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Article
Cosmic Education, Third Lecture (1936)
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2008, no. 1
Date: 2008
Pages: 5–9
Cosmic education, England, Great Britain, Maria Montessori - Philosophy, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Northern Europe, Trainings, United Kingdom
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Abstract/Notes: Montessori talks extensively about sea life and the many captivating examples that will rouse and sustain the children’s interest in the concept of Cosmic Education. Third lecture, January 9, 1936, 21st International Course Extension, London
Language: English
ISSN: 0519-0959
Article
Is Montessori the Educational Columbus?
Available from: HathiTrust
Publication: Sunset Magazine, vol. 34, no. 6
Date: Jun 1915
Pages: 1110-1115
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Language: English
ISSN: 0039-5404
Book
Metod naucnoj pedagogiki, primenjaemyj k detskomu vospitaniju v Domach rebënka [The method of scientific pedagogy applied to child education in Children's Homes]
Children's House (Casa dei Bambini), Maria Montessori - Writings
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Language: Russian
Published: Moscow, Russia: Zadruga, 1915
Book
Montessori- , Freinet- , Waldorfpädagogik: Konzeption und aktuelle Praxis [Montessori, Freinet, Waldorf education: Concept and current practice]
Alternative education, Célestin Freinet - Biographic sources, Célestin Freinet - Philosophy, Educational change, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Rudolf Steiner - Biographic sources, Rudolf Steiner - Philosophy, Waldorf method of education - Criticism, interpretation, etc.
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Language: German
Published: Weinheim, Germany: Beltz, 1994
Edition: 2nd ed.
ISBN: 3-407-25140-8 978-3-407-25140-4
Article
Creative Giftedness and Educational Opportunities
Available from: National Center for Montessori in the Public Sector (NCMPS)
Publication: Educational and Child Psychology, vol. 30, no. 2
Date: 2013
Pages: 79-88
Comparative education, Europe, France, Western Europe
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Abstract/Notes: In contrast to intellectual giftedness reflected in high academic performance and often measured by IQ tests, there is growing recognition that other forms of giftedness exist. This paper focuses on creative giftedness, defined as high potential to produce work that is original and context appropriate. After a brief introduction to the psychological basis of creative giftedness, the role of school context in the development of creative potential is highlighted. Then an empirical study suggesting that creative potential is influenced by educational context is presented; pupils attending traditional and Montessori schools in France were compared on a set of creativity tasks in both the graphic and verbal domains. Cross-sectional and longitudinal analyses were conducted as children were seen at two measurement occasions, with approximately one year delay. Results indicated greater scores on measures of creative potential for children in the Montessori context. The discussion situates the results in a broader context of issues concerning the development of creative giftedness through education.
Language: English
ISSN: 2396-8702, 0267-1611
Article
Montessori Felsefesi ile Eğitim Alan 24-72 Ay Arası Çocukların Psikolojik Dayanıklılıklarının İncelenmesi / Investigation of the Psychological Resilience of 24-72 Months Children Who Receive Education with Montessori Approach
Available from: DergiPark Akademik
Publication: İstanbul Kent Üniversitesi İnsan ve Toplum Bilimleri Dergisi [Istanbul Kent University Journal of Humanities and Social Sciences], vol. 1, no. 1
Date: 2020
Pages: 15-33
Asia, Child development, Early childhood care and education, Early childhood education, Middle East, Montessori method of education, Turkey, Western Asia
