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Article
News of Montessorians [News Items on 11 Montessorians]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 16, no. 1
Date: Winter 1989
Pages: 19
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Language: English
ISSN: 0010-700X
Article
Sacred Struggles of the Montessori Teacher: An Interview with Catherine McTamaney, Author of The Tao of Montessori
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 18, no. 2
Date: Winter 2006
Pages: 1, 13
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Abstract/Notes: Includes sample chapter of the book 'The Tao of Montessori'
Language: English
ISSN: 1071-6246
Article
Noch einmal: Maria Montessori [Again: Maria Montessori]
Publication: Jugendwohl: katholische Zeitschrift für Kinder- und Jugendfürsorge, vol. 40
Date: 1959
Pages: 157-158
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Language: German
ISSN: 0022-5975
Article
A Montessori-konduktív nevelési gyakorlat pedagógiai kísérlete 2000-2003 [A pedagogical experiment in Montessori-conductive education practice 2000-2003]
Available from: University of Debrecen Publishing Platform
Publication: Különleges Bánásmód - Interdiszciplináris folyóirat, vol. 4, no. 3
Date: 2018
Pages: 11-23
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Abstract/Notes: Montessori pedagógiáját a kutatók nevezik fejlesztő vagy fejlődéspedagógiának. Magyarországon az utóbbi évtizedben a pedagógiai gyakorlatban fejlesztő pedagógiaként jelenítik meg. Mária Montessori módszerét fejlesztő pedagógiai módszernek tekinthetjük, mert sajátos nevelési szükségletű gyermekek fejlesztésére is alkalmas. Pedagógiai munkáját értelmi fogyatékos gyermekek körében kezdte el. A konduktív módszer a fejlesztés speciális komplex pedagógia módszerének tekinthető, mert a tervezésben és a megvalósításban sajátos nevelési szükségletet és a speciális nevelési igényeket veszi figyelembe. A Montessori fejlesztés a konduktív nevelés gyakorlatában nem fordult elő. A kutatással a Montessori módszer alkalmazását szélesíteni kívántuk a gyógy- és fejlesztő pedagógia gyakorlatában. Igazolni kívántuk a két orvos-pedagógus holisztikus szemléletéből adódó hasonlóságot és különbséget. Pető holisztikus szemléletével magyarázható, hogy az érzékelés, észlelés, beszéd, mozgás és kommunikáció zavarát okozó állapot befolyásolását nem a különböző helyen és időben dolgozó szakemberekre bízta. A Montessori konduktív nevelési gyakorlatot 2000-2003, 2007-2008 tanévben kísérleti céllal vezettük be a konduktor hallgatók főiskolai képzésével összhangban. A program kidolgozásának a célja volt, hogy a két módszer elemeinek alkalmazását, összehangolt működését a gyakorlatban igazoljuk. [Montessori’s pedagogy is called developmental or developmental pedagogy by researchers. In Hungary, it has been portrayed as a developmental pedagogy in pedagogical practice in the last decade. Maria Montessori's method can be considered a pedagogical method, because it is also suitable for the development of children with special educational needs. He began his pedagogical work among children with intellectual disabilities. The conductive method can be considered as a special complex pedagogy method of development, because it takes into account special educational needs and special educational needs in the planning and implementation. Montessori development has not occurred in the practice of conductive education. The aim of the research was to broaden the application of the Montessori method in the practice of therapeutic and developmental pedagogy. We wanted to demonstrate the similarities and differences arising from the holistic approach of the two physician-educators. Pető's holistic approach can be explained by the fact that he did not entrust the influence of the disturbance of perception, perception, speech, movement and communication to professionals working in different places and times. The Montessori conductive education practice was introduced on an experimental basis in the 2000-2003 and 2007-2008 school years in accordance with the college training of conductor students. The aim of the development of the program was to prove the application and coordinated operation of the elements of the two methods in practice.]
