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Article
Appendix: Educational Toys [For infants--list with prices]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 3, no. 2
Date: Fall 1976
Pages: 57-62
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Language: English
ISSN: 0010-700X
Article
Singing with Books
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 2, no. 3
Date: Fall 1975
Pages: 44-48
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Language: English
ISSN: 0010-700X
Article
A Montessori Science Album: Experiments with Sound, Electricity, Magnets, Light, and Weather; The World of Small Things
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 2, no. 3
Date: Fall 1975
Pages: 49-64
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Language: English
ISSN: 0010-700X
Article
Experiments with Air
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 1, no. 3
Date: Fall 1974
Pages: 22-26
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Language: English
ISSN: 0010-700X
Article
Book Reviews: 100 Ways to Have Fun with an Alligator and 100 Other Involving Art Projects [by] Norman Laliberte and Richey Kehl
Publication: The Constructive Triangle (1965-1973), vol. 8, no. 2
Date: Fall 1972
Pages: 16
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Abstract/Notes: This article is not present in the scanned copy at University of Connecticut.
Language: English
ISSN: 0010-700X
Article
Experiences in Math and Science with Plants we Eat
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 7, no. 2
Date: Winter 1971-1972
Pages: 1-16
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Language: English
ISSN: 0010-700X
Article
Project-Based Learning in Teaching with the DAF Montessori Method
Available from: ScienceDirect
Publication: Procedia: Social and Behavioral Sciences, vol. 70
Date: 2013
Pages: 1901-1910
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Abstract/Notes: In my paper, I will examine the ways in the active and creative learning with all sensory perceptions from the educational perspective. It concerns the integrated switching of individual learning techniques and learning strategies in DAF (GFL) instruction. First of all, I will handle action and project elements in foreign language lesson first become I, which different aspects action and project oriented of learning in foreign language instruction to treat. Here plays the positive effect of the Montessori Method, which emphasizes working with all sense channels. Because the more sensory impressions are opened, so much the better new vocabulary in the memory is stored. One assumes the learning in instruction to participate actively and the opportunity orders themselves to them by practical doing and experiences linguistic authority to acquire. A goal of my contribution is to develop an applicable method for forei gn language instruction in order to make active, creative, motivating and discovering learning procedures possible. This carries high concentration ability and an improvement out of keeping achievement with the acquisition and promotes creativity. This is to carry an interactive learning procedure out for the increase of the quality in the foreign language authority.
Language: English
DOI: 10.1016/j.sbspro.2013.01.268
ISSN: 1877-0428
Article
Montessori Okullarında Mekânı Kavramlarla Okumak / Reading The Space With Concepts In Montessori Schools
Available from: DergiPark Akademik
Publication: Sanat ve Tasarım Dergisi (Anadolu Üniversitesi) / Journal of Art and Design (Anadolu University), vol. 10, no. 1
Date: 2020
Pages: 82-105
Architecture, Classroom environments, Design, Learning environments, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: Alternative education methods which occured as a reaction to the traditional education systems are approaches that are child centered and that focus on practical learning and accept each child as a unique individual. Montessori Method, one of the alternative education approaches, differs from other alternative education methods by being an approach giving maximum freedom to the child, reflects the education principles not only to the education method but also to the physical environment of the child, and advocates that the strongest relationship in education is established between the child and the environment. This study, in which the main principles of Montessori Method were determined via conceptual analysis, aims to examine the effects and reflections of generated concepts on space organization. For this purpose, five Montessori schools from different countries, designed by different architects in different years, which can be reached through visual, written, and drawn documents are discussed. / Geleneksel eğitim sistemine tepki olarak ortaya çıkan alternatif eğitim metotları, özgürlükçü, çocuk odaklı, deneysel öğretimi esas alan ve her çocuğu ayrı bir birey olarak kabul eden yaklaşımlar olarak dikkat çekmektedir. Bu alternatif eğitim yaklaşımlarından biri olan Montessori Metodu ise, çocuğa maksimum bağımsızlık veren, eğitim ilkelerini sadece eğitim yöntemine değil, çocuğun fiziksel çevresine de yansıtan ve eğitimdeki en güçlü ilişkinin çocuk ile ortam arasında kurulduğunu savunan bir yaklaşım olmasıyla diğer alternatif eğitim metotlarından ayrılmaktadır. Montessori Metodu’nun temel değerlerinin kavramsal analiz yoluyla belirlendiği çalışma kapsamında, oluşturulan kavramların mekân örgütlenmesi üzerindeki etkilerinin ve yansımalarının irdelenmesi hedeflenmiştir. Bu amaçla alanyazında yer alan, görsel, yazılı ve çizili belgelerine ulaşılabilen, farklı ülkelerde bulunan, farklı yıllarda ve mimarlar tarafından yapılmış olan beş adet Montessori okulu ele alınmıştır. Çalışmada elde edilen kavramların bu okullar üzerinden okuması yapılarak eğitim yöntemi ile eğitim mekânı arasında güçlü bir ilişkinin olduğu ortaya konulmuştur.
