Abstract/Notes: World-Famous Teacher Will Be Met Here May 1 by Prominent Educators To be used by Dr. Maria Montessori in demonstrating her world-famous system of teaching, is an honor soon to befall a class of little Los Angeles children. They are too young now to understand the significance of it, but, in years to come, they will no doubt recall with pride that they were the first youngsters, outside Rome, to learn from the hands and lips of the great Italian "Dottoressa," as her friends and admirers lovingly call the inventor of the Montessori system. Miss Catherine Moore, who is conducting the arrangements for Dr. Montessori's coming May 1, is receiving letters and telegrams from prominent educators all over the country. Many of them are coming. OFFERS COOPERATION. Mrs. Alexander Graham Bell, president of the Montessori Educational Association of Washington, D. C., has just written congratulating Los Angeles and offering co-operation. The association includes Philander P. Claxton, United States Commissioner of Education; Miss Margaret Woodrow Wilson and many other members of Washington official circles. San Francisco wants the "Dottoressa," and so does San Diego. "President [Superintendent J.H.] Francis, by his early recognition and understanding of her system, is to be credited for the coming of Dr. Montessori to Los Angeles first of any city outside of Italy," said Miss Moore. "The whole country is now interested." Classes will be held at the East Seventh street school, Saint Catherine's nonsectarian school and the Hotel Maryland, Pasadena. The children of Miss Moore's class at Saint Catherine's will be used for demonstrations every Saturday during the course. ADDRESS BY LETTER. Swarms of callers, anxious to learn more of Dr. Montessori, have made it difficult for Miss Moore to carry on her public school work, and she has been forced to ask every one to address her by letter at the East Seventh street school. Miss Moore, who has long been a Montessori enthusiast, learned Italian in the Dante Alighieri night school in this city and later went to Rome, where she studied with the "Dottoressa," who, contrary to popular belief, is not an aged woman, for Montessori recently celebrated her forty-fourth birthday. TO VISIT San Diego. Dr. Montessori has accepted the invitation of the officials of the San Diego exposition to visit the exposition in July, according to Dr. Mary Paul-Jordon of 456 North Juanita street. Officials of the exposition received a cablegram from Dr. Montessori, who is still in Rome, late yesterday. This information was received by Dr. Jordon in a telegram from Duncan MacKinnon, superintendent of schools of the Southern city [San Diego], last night.

Language: English

Abstract/Notes: Le succès de cette pédagogie basée sur la liberté et l'éducation sensorielle ne s'est pas démenti depuis le 6 janvier 1907, jour où le docteur Maria Montessori inaugurait, à Rome, sa première école. [The success of this pedagogy based on freedom and sensory education has not been denied since January 6, 1907, the day when Doctor Maria Montessori inaugurated his first school in Rome.]

Language: French

Abstract/Notes: The term Montessori refers to the educational method developed by Dr. Maria Montessori (1870-1952). Montessori, an Italian physician, gained world-wide recognition for an academically focused program meeting “the needs of the young child” through multi-aged groupings, constructivist curriculum, and hands-on materials. A Montessori classroom is ideally an exploratory environment with young students developing self-chosen skills through carefully controlled materials, while older students are pursuing what they want to learn and attending small group presentations across the defined curriculum areas.

Language: English

Published: 2016

Abstract/Notes: With support from the Self Family Foundation and the South Carolina Education Oversight Committee, the Riley Institute has completed a multi-year study of Montessori education in South Carolina’s public schools, the most comprehensive evaluation of public Montessori ever conducted in the United States. Between 2011 and 2016, this mixed-method study examined how Montessori impacts stakeholders in South Carolina and provided information needed to guide future investment in Montessori education. Researchers investigated the following as parts of the study: the extent to which schools implemented Montessori with fidelity; the demographic makeup of public school Montessori students; the effect of Montessori education on academic and behavioral outcomes; the impact of Montessori education on creativity, social skills, work habits, and executive function; and Montessori teachers’ perspectives on job satisfaction and the challenges of Montessori in the public sector. The study results demonstrate that students in public school Montessori classrooms across the state are faring well, as compared to similar nonMontessori public school students, when examining academic, behavioral, and affective outcomes.

Language: English

Published: Greenville, South Carolina, 2018

Abstract/Notes: An innovative trend in pedagogy, known as "new education", which appeared in many European countries in the first half of the 20th century, aimed at the renewal of the school, learning conditions and the learning process, assigned a new role to the teacher, and emphasized a new approach to the child. One of the many representatives of the "new upbringing" was Maria Montessori (1870–1952), an Italian doctor and educator. The knowledge of M. Montessori's pedagogical theory in Poland was facilitated by her book publications and the pedagogical and psychological literature of Polish educators, which referred to the concept of Montessori education. The aim of the article is to present the reception of M. Montessori's pedagogical theory in preschool education in the years 1918–1939.

Language: English

DOI: 10.18778/2450-4491.11.09

ISSN: 2450-4491

Abstract/Notes: The twentieth century was a time of great change in early years education. As the century opened, the use of Froebel's kindergarten methods infiltrated more infant classrooms. The emergence of psychology as a discipline, and especially its work on child development, was beginning to influence thinking about how infants learn through play. While there were many teachers who maintained Victorian approaches in their classrooms, some others experimented, were widely read and a few even travelled to the US and Europe and brought new ideas home. As well, there was increasing political support for new approaches to the "new education" ideas at the turn of the century. All was not plain sailing, however, and this book charts both the progress made and the obstacles overcome in the course of the century, as the nation battled its way through world wars and depressions. It's an interesting story as the author discusses changes in school buildings, teaching practice and teacher education, the teaching of reading and other curriculum areas, Maori education and the emergence of kohanga reo and the teaching of Maori language in primary schools. Along the way we meet a range of individuals, including C.E. Beeby, Sylvia Ashton-Warner, Gwen Somerset, Don Holdaway, Elwyn Richardson, Marie Bell and Marie Clay and the many less well-known but significant people who worked in or influenced early years education. We also meet many well-known New Zealanders who have recounted their first days at school. This is a fascinating account of a rich history that has involved us all. And yes, school milk gets a mention.

Language: English

Published: Dunedin, New Zealand: Otago University Press, 2011

ISBN: 978-1-877372-86-5

Language: English

ISSN: 1054-0040

Language: Dutch

Language: English

Language: English

ISSN: 0010-700X