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Abstract/Notes: Psikolojik dayanıklılık zorluklarla karşılaşan bireylerin mücadele etmesi ve bu mücadeleyi sürdürebilmesi adına önem taşımaktadır. Psikolojik dayanıklılığı yüksek olan bireyler karşılaştıkları zorluklardan kendilerine yarar sağlayabilen bireylerdir. Psikolojik dayanıklılık geliştirilebilen bir kişilik özelliğidir. Maria Montessori “Çocuğu çalıştım. Çocuğun bana verdiklerini aldım ve onları ifade ettim. İşte Montessori yöntemi budur.” cümlesi ile kendi adını verdiği yöntemini açıklamaktadır. Kendine has bir eğitim yaklaşımı olan Montessori felsefesi ile eğitim, çocuğu kendi kendine yetebilen bir birey olabilmesi için destekler. Bu araştırmada Montessori felsefesiyle eğitim alan çocukların psikolojik dayanıklılığı incelenmiştir. Bu çalışmada 24- 72 ay arasında 20 öğrenci gözlenmiş olup, psikolojik dayanıklılığı oluşturan etmenler incelenmiştir. Bu bağlamda Montessori felsefesi ile eğitim alan çocukların psikolojik dayanıklılıkları; girişkenlik- özgüven, yardım alabilme, öz-düzenleme, akran ilişkileri, sosyal yeterlilik, bağlanma, mutluluk, duygu kontrolü, doyum erteleyebilme ve problem çözme becerileri başlıkları altında incelenmiştir. Araştırma sonucunda Montessori felsefesiyle eğitim alan çocukların psikolojik dayanıklılıklarının daha yüksek olduğu gözlenmiştir. Ek olarak Montessori felsefesinin, çocukların kendi kararlarını verebilen, bu kararların sorumluluğunu alabilen, çalışma özgürlüğüne sahip, kendine yetebilen ve kendini ifade edebilen bireyler olmasına katkı sağladığı gözlenmiştir. / Psychological resilience is important for individuals who face difficulties and sustain struggle in their lives. Individuals with high psychological resilience are those who can benefit from the difficulties they face. Psychological resilience is a personality trait that can be developed. Maria Montessori describes the method which has its name from her as “I have studied the child; I have taken what the child has given me and expressed it, and that is what is called the Montessori Method” Montessori philosophy, which is a unique educational approach, supports the child to become a selfsufficient individual. In this study, it was aimed to investigate the effect of Montessori education philosophy on psychological resilience. This study was carried out by observing 20 students between 24-72 months and the factors that make up psychological resilience were examined. In this context, the psychological resilience of children who are educated with Montessori philosophy were discussed under these headings: assertiveness-selfconfidence, getting help, self-regulation, peer relationships, social competence, attachment, happiness, emotion control, satisfaction deferment and problem solving skills. As a result of the research, it was observed that children who were educated with Montessori philosophy had higher psychological resilience. In addition, it was observed that Montessori philosophy contributes to children being individuals who can make their own decisions, take responsibility for these decisions, have the freedom to work, are self-sufficient and can express themselves.
Language: Turkish
ISSN: 2717-9737
Book
The Tendencies of Men in Montessori Education
Europe, Holland, Western Europe
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Abstract/Notes: Successive edition published in 1966. The text corresponds with a conference held in the Netherlands [Holland] in 1956.
Language: English
Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1957
Book
Alternative Approaches to Education: A Guide for Teachers and Parents
Available from: Taylor and Francis Online
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Abstract/Notes: Alternative Approaches to Education provides parents and teachers with information and guidance on different education options in the UK and further
Language: English
Published: New York, New York: Routledge, 2017
Edition: 2nd
ISBN: 978-1-315-53321-6
Article
Highlights of Thought in the History of Music Education
Available from: JSTOR
Publication: American Music Teacher, vol. 33, no. 4
Date: 1984
Pages: 44-46
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Language: English
ISSN: 0003-0112
Article
Maria Montessori Between Medicine and Pedagogy. Roots, Actuality and Educational Perspectives
Available from: Università di Bologna
Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 16, no. 2
Date: 2021
Pages: 23-39
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Abstract/Notes: This paper examines the thinking of Maria Montessori in relation to the contribution of other branches of educational science to the epistemological status of pedagogy. Specifically, it situates the interconnections between Montessori’s approach and medicine (primarily auxology and child neuropsychiatry) understood as a Naturwissenschaften, as well as the practical implications of this interrelatedness, within a heuristic framework that extends beyond the field of special education. Analysis of Montessori’s scientific output around the turn of the twentieth century is followed by a proposed outline of its present-day relevance, in terms of promising avenues of inquiry informed by Montessori’s initial ideas and educational work and recent neuropsychological research.
Language: English
DOI: 10.6092/issn.1970-2221/12161
ISSN: 1970-2221