Language: Turkish
DOI: 10.20488/sanattasarim.830694
ISSN: 2146-9059
Article
Montessori Practices in Early Childhood Education with Teachers' Experiences
Available from: SCIndeks
Publication: Istraživanja u Pedagogiji / Research in Pedagogy, vol. 13, no. 1
Date: 2023
Pages: 177-192
Early childhood care and education, Early childhood education, Montessori method of education
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Abstract/Notes: The study was conducted using a qualitative research method to examine Montessori preschool education practices in Turkiye. The study group consisted of 14 teachers in Montessori classrooms of preschools in the central district of a province in Turkiye. The data were collected with a Structured Classroom Observation Form, Material Control List and Semi-structured interviews. The MAXQDA 2022 software was used for the analysis of teacher interviews. According to the findings, the structure of the Montessori classrooms was generally in accordance with the Montessori philosophy, and there was a sufficient number and variety of Montessori materials in the classrooms. Practical life and mathematics activities were frequently included in the program. The most commonly used materials were sensorial and cosmic field materials. Teachers felt inadequate about Montessori practices. There were problems with the high-class size, mixed age, cost and supply of material. According to teachers, education provides children with self-regulation skills and enables effective learning. In addition, education has some advantages for parents and teachers. Children were bored with the activities, parents had insufficient knowledge of the practices, and teachers had time management problems. Finally, teachers offered recommendations for improving practices.
Language: English
ISSN: 2217-7337
Article
Grappling with the miseducation of Montessori: A feminist posthuman rereading of ‘child’ in early childhood contexts
Available from: SAGE Journals
Publication: Contemporary Issues in Early Childhood, vol. 23, no. 3
Date: 2022
Pages: 302-316
Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: This article demonstrates how feminist posthumanism can reconfigure conceptualisations of, and practices with, ‘child’ in Montessori early childhood contexts. It complicates Montessori’s contemporary reputation as a ‘middle-class phenomenon’ by returning to the earliest Montessori schools as a justice-oriented project for working-class children and families. Grappling with the contradictions and inconsistencies of Montessori thought, this article acknowledges the legacy of Montessori’s feminism while also situating her project within the wider colonial capitalist context in which it emerged. A critical engagement with Montessori education unsettles modernist conceptualisations of ‘child’ and its civilising agenda on minds and bodies. Specifically, Montessori child observation (as a civilising mission) is disrupted and reread from a feminist posthumanist orientation to generate more relational, queer and expansive accounts of how ‘child’ is produced through observation. Working with three ‘encounters’ from fieldwork at a Montessori nursery, the authors attend to the material-discursive affective manifestation of social class, gender, sexuality and ‘race’, and what that means for child figurations in Montessori contexts. They conclude by embracing Snaza’s ‘bewildering education’ to reach towards different imaginaries of ‘child’ that are not reliant on dialectics of ‘human’ and ‘non-human’, and that allow ‘child’ to be taken seriously, without risking erasure of fleshy, leaky, porous, codified bodies in Montessori spaces.
Language: English
DOI: 10.1177/14639491221117222
ISSN: 1463-9491