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384 results

Master's Thesis

Análisis del método Montessori, como promotor de las relaciones interpersonales y la responsabilidad ética y política en los niños

Available from: Universidad Pedagogica Nacional - Institutional Repository

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Abstract/Notes: Esta investigación enmarcada en el paradigma cualitativo consistió en una revisión documental e interpretación hermenéutica del método Montessori como promotor de las relaciones interpersonales y la responsabilidad ética y política en los niños. También pretende determinar la vigencia de sus contribuciones a la educación infantil, particularmente en lo que concierte a la formación ética. Las relaciones interpersonales y la responsabilidad, este análisis se realiza con la ayuda de categorías organizadas por capítulos.

Language: Spanish

Published: Bogotá, Colombia, 2013

Bachelors Thesis

They're Enthusiastic About the Alphabet: Dyslexia and the Montessori Pedagogical Method

Available from: Università Ca' Foscari Venezia Online

Children with disabilities, Dyslexia, Dyslexic children, Inclusive education, Montessori method of education

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Abstract/Notes: Reading disorder, most commonly known as dyslexia, is a learning disability that seems to affect an increasing number of children. Numerous researches have been done on the subject over the last hundred years, all of them producing different and sometimes contradictory theories about its causes and possible therapies. In this thesis a general overview of such researches, of various etiological hypothesis and of the most commonly accepted treatments and therapies is presented. The Montessori pedagogical method is then introduced describing its main guidelines and presenting Maria Montessori’s reading and writing teaching approach supported by her own experiences. The aim of the thesis is to show how this highly enlightening pedagogical method can provide both a valid alternative to the standard procedure of reading and writing teaching and a valid dyslexia treatment method. This latter supposition is based on the fact that Montessori’s approach is a multisensory one, just like some of the most successful dyslexia therapies and treatments. Further empirical research on the matter is required.

Language: English

Published: Venice, Italy, 2012

Article

Монтессорі-терапевтичне середовище як засіб корекції пізнавальної діяльності дітей дошкільного віку з церебральним паралічем [Montessori therapeutic environment as a means of correcting the cognitive activity of preschool children with cerebral palsy]

Available from: National Pedagogical Dragomanov University

Publication: Scientific Journal of the National Pedagogical University - Series 19. Correctional Pedagogy and Special Psychology, vol. 26

Pages: 190-199

Cerebral palsied children, Cerebral palsy, Children with disabilities, Classroom environment, Eastern Europe, Europe, Inclusive education, Maria Montessori - Philosophy, Montessori method of education, Prepared environment, Ukraine

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Abstract/Notes: В даній статті виділено та описано принципи педагогічної системи М.Монтессорі, що безпосередньо пов‘язані з «підготовленим Монтессорі-середовищем»; зазначено суть їх трансформації в Монтессорі-терапевтичній концепції. Розкрито зміст поняття «підготовлене Монтессорі-середовище», описано принципи його побудови та правила роботи в ньому. Узагальнено пропозиції щодо удосконалення терапевтичного середовища для дітей з руховими порушеннями. Обгрунтовано ефективність використання в середовищі «рухових зон», різноманітних модулів, манежів, допоміжних та спеціальних засобів з метою формування та корекції різних видів рухів. Відповідно, сформульовано систему завдань корекційних вправ, що виконуються Монтессорі-терапевтами. Автором розглянуто специфічні особливості розвитку пізнавальної сфери дітей дошкільного віку з церебральним паралічем. Визначено пріоритетність завдань корекційної роботи по формуванню основних структурних компонентів повноцінної предметної діяльності, що є основною умовою формування сенсорних еталонів у дитини з ДЦП. Окремо розглянуто специфіку видів діяльності та запропоновано систему роботи з дидактичним Монтессорі-матеріалом, що його в терапевтичному середовищі для дітей дошкільного віку з дитячим церебральним паралічем, представлено в обмеженій кількості. Значну увагу приділено системі вправ в сенсорній зоні Монтессорі-терапевтичного середовища з метою формування сенсорних еталонів, оперування ними в самостійній діяльності на рівні виявлення, розрізнення, упорядкування, словесного називання, виробленню сенсомоторних дій, тобто роботі по формуванню дитиною власного інтелекту. [This article identifies and describes the principles of the pedagogical system of M. Montessori, which are directly related to the "prepared Montessori environment"; the essence of their transformation in the Montessori therapeutic concept is indicated. The meaning of the concept "prepared Montessori environment" is revealed, the principles of its construction and rules of work in it are described. Suggestions for improving the therapeutic environment for children with movement disorders are summarized. The efficiency of use in the environment of "movement zones", various modules, arenas, auxiliary and special means for the purpose of formation and correction of various types of movements is substantiated. Accordingly, a system of tasks of corrective exercises performed by Montessori therapists is formulated. The author considers the specific features of the development of the cognitive sphere of preschool children with cerebral palsy. The priority of the tasks of correctional work on the formation of the main structural components of a full-fledged subject activity, which is the main condition for the formation of sensory standards in a child with cerebral palsy. The specifics of activities are considered separately and the system of work with didactic Montessori material is offered, which is presented in a limited amount in the therapeutic environment for preschool children with cerebral palsy. Considerable attention is paid to the system of exercises in the sensory zone of Montessori-therapeutic environment in order to form sensory standards, operating them in independent activities at the level of detection, distinction, ordering, verbal naming, sensorimotor actions, ie work on forming a child's own intelligence.]

