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Article

Kinder lernen auch von Kindern: zur Jahrgangsmischung an Montessori-Schulen [Children also learn from children: for a mixed-age group in Montessori schools]

Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 37, no. 1

Pages: 20-27

Montessori method of education, Nongraded schools

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Language: German

ISSN: 0944-2537

Doctoral Dissertation

A institucionalização do método Montessori no campo educacional brasileiro (1914-1952) [The institutionalization of the Montessori method in the Brazilian educational field (1914-1952)]

Available from: Federal University of Santa Catarina - Institutional Repository

Americas, Brazil, Latin America and the Caribbean, Montessori method of education - History, South America

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Abstract/Notes: Montessori constituiu, em 1907, em Roma, uma escola pública para crianças em situação de risco, a Casa dei Bambini, embasada numa educação integral alicerçada na liberdade, na atividade e na individualidade. Durante aproximadamente quatro décadas, Montessori realizou pesquisas sobre o desenvolvimento infantil, cujos resultados foram difundidos transnacionalmente, configurando práticas e pensamento educacional inovadores fundamentados na relação entre o professor, o aluno e um ambiente de aprendizagem promotor da paz, da autoeducação, da autonomia, do respeito ao outro e do espírito científico e crítico. Com isso, também empreendeu uma didática para professores e a venda em série dos materiais que idealizou. O objeto desta narrativa historiográfica respaldada em Certeau (2014), Chartier (2010) e Magalhães (2004) foi a institucionalização do Método Montessori no Brasil, no âmbito cronológico das cinco primeiras décadas do século passado. Objetivou: reconhecer as formulações teóricas que permitiram identificar a origem do Método Montessori e cotejá-las com os projetos brasileiros desenvolvidos entre 1914-1952 apontando permanências e contribuições à educação brasileira; historicizar o processo de institucionalização da Pedagogia montessoriana no Brasil; problematizar a sua forma de apropriação na Educação Infantil e Ensino Primário, identificando por que o método é relacionado principalmente ao uso de materiais didáticos específicos e de mobiliário adequado ao tamanho das crianças. Foi constatado que a primeira escola montessoriana no Brasil, proveniente da vertente educacional estadunidense, atendeu ao público infantil, em São Paulo, no ano de 1915, num investimento particular de Ciridião Buarque e Mary Buarque. Esta pedagogia se irradiou por intermédio das apropriações realizadas pelos docentes da Escola Normal da Praça, em São Paulo, estado que possuía, desde 1924, legislação que indicava o uso de materiais didáticos de Montessori e de Froebel, mas de forma desarticulada dos princípios pedagógicos. No Paraná, a educação montessoriana foi institucionalizada na legislação educacional da Pré-escola em 1915 e investimentos foram realizados em 1924, quando Lysímaco Costa adquiriu os ?enxovais montessorianos? para quatro Jardins de Infância. Em Curitiba, em 1927, durante a Primeira Conferência Nacional da Associação Brasileira de Educação (ABE) foram apresentadas teses com base montessoriana. Ainda no Paraná, no final da década de 1940, a utilização do método ocorreu no ensino público no Programa da Pré-escola e do Ensino Primário e em 1952 foi inaugurada a Escola Experimental Montessoriana Rural para crianças do Ensino Primário, por iniciativa de Eny Caldeira. Ela e Piper de Lacerda Borges, presidente da Associação Montessori do Brasil, fizeram curso com Montessori, na Itália, em 1951. Já na Bahia, em 1927, efetivaram-se cursos de férias para formação de professores durante os quais foram disseminadas pelos docentes da Escola Normal de Salvador concepções montessorianas e a ressignificação dos materiais, tanto para a Pré-escola como para o Ensino Primário. O teor destes cursos foi divulgado por revistas pedagógicas. No mesmo local, em 1924, Alípio Franca traduziu o Livro Pedagogia Científica. No Rio de Janeiro, materiais e frações do método montessoriano se disseminaram para a Educação Infantil por meio da legislação educacional, em 1921 e em 1929. Evidências da utilização do Método Montessori em perspectiva não restrita ao uso de materiais didáticos foram encontradas nos programas infantis radiofônicos realizados por Mary Buarque, em São Paulo, a partir de 1936; no vínculo do método com a assistência social e