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1501 results

Book

Frebel i Montessori [Froebel and Montessori]

Asia, Eastern Europe, Europe, Friedrich Fröbel - Philosophy, Friedrich Fröbel - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Russia, Ukraine, Western Asia

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Abstract/Notes: Reportedly includes a section about Montessori education.

Language: Russian

Published: Kiev, Ukraine: [s.n.], 1915

Article

Montessōri kyōiku ni kitai suru / モンテッソーリ教育に期待する / Expectation on Montessori Education

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 29

Pages: 2-8

Asia, East Asia, Japan

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Language: Japanese

ISSN: 0913-4220

Book Section

Einige Grundprinzipien der Montessori-Methode, beurteilt vom Standpunkt der neueren Psychologie [Some basic principles of the Montessori method, judged from the point of view of recent psychology]

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: 18-32

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Language: German

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

Article

✓ Peer Reviewed

Modernost pedagoške koncepcije Marije Montessori [The contemporariness of Maria Montessori’s pedagogical concept / Modernität der pädagogischen Konzeption von Maria Montessori]

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

Publication: Pedagogijska istraživanja, vol. 8, no. 2

Pages: 205-216

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Abstract/Notes: U zadnjim desetljećima sve veći broj znanstvenika i pedagoga praktičara pokazuje interes za Montessori pedagogiju, provjerava je u praksi i potvrđuje da je riječ o modernoj, vremenu primjerenoj pedagogiji koja odgovara na razvojne potrebe suvremene djece i mladih. Brojna istraživanja pokazuju kako djeca iz Montessori škola, u usporedbi s djecom iz standardnih škola, pokazuju bolju motivaciju za učenje, višestruke interese, samostalnost i pozitivan odnos prema učenju te veću odgovornost prema zajednici. Istraživanja euroznanosti i razvojne psihologije potvrđuju postavke Montessori pedagogije o individualnom planu razvoja, koji prolazi određene stupnjeve (senzibilna razdoblja, prozori učenja) te o potrebi didaktički obliko vanog okruženja kao pomoći u individualnom razvoju. Zahtjev za slobodom, samostalnosti i samoaktivnosti Montessori je, za razliku od emancipatorske pedagogije i sociokonstruktivizma, postavila u okvire razvojne i moralne slobode i jasno defi nirala uvjete slobode i pretpostavke samostalnosti djeteta. Sloboda shvaćena kao izgradnja kompetencija za djelovanje – cilj je, ali i put, koji dijete prolazi u svome razvoju i na kojemu treba sigurnost, zaštićenost, praćenje i pomoć odraslih. Modernost Montessori pedagogije treba tražiti u znanstveno utemeljenoj psihologiji razvoja, u pedagoški oblikovanoj ponudi učenja i u pedagoškom etosu odgajatelja. [In recent decades an increasing number of scholars and pedagogues have been showing interest in the educational approach developed by Maria Montessori, applying it in practice and arguing that it is a modern and timely pedagogy that responds to the developmental needs of contemporary children and youth. Numerous surveys show that children educated in Montessori schools, in comparison to children educated in standard schools, demonstrate a greater motivation to learn, have a multiplicity of interests, display independence and a positive stance towards learning, as well as an increased sense of responsibility towards the community. Research in neuroscience and developmental psychology confi rms the hypotheses laid down by Montessori pedagogy about the individual development plan as evolving through certain stages (sensitive periods, learning windows) and about the need to have a didactically formulated environment that will support individual development. Unlike the emancipatory pedagogy and socio-constructivism, Montessori has placed the requirement for freedom, autonomy and self-activity within the bounds of a developmental and moral freedom and clearly defi ned the conditions of the freedom and the assumptions of the child’s autonomy. Freedom interpreted as a development of competencies for action represents the aim, but also the journey a child goes through during the development period when it needs safety, protection, attention and support from the adults. The contemporariness of Montessori pedagogy is to be found in scientifically-based developmental psychology, in pedagogically formulated teaching and in the pedagogical ethos of the teacher. / In den letzten Jahrzehnten wächst die Zahl von Wissenschaft lern und pädagogischen Praktikern, die sich mit der Montessori-Pädagogik beschäft igen, ihre Th esen in der Praxis überprüfen und die Meinung vertreten, dass es um eine moderne, zeitgemäße Pädagogik handelt, die auf Entwicklungsbedürfnisse der heutigen Kinder und Jugendlichen antwortet. Zahlreiche Untersuchungen bestätigen, dass die Kinder aus den Montessori-Schulen im Vergleich mit den Kindern aus den Standardschulen eine höhere Lernmotivation, vielfältigere Interessen, Selbständigkeit und positives Verhältnis zum Lernen sowie eine größere Verantwortung gegenüber der Gemeinschaft besitzen. Die im Rahmen von Neurowissenschaft en und Entwicklungspsychologie unternommenen Untersuchungen bestätigen die Hypothesen der Montessori-Pädagogik über den individuellen Entwicklungsplan, der bestimmte Stufen durchläuft (sensible Etappen, Lernfenster) sowie die Notwendigkeit einer didaktisch gestalteten Umwelt als individueller Entwicklungshilfe. Die Forderung nach der Freiheit, Selbständigkeit und Selbstaktivität stellte Montessori, im Unterschied zu emanzipatorischer Pädagogik und sozialem Konstruktivismus in den Rahmen der moralischen und Entwicklungsfreiheit und defi nierte klar die Voraussetzungen für die Freiheit und Selbständigkeit des Kindes. Die Freiheit, begriff en als Aufb au von Handlungskompetenzen, stellt das Ziel, aber auch den Weg dar, den das Kind in seiner Entwicklung zurücklegt und auf dem es Sicherheit, Geborgenheit, Hilfe und Aufsicht durch Erwachsene benötigt. Die Modernität der Montessori-Pädagogik ist in der wissenschaft lich begründeten Entwicklungspsychologie, in den pädagogisch aufb ereiteten Lernangeboten und dem pädagogischen Ethos der Erzieher zu suchen.]

