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589 results

Article

Education for a Better Life [Summary of Renilde Montessori's address at 2001 refresher course]

Publication: AMI Elementary Alumni Association Newsletter, vol. 33, no. 3

Pages: 2

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Language: English

Book Section

Introducing Montessori Inclusive Education

Available from: Rowman and Littlefield

Book Title: The Inclusive Classroom: Creating a Cherished Experience through Montessori

Pages: 1-14

Children with disabilities, Inclusive education

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Language: English

Published: Lanham, Maryland: Rowman & Littlefield Publishers, 2021

ISBN: 978-1-4758-5635-4

Article

Montessori Influence on State School Education from 1910 to the Present

Publication: Montessori Matters

Pages: 17–18

Australasia, Australia, Australia and New Zealand, Montessori method of education, Montessori schools, Oceania, Public schools

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Language: English

Article

Educationists in London; Montessori Society

Available from: The Times Educational Supplement Historical Archive - Gale

Publication: The Times Educational Supplement (London, England)

Pages: 39

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Language: English

ISSN: 0040-7887

Article

The Many Faces of Montessori Education [Gateway School, Great Missenden]

Publication: Montessori Quarterly, vol. 11

Pages: 3

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Language: English

Book Section

"Wann beginnt Montessori-Früherziehung?" ["When does early Montessori education start?"]

Book Title: 100 Jahre Montessori-Kinderhaus Geschichte und Aktualität eines pädagogischen Konzepts [100 Years of the Montessori Children's Home: History and Topicality of an Educational Concept]

Pages: 130-153

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Language: German

Published: Berlin, Germany: LIT Verlag, 2009

ISBN: 978-3-8258-1650-6

Series: Impulse der Reformpädagogik , 24

Article

IMAC Presents Testimony before U.S. Department of Education

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

Pages: 1, 4

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Language: English

ISSN: 0889-5643

Article

✓ Peer Reviewed

La Aplicación del Método Montessori en la Educación Infantil Ecuatoriana [The Application of the Montessori Method in Ecuadorian Early Childhood Education]

Available from: Universidad Politécnica Estatal del Carchi (Ecuador)

Publication: Revista SATHIRI: Sembrador, vol. 15, no. 1

Pages: 122-131

Americas, Early childhood care and education, Early childhood education, Ecuador, Latin America and the Caribbean, Montessori method of education, Preschool education, South America

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Abstract/Notes: El método de Montessori destaca la didáctica a través de los cinco sentidos, no sólo a través de tres de ellos como se hace tradicionalmente (escuchar, ver o leer), el docente deberá saber con previa evaluación lo que cada niño está listo para realizar. Esta enseñanza es un fascinante proceso de invención, lo que conduce a la plena concentración, la motivación y sobre todo el auto-control. El objetivo de la investigación es impulsar el hábito del auto-estudio y la autodisciplina, es decir que posibilita a que el niño trabaje con autonomía, favoreciendo el propio interés y la investigación que ayudan al niño a concentrarse en su aula; la metodología aplicada se buscó coordinar y alcanzar los objetivos propuestos mediante una investigación bibliográfica y relatos narrativos. La función del orientador fundamental es la del adulto, y en especial el padre, ya que se considera el principal guía del niño, quien es el responsable de mostrarle elmundo en sus primeros pasos. Esta enseñanza es un fascinante proceso de invención, lo que conduce a la plena concentración, la motivación y sobre todo el auto-control, los niños logran asimilar: una investigación propia e independiente, planificar, organizar, compilar información; crear: presentaciones, exposiciones y proyectos. [The Montessori method highlights the didactics through the five senses, not only through three of them as is traditionally done (listening, seeing or reading), the teacher must know with prior evaluation what each child is ready to do. This teaching is a fascinating process of invention, which leads to full concentration, motivation and above all self-control. The objective of the research is to promote the habit of self-study and self-discipline, that is, it enables the child to work with autonomy, favoring self-interest and research that help the child to concentrate in her classroom; The applied methodology sought to coordinate and achieve the proposed objectives through bibliographic research and narrative stories. The role of the fundamental guide is that of the adult, and especially the father, since she is considered the child's main guide, who is responsible for showing her the world in her first steps. This teaching is a fascinating process of invention, which leads to full concentration, motivation and above all self-control, children manage to assimilate: their own independent research, planning, organizing, compiling information; create: presentations, exhibitions and projects.]

Language: Spanish

DOI: 10.32645/13906925.935

ISSN: 2631-2905

Article

The Role of the Montessori Schools in Shaping the New Educational Movement

Publication: Around the Child, vol. 14

Pages: 69-70

Asia, India, South Asia

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Language: English

ISSN: 0571-1142

Conference Paper

Montessori Education and Its Relevance to Educational Reform

Available from: ERIC

Montessori School/Public Schools: A Conference on the Future of Public Montessori Programs (New York, Oct 17-19, 1991)

Educational change, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: This article describes the general principles of the philosophy of Montessori education. The basis of Montessori education is a student-centered learning environment--one that includes provision for an inquisitive, cooperative, safe, and nurturing atmosphere for learning. Students' psychosocial needs must be addressed before their cognitive needs, so that students will enjoy learning and become life-long learners. Montessori education has developed two sets of practices with regard to teacher preparation and classroom environment that facilitate student-centered environments. Montessori teacher education programs focus on training teachers in observational skill and child development. Teachers are educated in developmental levels and in matching appropriate skills and activities to levels. Appropriate materials facilitate the development of physical, intellectual, and social independence. Characteristics of the Montessori classroom include: teachers who are educated in the Montessori method; partnership with the family; a multi-aged, multi-graded, heterogeneous grouping of students; a diverse set of Montessori materials, activities, and experiences; a schedule that allows time for problem solving; connections between knowing and creating; and a classroom atmosphere that encourages social interaction for cooperative learning, peer teaching, and emotional development. The paper concludes with comments regarding the positive aspects of multi-age grouping.

Language: English

Published: New York City, NY: American Montessori Society, Oct 1991

Pages: 7 p.

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