teosófica, na década de 1950, disseminado por Piper de Lacerda Borges; no reuso dado ao método pelo lusitano Agostinho da Silva, também nos anos 1950, na criação de algumas universidades. Conclui-se que, entre 1914 e 1952, o processo de institucionalização do método Montessori no Brasil foi capitaneado por diversos sujeitos, em diferentes lugares do país, com apropriações e representações. [Abstract : Montessori established, in 1907, in Rome, a public school to children at risk, The Casa dei Bambini, which since then preserve the Montessori method characteristics, advocating the integral education based on freedom, action and on the individuality. For approximately four decades, Montessori researched about Children development, whose results were spread abroad, defining practices and innovative educational thoughts grounded on the relationship between teacher, the student and the learning environment advancing peace, self-education, self-correction with autonomy in sight, mutual respect, critic and the scientific spirit. The Objective of this study is the Montessori method establishment in Brazil, on the chronologic aspect along the first five decades from the last century. It?s a biographical research and documentary with a historical focus. The analysis is grounded in Certeau (2014), Chartier(2010) e Magalhães(2004). Objective: Recognize the formulation of the Montessori method in projects of its establishment in Brazil between 1914-1952; To Problematize political conditions, social, economical and cultural to set up the Montessori method in Brazil and its Educational applicability, questioning the reductionist mode relating to its use as specific materials and its adequate child-sized furniture. It has been verified that The First Montessori-based in Brazil served the children?s audience, in São Paulo, in the year of 1915, coming from the American strand, in a private enterprise of Ciridião Buarque e Mary Buarque. Such pedagogy irradiated by the mediation of these appropriation and representations made by teachers of the Escola Normal da Praça. São Paulo possessed, since 1924, laws that indicated the use of Montessori and Froebel?s course-ware, mas in a inarticulate way to the pedagogical principles. In Paraná, the Montessori-based education was established in the child education legislation in 1915 and investments were performed in 1924, when Lysímaco Costa acquired the ?montesorri layettes? to 4 Kindergarden. In Curitiba, in 1927, at the First National Conference of The Brazilian Association of Education (ABE), were presented thesis with Montessori bases. Still in Paraná, at the end of 40s, the method utilization occurred in the public education in the Preschool Program and Primary School and in 1952 was opened in Curitiba The Rural Montessori Experimental School to primary school, by the enterprise of Eny Caldeira.Piper Borges de Lacerda and Eny Caldeira speeches, whom realized in 1950 a course with Montessori in Perugia.In 1927, in Bahia, were realized vacation courses to teachers complementary training which were disseminated by the teacher of the Normal School of Salvador the Montessori concepts and the course-ware new meanings to the child education such as primary education. The matters discussed in these courses were spread by pedagogical magazines. In 1924, Alípio Franca translated The Method of Scientific Pedagogy applied to the Child Education at the Boys? House. In Rio de Janeiro, course-wares and parts of Montessori method were spread to Children education by education law, in 1921 and in 1929. Evidences of the Montessori use in perspective non-restricted to materials were found in children radio shows performed by Mary Buarque, in São Paulo, from 1936, whereupon self-education, the independence, the knowledge of child development phases, the singers freedom movement and the minimal intervention of the adult tutor made part of the proposal. In a mystic perspective, there was a link with the method and the social and theosophic assistance, in the 50 decade, disseminating in Rio de Janeiro and Paraná, by Piper Lacerda Borges and his husband. In the reuse given to the Agostinho da Silva method, also in the 1950, were present in the some universities creations, such as the Federal University of Santa Catarina as well from Paraíba and The University of Brasilia. Concluded that between 1914 and 1952, the establishment process of the Montessori method in Brazil was lead by several different individuals, from different parts of the country, with appropriations and personal representations.]

