Abstract/Notes: La etapa de Montessori en la India fue uno de los periodos más enriquecedores en la vida de Maria Montessori. Allí escribió y publicó La Mente Absorbente del niño, y una serie de libros fundamentales. En su obra La educación de las potencialidades humanas desarrolló los principios de la “Educación Cósmica” que adaptó para el currículo de Primaria. Invitada en 1939 a dar unas conferencias en la India por el Presidente de la Sociedad Teosófica, Montessori y su hijo, se vieron atrapados por el estallido de la Segunda Guerra Mundial, y su posterior desarrollo. Tenía 69 años cuando llegó a Madrás. Permaneció diez años. Pero nada sería igual que antes. Había una Montessori antes de la India, y otra mucho más profunda después. Cuando regresaba a Europa declaró, a los que le preguntaban qué había hecho en la India: “creo que he aprendido a aprender, como el Niño”. [The decade Maria Montessori spent in India was one of the most enriching periods of her life. During that phase, she wrote and published The Absorbent Mind of the Child, as well as a number of fundamental books in her career. In The Education of Human Potentialities, she developed the principles of the “Cosmic Education”, a curriculum which she adapted for elementary students. Invited in 1939 to give lectures by the president of the Theosophical Society, Maria Montessori and her son were trapped by the outbreak of World War II and its subsequent development. She was 69 when she arrived to Madras. She stayed ten years. There was a Maria Montessori before India, and a much deeper one later. When she returned to Europe, when asked what she had done in India, she declared, “I think I’ve learned how to learn, as if I were a Child”.]
Zila Esteves Fajardo
(Author) , Hugo Enrique Troya Félix (Author)
, Angélica Alexandra Pérez Chiriboga (Author)
, Lucía Rafaela Pincay Cabrera (Author)
, Verónica Yadira Abril Ochoa (Author)
, Sandra Magdalena Koga Góngora (Author)
, Isabel del Carmen Guachichulca Alarcón (Author)
Publication: RECUS. Revista Electrónica Cooperación Universidad Sociedad,
vol. 2, no. 3
Date: 2017
Pages: 43-46
See More
Abstract/Notes: Como una alternativa a los modelos tradicionales de escuela, la médica y psicóloga italiana María Montessori funda la primera “Casa del Bambini”, en la que comienza a desarrollar un método educativo. Al realizar este trabajo se ha podido llegar a conocer un poco más acerca del material Montessori y su importancia en el proceso de la lectoescritura a niños y niñas del segundo año de educación básica. Es un tema de gran trascendencia en relación al 2° año de Educación General Básica; ya que por medio de este material se puede desarrollar diversos aspectos en la población infantil, tales como la motricidad fina, motricidad gruesa, sensopercepción, y otros aspectos. María Montessori fue una mujer especial en su época, cambió conceptos e introdujo otras formas de concebir la educación, su método unió la pedagogía, la psicología, la sociología, filosofía y la teología y logró un nuevo avance en la educación.
Publication: Reclaiming Children and Youth,
vol. 7, no. 4
Date: 1999
Pages: 201-211
See More
Language: English
ISSN: 1089-5701
Article
✓ Peer Reviewed
Il metodo Montessori per bambini in difficoltà sociali ed econimiche: I progetti di 'tenera mente-onlus" / El método Montessori para para niños con dificultades sociales y económicas: Los proyectos de “tierna mente - organización sin fines de lucro” / The Montessori method for children with social and economic difficulties: The projects of "Young Mind - A Non-Profit Organization"
Andrea Fosco
(Author) , Robert Schleser (Author)
, Jolynne Andal (Author)
Publication: Reading Psychology,
vol. 25, no. 1
Date: 2004
Pages: 1-17
See More
Abstract/Notes: Differences in cognitive developmental level and reading achievement of elementary school children in multiage programming and traditional classrooms were explored. There is controversy regarding the benefit of multiage classrooms for learning academic subjects. According to previous research (e.g., Almy, Chittenden, & Miller, 1967; Brekke, Williams, & Harlow, 1973; Cromey, 1999), cognitive developmental level, reading achievement, and classroom type all seem to be related entities. This study assesses the effects of multiage classrooms compared to traditional classrooms on cognitive developmental level and reading ability of kindergartners, first graders, and second graders. The effects of cognitive developmental level on reading ability were also explored. The results support the connections among cognitive developmental level, reading ability, and classroom type.
Publication: AMI Elementary Alumni Association Newsletter,
vol. 11, no. 2
Date: Jan 1984
Pages: 1–2
See More
Language: English
Article
Aggressive Play: Contributing Factors of Parental Roles on 3-6-Year Old Boys
Maria McCusker
(Author) , Stacy Van Doren (Author)
Publication: College of St. Elizabeth Journal of the Behavioral Sciences,
vol. 1
Date: 2007
Pages: 27-30
See More
Abstract/Notes: This study assessed whether there is a correlation between parenting styles (permissive, authoritative, and authoritarian) and the level of aggressive acts and aggressive language in children's play. The participants were 31 parents and their preschool-age boys from a suburban Montessori School in Northwestern New Jersey. A parenting style survey from Active Parenting was used to assess the parent's discipline style. Following this, by the use of event sampling forms, the children of the participating parents were assessed for the level of aggression during play. The results indicated that there was no significant correlation between parenting style, level of aggressive acts and language.
Language: English
ISSN: 1940-154X
Archival Material Or Collection
Box 18, Folder 20 - Plays, ca. 1925-1931 - "The Dream Princess: A Tale With a Dragon or a Dragon with a Tail"
Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections
Article
Adult Reading [Review of 'In Praise of Play', by Robert Neale]
Sanford Jones
(Author)
Publication: AMI/USA Bulletin,
vol. 1, no. 5
Date: Jan 1982
Pages: 3
See More
Language: English
Article
Playing with Meaning: Humour, Language Development and Imagination
Carla Foster
(Author)
Publication: AMI Journal (2013-),
vol. 2014-2015
Date: 2014/2015
See More
Abstract/Notes: Carla Foster shows how the imagination facilitates evolutionary humour, which enriches language, and how linguistic humour introduces cognitive fluency—another characteristic of imagination, referring to the movement of the mind in all directions through space and time.
