Abstract/Notes: Maria Montessori, a doctor of medicine in Italy, employed herself in curing abnormal children, afterwards, turned to an educator. She was influenced partly by Itard and Seguin, and partly by Rousseau and Froebel. Recently arguments on Montessori method have resumed with the worldwide concern to develop early the powers latent within children. Montessori method is characterized by the concreteness which her theory can be rightly put into practice because her principles were established on the basis of her experiences in a "Children's House". Since the first criticism on her theory by kilpatrick, however, there have been arguments for and against her theory. Her educational theory, first of all, premised that the fundemental differences between children and adults must always be considered; unlike the case of adults with their development stopped, "preparing environment" required along the developmental stages of children must be given to them. She stressed, under this environment, the importance of the spontaneous activity by child without being interfered and of the role of teachers as his assistants only when help demanded. She discovered the phenemenon of concentration through children's sponta-neous interest in learning, and regarded such a situation reached as being normalized. She also considered the sensitive period, in which intellectual absorption is most remarkable, she said that unless a papticular ability was gained in the period, child would lose an opportunity of developing the ability. Though her educational theory and method has an important effect upon early childhood education, there are many problems awaiting solution. Therefore it is desirable that the questions are settled and new Montessori school based on Montessori method is developed.

Language: Korean

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 1979

ISBN: 3-451-18295-5

Language: German

Published: Weinheim, Germany: Beltz, 1999

Edition: 4th ed.

ISBN: 3-407-25218-8 978-3-407-25218-0

Abstract/Notes: Maria Montessori’s method left a deep and rich renovating educational footprint in the city of Barcelona before the Franco regime (1939). An active, cheerful, playful, co-educational, science-based system, in which the child is the protagonist. The teacher accompanies the students, trying to respect their rhythms in their personal learning itinerary. The Montessori revolution was possible because the Mancomunitat de Catalunya, the Diputació de Barcelona and the municipal administration believed in it, created schools, Case dei Bambini, and promoted continuous teacher training through courses, seminars, and Summer Schools. / El mètode de la doctora Maria Montessori va deixar una profunda i rica petjada educativa i renovadora a la ciutat de Barcelona abans del règim franquista (1939). Un sistema actiu, alegre, lúdic, coeducatiu, de base científica, en què el protagonista és l’infant. El professorat acompanya l’alumnat procurant respectar el ritme en l’itinerari personal d’aprenentatge. La revolució montessoriana fou possible perquè la Mancomunitat de Catalunya, la Diputació de Barcelona i l’administració municipal hi van creure, van crear escoles, Cases dels Nens, i van promoure la formació continuada dels mestres a través de cursets, seminaris i Escoles d’Estiu / El método de la doctora Maria Montessori dejó una profunda y rica huella educativa y renovadora en la ciudad de Barcelona antes del régimen franquista (1939). Un sistema activo, alegre, lúdico, coeducativo, de base científica, en el que el protagonista es el niño. El profesorado realiza un acompañamiento al alumnado, procurando respetar el ritmo en el itinerario personal de aprendizaje. La revolución montessoriana fue posible porque la Mancomunidad de Cataluña, la Diputación de Barcelona y la administración municipal creyeron en ella, creando escuelas, Case dei Bambini, y promoviendo la formación continuada de los maestros a través de cursillos, seminarios y Escuelas de Verano.

Language: Catalan

DOI: 10.2436/e&h.v0i40.150356

ISSN: 2013-9632, 1134-0258

Abstract/Notes: Froebel and Montessori are compared in their approaches for teaching preschool children the concept of number, numerical calculation, vulgar fraction and geometrical concepts. Froebel's approach is largely metaphysical whereas Montessori's is largely sensorial. But their approaches are not diametrically opposed to each other but rather cmoplementary to each other from the educational view point. Their different claims or views should be closely studied and objectively evaluated through various experiments, before any of them are seriously incorporated in our educational practices.

Language: Korean

Language: German

ISSN: 0002-5836

Language: English

Abstract/Notes: Montessori spaces and materials have often been framed as “gender neutral” or devoid of gendering practices, but there is a lack of research that has critically engaged with gender in Montessori contexts. This chapter explores current efforts to bring gender and sexuality into the conversation in Montessori circles. Using Maria Montessori’s feminist legacy as a springboard, the need for a sustained engagement with contemporary feminist research to complicate understandings of gender is justified. By utilizing contemporary feminist lens, the gender-neutral status of Montessori materials is ruffled and gender within Montessori practice and theory is re-thought as performative, relational, multiple, situated, and complex.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Abstract/Notes: The Società Umanitaria of Milan, between 1918 and 1923, played an essential role in spreading and developing the Montessori Method. Studying in the Historical Archive of Società Umanitaria the numerous documents there collected, the author reconstructed the crucial moments of the extremely significant collaboration between Maria Montessori and Augusto Osimo, General Secretary of the Società Umanitaria. This complex and in-depth investigation was guided by the analysis, in specific, of the training courses for Montessori teachers organised by Società Umanitaria, essentially unexamined before this study, that allowed the researcher to have a deep insight into the action of Società Umanitaria aimed to promote and implement the Montessori Method in Italy and all around the world.

Language: Italian

DOI: 10.6092/issn.1970-2221/5359

ISSN: 1970-2221

Abstract/Notes: The purpose of this paper, through a review of current research, is to compare and contrast the Montessori Method and traditional programs and to identify the extent of the social and academic benefit from each. Researchers have found that there are some academic advantages to both programs. However, the academic gains that a child makes in traditional prekindergarten programs appear to diminish as the child gets older. Socially, children who have attended Montessori programs appear to enjoy school and have better relationships with peers and teachers than those in traditional program. An important thing to note is much of this research is inconclusive because of sampling bias due to study design. It is my recommendation that some of the aspects of Montessori education be incorporated into the traditional programs and that this continue as a supplement to the regular school day. Perhaps if students continue to be provided with additional support as they are in prekindergarten, the academic gains experienced as a result could be longer lasting.

Language: English

Published: Marquette, Michigan, 2009