Language: Portuguese

Published: Florianópolis, Brazil, 2017

Article

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Odgajanje opažanjem: neke specifičnosti odnoga prema Montessori pedagogiji [Upbringing by observation: some specifics of education according to Montessori pedagogy]

Available from: Hrčak - Portal of Croatian scientific and professional journals

Publication: Služba Božja: liturgijsko-pastoralna revija, vol. 58, no. 4

Pages: 443-464

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Abstract/Notes: Specifična slika djeteta u Montessori pedagogiji utječe na značajke Montessori odgojitelja, njegovu osobnu i stručnu pripremu te njegovu unutarnju pripremu. U ovom se radu analiziraju specifičnosti navedene pedagogije glede djeteta, odgojitelja i pripremljene okoline. Montessori pedagogija računa s periodima ili razdobljima posebne osjetljivosti kod djece i pridaje im veliku razvojnu i odgojnu važnost, a da bi dijete uspješno prošlo svaki od perioda, potrebno je da odrasli slijede i odgovaraju na potrebe djeteta. Na kraju rada istaknut ćemo glavne specifičnosti razvoja i poimanja djeteta prema ovoj pedagogiji. [A specific picture of the child in Montessori pedagogy affects the qualities of Montessori educators, their personal and professional preparation and their internal preparation. This paper analyses the specifics of the mentioned pedagogy regarding the child, the educator and the prepared environment. Montessori pedagogy counts on periods or times of special sensitivity in children and attaches great developmental and educational importance to them, so that, should the child successfully pass each of the periods, it is necessary for adults to follow and respond to the needs of the child. At the end of the paper we will highlight the child’s main developmental characteristics and understanding of the child according to this pedagogy.]

Language: Croatian

ISSN: 0037-7074, 1849-1057

Article

Maria Montessori y las casas de párvulos [Maria Montessori and nursery schools]

Publication: Revista de Educación: Dedicada al Estudio de la Pedagógia y sus Ciencias Afines, vol. 1, no. 6

Pages: 1-9

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Language: Spanish

Book Section

Psychologische Beobachtungen in der Montessori-Grundschulklasse [Psychological Observations in the Montessori Elementary School Class]

Book Title: Psychologisches zur Montessori-Methode: Aus dem Montessori-Heft der Neuen Erziehung [Psychological information on the Montessori method: From the Montessori booklet of the New Education]

Pages: 1-17

Early childhood care and education, Early childhood education, Montessori method of education, Montessori schools, Observation (Educational method), Teachers

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Language: German

Published: Berlin, Germany: Hensel and Co. Verlag, 1927

Doctoral Dissertation

Measuring Parent Perception and Understanding of Montessori Education in Three Massachusetts Montessori Schools

Available from: University of Pepperdine

Americas, Montessori schools, North America, Parent participation, Parents - Perceptions, United States of America

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Abstract/Notes: The Montessori method is a comprehensive, child-centered, developmentalist philosophy of education developed by Dr. Maria Montessori in Rome, Italy, in the early 1900s. The Montessori method differs from traditional approaches to education, and has had limited exposure in the U.S. until the last 20 years. Despite this growth, little research data exists on the effectiveness of the method or of parent understanding of the method. This research project attempted to determine parent understanding of the Montessori method of education at three Montessori schools in Massachusetts that educate children from toddlers to grade 8. The objective of the research was to design, implement, and analyze a survey that measured parent understanding of the Montessori principles and classroom practices. The survey was developed using the Montessori principles as the foundation. The goal was to determine both the extent of parent understanding of the Montessori principles and parent perception of how these principles are carried out in the Montessori classroom. Parents and guardians were asked a total of 10 questions, 7 of which were five-point Likert scales. The quantitative questions specifically addressed the six Montessori principles and were designed to test parents’ overall understanding of each principle. Responses ranged from a principle being not at all important to very important. The qualitative portion of the survey instrument utilized three open-ended, self-completed questions designed to reveal a range of parent perceptions about Montessori education and classroom practices. The surveys revealed that parent values and thinking do line up with some aspects of the Montessori method and philosophy. The surveys also revealed that parents seem to value classroom practices contrary to the founding principles. What parents value and what parents think about regarding concepts such as goal setting, achievement, competition with peers, and teachers preparing and presenting lessons is in direct contrast with some of the Montessori founding principles and intentions. If Montessori schools wish to remain viable, they will need to reconcile the Montessori principles with conflicting parent values and, further, determine how to better align their principles with parent views and desires for their children.

