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926 results

Doctoral Dissertation

Montessori's Mediation of Meaning: A Social Semiotic Perspective

Available from: University of Sydney Libraries

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Abstract/Notes: The distinctive objects designed by Dr Maria Montessori as the centrepiece of her approach to pedagogy are the topic of this study. The Montessori approach to pedagogy, celebrating its centenary in 2007, continues to be used in classrooms throughout the world. Despite such widespread and enduring use, there has been little analysis of the Montessori objects to evaluate or understand their pedagogic impact. This study begins by outlining the provenance of the Montessori objects, reaching the conclusion that the tendency to interpret them from the perspective of the progressive education movement of the early twentieth century fails to provide insights into the developmental potential embodied in the objects. In order to appreciate that potential more fully, the study explores the design of the objects, specifically, the way in which the semiotic qualities embodied in their design orient children to the meanings of educational knowledge. A meta-analytic framework comprising three components is used to analyse the semiotic potential of the Montessori objects as educational artefacts. First, Vygotsky’s model of development is used to analyse the objects as external mediational means and to recognise the objects as complexes of signs materialising educational knowledge. In order to understand how the objects capture, in the form of concrete analogues, the linguistic meanings which construe educational knowledge, systemic functional linguistics, the second component of the framework, is used to achieve a rich and detailed social semiotic analysis of these relations, in particular, material and linguistic representations of abstract educational meanings. Finally, the pedagogic device, a central feature of Bernstein’s sociology of pedagogy, is used to analyse how the Montessori objects re-contextualise educational knowledge as developmental pedagogy. Particular attention is paid to the Montessori literacy pedagogy, in which the study of grammar plays a central role. The study reveals a central design principle which distinguishes the Montessori objects. This principle is the redundant representation of educational knowledge across multiple semiotic modes. Each representation holds constant the underlying meaning relations which construe quanta of educational knowledge, giving children the freedom to engage with this knowledge playfully, independently and successfully. The conclusion drawn from this study is that the design of the Montessori objects represents valuable educational potential which deserves continued investigation, as well as wider recognition and application. To initiate this process, the findings in this study may provide insights which can be used to develop tools for evaluating and enhancing the implementation of Montessori pedagogy in Montessori schools. The findings may also be used to adapt Montessori design principles for the benefit of educators working in non-Montessori contexts, in particular, those educators concerned with developing pedagogies which promote equitable access to educational knowledge.

Language: English

Published: Sydney, Australia, 2007

Article

Student Adjustment to Higher Education: The Role of Alternative Educational Pathways in Coping with the Demands of Student Life

Available from: Springer Link

Publication: Higher Education, vol. 59, no. 3

Pages: 353-366

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Abstract/Notes: The present longitudinal study measured student adjustment to higher education, comparing 50 participants from alternative schools (Steiner, Montessori, New Schools) with 80 students from the traditional school system. We hypothesized that students from alternative schools adapt better, because of greater perceived social support, academic self-efficacy, and task-oriented coping styles. Measures were taken during the last school year (baseline characteristics), and at the beginning of the first and last terms of the first year in higher education. The quality of adjustment was assessed through academic results, and physical and psychological well-being. The following instruments were used: the State-Trait Anxiety Inventory by Spielberger (1983), the 13-items Depression Inventory by Beck et al. (1961), the Coping Inventory for Stressful Situations by Endler and Parker (1990), and semi-directed interviews. Results show that students from alternative schools adjust better to higher education: they report less anxiety and depression symptoms, and show greater life satisfaction and academic achievement.

Language: English

DOI: 10.1007/s10734-009-9252-7

ISSN: 1573-174X

Article

Woguo meng shi jiaoyu zhong xiancun de wuqu he duice / 我国蒙氏教育中现存的误区和对策 [A Preliminary Study of the Montessori Educational Model in China]

Publication: Huzhou shi fan xue yuan xue bao / 湖州师范学院学报 [Journal of Huzhou Teachers College], vol. 27, no. 5

Pages: 105-107

Asia, China, East Asia, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History

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Abstract/Notes: 在世界幼儿教育改革的大潮中,蒙台梭利教育法或成为许多国家重要的幼教模式,或被成功渗入到其教育模式之中,对当今世界各国幼儿教育的改革与发展有着重要的影响.同样,蒙台梭利教育法对我国幼儿教育的改革也具有借鉴意义.但是,必须正视我国蒙台梭利教育实践过程中存在的误区,以实现蒙台梭利教育法的中国化. [In the tide of early childhood education reform in the world, Montessori education method has become an important early childhood education model in many countries, or has been successfully infiltrated into their educational models, which has an important impact on the reform and development of early childhood education in various countries in the world today. Similarly, the Montessori education law also has reference significance for the reform of early childhood education in my country. However, we must face up to the misunderstandings in the practice of Montessori education in our country in order to realize the Sinicization of the Montessori education law.]