Language: Croatian

ISSN: 1334-7888

Article

En solstråle Montessori i Detroits slum [A Montessori ray of sunshine in Detroit's slums]

Publication: Montessori-tidningen (Svenska montessoriförbundet), no. 6

Pages: 13

Americas, Montessori method of education, Montessori schools, North America, United States of America

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Language: Swedish

ISSN: 1103-8101

Article

Vkljucevanje Elementov Pedagogike Marie Montessori v Naravoslovje [Integrating Elements of Maria Montessori Pedagogy into Science]

Publication: Pedagoska Obzorja (Drustvo Pedagoskih Delavcev Dolenjske) [Pedagogical Horizons (Association of Pedagogical Workers of Dolenjska)], no. 1-2

Pages: 50-58

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Language: Slovenian

ISSN: 0353-1392

Article

Montessōri kyōiku kankyō / モンテッソーリ教育環境 [The Montessori Educational Environment]

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 30

Pages: 80-89

Montessori method of education - Criticism, interpretation, etc.

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Language: Japanese

ISSN: 0913-4220

Article

✓ Peer Reviewed

Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction

Available from: University of California eScholarship

Publication: Journal for Learning Through the Arts, vol. 3, no. 1

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Abstract/Notes: While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized. If research of students in the school system indicates that learning through the arts can benefit the ‘whole’ child, that math achievement scores are significantly higher for those students studying music, and if Montessori education produces a more academically accomplished child, then what is the potential for the child when Montessori includes an enriched music curriculum? The decision to support music cannot be made without knowing music’s effect on academic achievement and its contribution to a student’s education. This study was an experimental design using a two-group post-test comparison. A sample of 200 Montessori students aged 3-5 years-old were selected and randomly placed in one of two groups. The experimental treatment was an “in-house” music enriched Montessori program and children participated in 3 half-hour sessions weekly, for 6 months. The instrument used to measure mathematical achievement was the Test of Early Mathematics Ability-3 (Barody & Ginsburg) to determine if the independent variable, music instruction had any effect on students’ math test scores. The results showed that subjects who received music enriched Montessori instruction had significantly higher math scores and when compared by age group, 3 year-old students had higher scores than either the 4 year-old or 5 year-old children. This study shows that an arts-rich curriculum has a significant positive effect on young students academic achievement.This comprehensive research presents developmentally appropriate early education curriculum for children from 2 through 6 years old and addresses some of the most compelling questions about early experience, such as how important music is to early brain development. Contemporary theories and practices of music education including strategies for developing pitch, vocal, rhythmic, instrumental, listening, movement and creative responses in children are presented. It explores the interrelationship of music and academic development in children, and demonstrates how music can enhance and accelerate the learning process. This study combines the best of research and practical knowledge to give teachers the necessary tools to educate tomorrow's musicians. It is essential reading for all students and teachers of young children.

Language: English

DOI: 10.21977/D93110059

ISSN: 1932-7528

Article

Monks Meet Montessori [Shaolin monks visit Toronto Montessori School]

Publication: Tomorrow's Child, vol. 13, no. 4

Pages: 18–19

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Language: English

ISSN: 1071-6246

Article

장애어린이를 위한 Montessori교육 [Montessori Education for Children with Disabilities]

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 2

Pages: 109-125

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Language: Korean

ISSN: 1226-9417

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