Language: Ukrainian

ISSN: 2310-8290

Book

A gyermek felfedezése

Maria Montessori - Writings

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Abstract/Notes: Hungarian translation of: La scoperta del bambino [The Discovery of the Child]

Language: Hungarian

Published: Budapest, Hungary: Cartaphilus K., 2002

ISBN: 963-9303-43-7 978-963-9303-43-0

Book

A gyermek felfedezése

Maria Montessori - Writings

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Abstract/Notes: Hungarian translation of: La scoperta del bambino [The Discovery of the Child]

Language: Hungarian

Published: Budapest, Hungary: Cartaphilus, 2011

ISBN: 978-963-266-205-3 963-266-205-9

Book

A gyermek felfedezése

Maria Montessori - Writings

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Abstract/Notes: Hungarian translation of: La scoperta del bambino [The Discovery of the Child]

Language: Hungarian

Published: Budapest, Hungary: Herder, 1995

ISBN: 963-7484-07-8 978-963-7484-07-0

Doctoral Dissertation

Montessori Education in Aotearoa-New Zealand: A Framework for Peace and Social Justice

Available from: Auckland University of Technology Library

Australasia, Australia and New Zealand, Montessori method of education, New Zealand, Oceania, Peace, Peace education, Social justice

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Abstract/Notes: In the first half of the 20th century, Maria Montessori (1870-1952) created a radical approach to early education that she believed had the potential to aid political and socio-cultural transformation on a global scale. This study utilises critical theory and insights from the reconceptualist early childhood education movement to contextualise the background and examine the currency of Montessori’s vision of social justice for the child and subsequent world peace. The research focuses on the reflections of graduates from the Bachelor of Education (Montessori Early Childhood Teaching), a model of teacher education developed at the Auckland University of Technology. The study utilised socio-biographical inquiry and case study as key research tools. Participants were drawn from graduates in their first, second and third year of early childhood teaching practice. The specialty degree aims to highlight the social advocacy role of Maria Montessori with regard to children’s rights and as teachers qualify and enter the field, the project explores differences and similarities that they meet in the interpretation of Montessori philosophy. Information was also sought on the factors that support or challenge the development and resilience of teachers during their first three years of practice in the field. In particular, the study considers the relationship between the philosophy and practice of Montessori teachers in Aotearoa-New Zealand with reference to Montessori’s vision and explores how a teacher preparation model can be authentically reconciled with a social justice perspective. Case studies in four early childhood centres exemplify how a framework derived from Montessori philosophy supports development of the ‘just community’. This research has yielded information on the development of effective practice in early childhood education using the construct of critically engaged pedagogy. Insights arising from the project may therefore contribute to advancing both the literature and practice of Montessori education and especially in the New Zealand teacher education context.

Language: English

Published: Auckland, New Zealand, 2011

Book

Attualità scientifica della pedagogia di Maria Montessori

, bibliografia

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Abstract/Notes: Roma, Italy: Anicia, 1990

Language: Italian

Published: Roma, Italy: Anicia, 1990

Series: Apprendere e progettare supporti didattici

Article

The Effect of Montessori Programme on the Motion and Visual Perception Skills of Trainable Mentally Retarded Individuals

Available from: RedFame

Publication: Journal of Education and Training Studies, vol. 7, no. 2

Pages: 120-128

Asia, Children with disabilities, Inclusive education, Middle East, Montessori method of education, Turkey, Western Asia

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Abstract/Notes: In this research, it is aimed to examine the effects of Montessori education on the mentally retarded individuals in the special education who have had Montessori education and who have not had it. 24 trainable mentally disabled male students who had and did not have Montessori education in a private school in Kayseri participated in the study. The students were between the ages of 20-22. 12 voluntary participants constituted the experimental group who had Montessori education. The control group included 12 voluntary mentally disabled individuals. While the control group had a routine training for 8 weeks, the experimental group had Montessori education program for 8 weeks. In addition, mothers of the students in the experimental group were included in the training program. The mentally disabled individuals had movement and visual perception skills tests.When the results of the movement perception skills in the experimental and control groups were reviewed, no significant differences were found in the movement skill variables according to the values (p>0.05). While the pretest posttest values in the mentally retarded individuals in the experimental group revealed significant difference (p<0,05), no difference occurred only in the left foot balance test (p>0,05). All pretest posttest values depending on the movement revealed significant difference in the control group (p<0,05).As a result, when the effect of the Montessori program on the movement skills of trainable mentally retarded people was examined, no significant difference was found between the values of the control group, and Montessori education gave similar values as the classical education. Thus, it was concluded that it was advisable Montessori education program to be used widely. When its effect on the visual perception skills was examined, it could be stated that the posttest averages of the each visual perception sub-scale average revealed an increase except the shape-ground connection. Consequently, when the movement skills of the trainable mentally retarded individuals were reviewed, no difference was found in the control group values, and Montessori education values were similar to classical education. Therefore, it is concluded that Montessori education program should be used widely.

Language: English

DOI: 10.11114/jets.v7i2.3875

ISSN: 2324-8068

Article

Progressive Vision, Leadership, and System Change

Publication: NAMTA Journal, vol. 19, no. 1

Pages: 121-135

Educational change

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Abstract/Notes: Defines a new leadership in education, which recognizes the comprehensive nature of change in the public school system to meet the educational needs of all children, especially disadvantaged and minority children, in a global economy. Maintains that Montessori education is uniquely prepared to lead public school reform. (BB)

Language: English

ISSN: 1522-9734

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