Language: Chinese

ISSN: 1009-1734

Article

Alice's Dream

Available from: ProQuest

Publication: Montessori Life, vol. 18, no. 3

Pages: 40-42

Access to education, Africa, Bilingual education, Culturally relevant pedagogy, Early childhood care and education, Early childhood education, Ghana, Montessori method of education, Rural education, Sub-Saharan Africa, West Africa, ⛔ No DOI found

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Abstract/Notes: Over the years, the author has observed the vicious cycle that undermines the effectiveness of and access to good basic education in her own village and family, and in poor rural areas in general. Located in one of the most deprived areas of rural Ghana, there is a huge "reality gap" between school and children's everyday lives. The weak foundation of the early school years places children of poor rural families at a serious disadvantage. Many drop out; a few struggle on in school but without success. Their educational level is too poor to enable them to find jobs, yet they no longer fit in their communities. This further discourages parents from sending their children to school. As one of the few fortunate enough to overcome these obstacles, her life path has presented opportunities to pursue her own education and careers in rural development and early childhood education. Having completed a Master's in Education in 2004, she returned to her people with a desire to give back in a way that would make a significant impact. Born of this desire is a project to provide excellent, culturally appropriate primary education in a nurturing environment for children in northern Ghana. Children learn most effectively when teaching and learning begin with and build on what they already know. Based on Montessori's philosophy and her multisensory approach to learning, PAMBE will employ an additive bilingual method, the goal of which is to develop children who are both bilingual and biliterate in English and in their mother tongue. While they are preparing to enter the wider society where English is required for economic success, they will also, through their native language, acquire mastery and understanding of their rich cultural heritage--the history, stories, customs, music, dance, and arts of their ancestors.

Language: English

ISSN: 1054-0040

Article

Maria Montessori, Les étapes de l'éducation [Stages of education] (Book Review)

Available from: Université Caen Normandie

Publication: Pour l'ère nouvelle: revue internationale d'èducation nouvelle, vol. 15, no. 128

Pages: 124

tappe dell'educazione

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Language: French

Master's Thesis

Görsel sanatlar eğitiminde Montessori eğitimi yaklaşımının, okul öncesi çocuklarının yaratıcılık gelişimlerine etkisi / The Montessorian education approach in visual arts education, the effect of preschool children's development

Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)

Art education, Asia, Child development, Middle East, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Turkey, Western Asia

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Abstract/Notes: In this research, the effect of Montessori education approach on the creativity of pre - school children in visual arts lesson was investigated and the creativity developments in students were observed. The research was carried out in college kindergarten, which educates under Kayapınar district of Diyarbakır province. 20 students between 48-66 months were applied the Montessori Education Approach and 60 students were applied the Ministry of National Education pre-school program and these two were compared to each other. Equal units are applied in both programs, Ceramic, watercolor, collage technique. The problem addressed in the study;The loss of student creativity in the implementation of the Ministry of National Education Preschool Program, the loss of self-confidence while students work, and the fact that the applied approaches are teacher-centered and therefore the works are not unique but are similar to each other. In the classrooms where Montessori Education Approach is applied, reflections of originality in the works of art, attitudes of free children to the lesson, and increased co-operation during the lesson have been observed. It is also observed that in the classrooms in which the Ministry of National Education pre-school program is applied, the method of instruction, class rules reminded in the lesson, teachers' criticism of the works resulted in loss of self-confidence in the students, reluctance to the subject,not being able to bring out the creativity and being bad tempered to students' friends. / Bu araştırmada, okul öncesi eğitim programında yer alan görsel sanatlar eğitimi ders konularının, Montesori Eğitimi Yaklaşımı programı uygulanarak, yaratıcılık gelişimlerine etkisinin nasıl olduğu belirlenmeye çalışılmıştır. 48-66 ay grubundaki 20 öğrenciye Montessori Eğitimi Yaklaşım Programı, aynı yaş grubundaki 60 öğrenciye Milli Eğitim Programı uygulanmış ve ikisi karşılaştırılmıştır. İki programda eşit üniteler işlenmiş, bunlar; Seramik tekniği, kolaj tekniği ve suluboya tekniğidir. Araştırma Milli Eğitim Bakanlığı Okul Öncesi Programının uygulandığı, görsel sanatlar eğitiminde, görsellerle yapılan anlatım sunumları, öğrencilerin yaratıcılıklarına etkileri, derste sınıf kuralları hatırlatarak ders işlenmesi aynı zamansa öğrenci eserlerine öğretmenlerin olumlu veya olumsuz eleştirilerinin etkileri araştırılmıştır. İkinci program olan Montessori Eğitimi Yaklaşımı programının uygulandığı, görsel sanatlar eğitiminin sonunda öğrencilerin yaratıcılıklarına etkileri, sanat çalışmalarının, özgünlük ve yenilik açısından yansımaları, özgür bırakılan çocukların derse kaşı tutumları, öğrenci başarısına etkileri belirlenmeye çalışılmıştır. Araştırmanın sonuçları, Montessori Eğitimi Yaklaşımı programı uygulanan sınıftaki öğrencilerde yardımlaşmanın önemli ölçüde arttığı, çocuklara yönelik yönerge olmadan, derslere kendi istekleri doğrultusunda katıldıkları ve malzemelerin yerlerini öğrenerek ihtiyaç duydukları anda aldıkları görülmüştür. Milli Eğitim Bakanlığı Programı ile işlenen, sanat eğitimi derslerinde, öğretmenlerin görsel materyalleri, örnek modelleri, anlatım ve soru-cevap yöntemlerini kullandıkları. Sınıftaki malzeme dolapları öğrencilerin ulaşamayacakları yükseklikte ve göremeyecekleri kapalı dolaplarda bulunması öğrencileri sınırladığı sonucuna ulaşılmıştır.

