to the children of traditional method of education. Using descriptive and parametric tests for the obtained data it was found that the Montessori children have very high self-concept than the traditional children. Percentage result shows that the traditional children’s self-concept ranges from low to high category and the Montessori children’s self-concept ranges from high and very high, which indicated marked difference between them in self-concept. According to independent samples t-test results there was a statistical significant difference between the Montessori children group and the traditional children group, the Montessori children are found to have higher self-concept.

Language: English

DOI: 10.15739/IJEPRR.16.005

ISSN: 2360-7076

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