Language: English

Published: Malibu, California, 2015

Article

Dr. Montessori [and Some Montessori Sayings]

Available from: HathiTrust

Publication: Kindergarten-Primary Magazine, vol. 26, no. 5

Pages: 146-147

Maria Montessori - Biographic sources, Maria Montessori - Philosophy

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Language: English

Article

Prof. Günter Schulz-Benesch und die Montessori-Bewegung in Österreich [Prof. Günter Schulz-Benesch and the Montessori movement in Austria]

Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 36, no. 3

Pages: 157-159

Austria, Europe, Günter Schulz-Benesch - Biographic sources, Western Europe

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Language: German

ISSN: 0944-2537

Book Section

La Molteplicità Scientifica di Maria Montessori [The Scientific Multiplicity of Maria Montessori]

Book Title: La Cura dell'Anima in Maria Montessori: l'Educazione Morale, Spirituale e Religiosa dell'Infanzia [Care of the Soul in Maria Montessori: Moral, Spiritual and Religious Education of Childhood]

Pages: 5-7

Europe, Italy, Maria Montessori - Biographic sources, Southern Europe, Spirituality

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Language: Italian

Published: Rome, Italy: Fefè Editore, 2011

ISBN: 978-88-95988-34-4

Article

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La función y el papel desempeñado por la maestra en la obra de Montessori [The role and the function of the teacher in Montessori works]

Available from: Associação Sul-Rio-Grandense de Pesquisadores em História da Educação

Publication: Revista História da Educação, vol. 14, no. 32

Pages: 31-51

Maria Montessori - Philosophy, Montessori method of education - Teachers, Teachers

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Abstract/Notes: A função da professora constitui um aspecto fundamental dentro do sistema teórico montessoriano. De fato, Montessori atribui à professora um papel muito delicado: facilitar o correto crescimento da criança “pai do homem”. É por isto que o papel e a função da professora montessoriana devem responder aos pontos fortes de sua teoria educativa: a necessidade de que haja uma forte idéia de escola, a necessidade de diferenciar o momento teórico do momento prático e o papel desempenhado pelo desempenho científico da professora; o respeito que ambos devem ter com a criança (nem a professora nem a ciência podem fixar a priori os resultados de cada criança: potencialmente a excelência é para todos); o xeque a qualquer pretensão de neutralidade/objetividade: quando a relação é com seres humanos é sem sentido pensar que existam técnicos capazes de transmitir conceitos de maneira asséptica. Como dito anteriormente, a professora em Montessori se pode definir como um técnico, no sentido de que não é o científico a que lê corresponde a elaboração teórica senão técnico. Um técnico que não é nem neutro nem asséptico e cuja humanidade se colocará em um primeiro plano para que possa levar a cabo seu próprio trabalho o melhor possível. [The function of the teacher constitutes a fundamental aspect inside Montessori's system of thought. She offers to teacher a very delicate role, that of helping the right growth of child as "man's father". For this reason the role and the function of Montessori teacher must correspond to the principle points of her educative theory, that is to say: the necessity to have a strong idea of school; the need of clearly separating the practical moment (teacher) from the theoretical one (scientist); the respect due to the child both by scientist and teacher (neither teacher nor scientist can pre-established the results of the single child: potentially everyone can become an excellent pupil); the defeat of the idea of neutrality/absolute objectivity, that is to say that when you deal with human being you cannot pretend to transmit notions in a neutral way. Starting from this assumptions Montessori teacher can be certainly defined a technician, but she is a new kind of technician, because she isn't neutral, but on the contrary her humanity is in the foreground so that she can become an excellent teacher. / La función de la maestra constituye un aspecto fundamental dentro del sistema teórico montessoriano. De hecho, Montessori le atribuye a la maestra un papel muy delicado: facilitar el correcto crecimiento del niño "padre del hombre". Es por esto que el papel y la función de la maestra montessoriana deben responder a los puntos de fuerza de su teoría educativa: la necesidad de que haya una fuerte idea de escuela; la necesidad de diferenciar el momento teórico del momento práctico y el papel desempeñado por el científico del desempeñado por la maestra; el respeto que ambos deben tener del niño (ni la maestra ni el científico pueden fijar a priori los resultados de cada niño: potencialmente la excelencia es para todos); el jaque mate a cualquier pretensión de neutralidad/objetividad: cuando la relación es con seres humanos es un sinsentido pensar que existan técnicos capaces de traspasar nociones de manera aséptica. Según cuanto dicho anteriormente, la maestra en Montessori se puede definir como un técnico, en el sentido de que no es el científico al que le corresponde la elaboración teórica sino un técnico. Un técnico que no es para nada ni neutro ni aséptico y cuya humanidad se colocará en un primer plano para que pueda llevar a cabo su propio trabajo lo mejor posible.]

Language: Portuguese

ISSN: 2236-3459

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