Language: Turkish

Published: Samsun, Turkey, 2018

Article

Assessment in Early Primary Education: An Empirical Study of Five School Contexts

Available from: Taylor and Francis Online

Publication: Journal of Research in Childhood Education, vol. 28, no. 4

Pages: 441-460

Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America

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Abstract/Notes: Within the current standards-based framework of early primary education, teachers must negotiate the integration of assessment with traditional, developmental orientations to teaching and learning. The purpose of this qualitative study was to examine teachers' approaches to early primary assessment within five different school contexts: public, independent, Froebel, Waldorf, and Montessori. Data were collected from 12 kindergarten to Grade 2 teachers through in-depth interviews followed by ethnographic observations of eight classrooms. Data were thematically analyzed to identify core approaches to assessment across the contexts related to the following themes: (1) diverse conceptions of assessment, (2) commitments to student-oriented assessment, (3) knowing children through a practice of observation, and (4) assessment of academic standards. Underpinning these assessment themes was the fundamental commitment of early-primary educators to whole-child teaching and assessment. The article concludes with suggestions for future research that explore the intersection between teaching and assessment in play-based pedagogical contexts, alternative educational approaches, and systems of high accountability, with the aim of supporting teachers in bridging developmental and academic priorities in the early primary grades.

Language: English

DOI: 10.1080/02568543.2014.944722

ISSN: 0256-8543, 2150-2641

Article

Montessori Spotlight: Teacher Education Action Commission (TEAC) - Supporting Teacher Education Programs

Publication: Montessori Life, vol. 34, no. 2

Pages: 16-17

⛔ No DOI found

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Language: English

ISSN: 1054-0040

Article

Montessori's Plan for the More Beautiful World Our Hearts Know is Possible

Available from: ProQuest

Publication: Montessori Life, vol. 31, no. 1

Pages: 30-35

⛔ No DOI found

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Abstract/Notes: A year ago, I was asked to think about peace education at the Secondary level. In each plane, developmental aspects serve to lay the groundwork for the next plane-beginning with the growth of focus and concentration and joy in work, and then, in the Elementary years, a fascination with the intricate nature of things, and next, at the Adolescent level, a sense of community and a love of humanity. While Montessori education continues to be validated by studies in education and developmental psychology, the Montessori Method is still the only game in the world of education when it comes to having both a specific, scaffolded, spiraling approach to education and a clear vision and mission for peace. The main task is not to learn the method, but to open to a new way of life for the child. [...]it is necessary for the teacher to have an inner preparation.

Language: English

ISSN: 1054-0040

Article

A Study Educational Philosophy of Maria Montessori and Its Relevance in Present Educational Scenario

Available from: Sabhavna Research Journal

Publication: Sadbhavna: Research Journal of Human Development, vol. 10, no. 2

Pages: 100-107

Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: Montessori system its impact can easily be seen in the field of pre-primary education in the European countries, U.S.A., India, China, Japan, African countries, Latin American countries and all through the world, This system has encouraged lovers of education to discover new methods of teaching young children. This system emphasized the necessity of study of children in order to educate them properly. As a result, education became child-centered. The construction of curriculum became oriented to the actual needs of life. It was considered necessary to provide a good environment in the school. The aims of education became oriented to individual development of each child. Hence emphasis was laid on the development of personality of each child. Proper training of teachers was considered necessary.

Language: English

ISSN: 2277-7377

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