Language: Hungarian
ISSN: 2498-5368
Article
La méthode Montessori adaptée aux personnes âgées présentant des troubles cognitifs, une approche globale centrée sur la personne Partie 1: Origines et grands principes fondamentaux [The Montessori method adapted to the elderly with cognitive disorders, a global approach centered on the person Part 1: Origins and major fundamental principles]
Available from: John Libbey Eurotext
Publication: Gériatrie et Psychologie Neuropsychiatrie du Vieillissement, vol. 21, no. 1
Date: Mar 2023
Pages: 97-106
Alzheimer's disease, Dementia, Gerontology, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI)
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Abstract/Notes: Les approches centrées sur la personne constituent un modèle d’accompagnement des personnes âgées présentant des troubles cognitifs en plein développement au cours des dernières années. Ses bénéfices ont été bien documentés, mais la mise en œuvre concrète de ses grands principes reste parfois floue. Dans ce contexte, la méthode Montessori adaptée aux personnes âgées en constitue une des propositions d’application concrète. Elle intègre la vision et les grands principes humanistes de la pédagogie scientifique de Maria Montessori et des outils et techniques de réhabilitation. Elle vise à redonner à la personne du contrôle sur sa vie, à favoriser son engagement dans des activités porteuses de sens et à lui redonner une place et un rôle dans la communauté. Dans cette revue de littérature, nous aborderons dans un premier temps de manière générale le courant des approches centrées sur la personne, puis nous présenterons de manière plus détaillée l’historique et les principes de la méthode Montessori adaptée aux personnes âgées afin d’en proposer une vision claire et structurée. [Person-centered approaches are a model of support for older people with cognitive disorders that have been developing in recent years. Its benefits have been well documented, but the concrete implementation of its main principles sometimes remains unclear. In this context, the Montessori method adapted to the elderly constitutes one of the proposals for concrete application. It integrates the vision and the main humanist principles of the scientific pedagogy of Maria Montessori and the tools and techniques of rehabilitation. It aims to give the person back control over his life, to encourage his involvement in meaningful activities and to give him back a place and a role in the community. In this literature review, we will first approach the current of person-centered approaches in a general way, then we will present in more detail the history and principles of the Montessori method adapted to the elderly in order to propose a clear and structured vision.]
Language: French
ISSN: 2115-8789
Book Section
Musikalische Erziehung in der Montessori-Pädagogik [Musical education in Montessori pedagogy]
Book Title: Montessori-Pädagogik das Kind im Mittelpunkt
Pages: 184-205
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Language: German
Published: Wien, Austria: Jugend & Volk, 2020
ISBN: 978-3-7100-4362-8 3-7100-4362-X
Book
Integration und Montessori-Pädagogik: Internationale Krimmler Montessori-Tage 1994, Symposium zum Thema Integration: die Vielfalt als Chance
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Language: German
Published: Freiburg im Breisgau, Germany: Herder, 1995
ISBN: 3-451-23876-4
Article
Montessori-kinderhuis te Naarden-Bussum [Montessori children's home in Naarden-Bussum]
Available from: HathiTrust
Publication: Eigen Haard, vol. 43
Date: 1917
Pages: 592-594
Europe, Holland, Netherlands, Western Europe
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Language: Dutch
ISSN: 0924-5618
Article
The Effect of Montessori Therapeutic Educational Program on the Learning Disabilities Child's Math & Language / Montessori치료교육이 학습장애아의 언어 및 수학교육에 미치는 영향
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 10
Date: 2005
Pages: 55-70
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Language: Korean
ISSN: 1226-9417
Article
Da Ellen Key a Maria Montessori: La Progettazione di Nuovi Spazi Educativi per l’Infanzia [From Ellen Key to Maria Montessori: Planning New Educational Spaces for Childhood]
Available from: Università di Bologna
Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 5, no. 1
Date: 2010
Ellen Key - Biographic sources, Ellen Key - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education
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Abstract/Notes: In questa prima fase della ricerca - ancora in itinere - si compie un’analisi storico-pedagogica del rapporto infanzia/famiglie/istituzioni. L’indagine si focalizza sulle trasformazioni dei modelli familiari, visti nella loro interdipendenza con l’elaborazione di nuove pratiche educative. Al riguardo, l’avvento del’900 si profila come un passaggio importante, che trova un suo esito nel volume di Ellen Key, Il secolo dei fanciulli. Proprio in quest’opera, la scrittrice svedese elabora una nuova idea di “maternità” e di “paternità” che pone al centro i bisogni e le esigenze infantili. La sua prospettiva diventa oggetto di dibattito, agli inizi del secolo scorso, sia in campo pedagogico, sia in campo femminista, soprattutto in merito al dilemma per la donna di coniugare insieme sfera pubblica e sfera privata, maternità e autonomia individuale. Secondo l’ipotesi qui evidenziata è in particolare Maria Montessori a raccogliere la sfida di Ellen Key, con il suo esperimento pedagogico della “Casa dei bambini”, in cui lo spazio domestico, “privato” si trasforma in uno spazio scolastico, “pubblico”, a misura di “bambino” (valenza estetica degli ambienti, cura delle relazioni umane, ecc.). [In the first phase of research it conducts an historical and pedagogical analysis on the relationship between childhoods, families and institutions, identifying family-models changes and their interdependence with the elaboration of new educative practices. At the beginning of twentieth century, Ellen Key wrote the famous book The century of children. Following the introduction of Modernity age, the author defined a new idea of “motherhood” and “fatherhood” which focused on childish subjects’ needs and requirements. Her prospective became item of debate both in pedagogic and in feminist fields, especially in regard to women’s dilemma on how to combine public and private life, motherhood and individual autonomy. In particular, Maria Montessori took up the Ellen Key challenge, in fact she made the pedagogical experiment of Children’s House, where domestic space became institutional space (settings’ aesthetic quality, human relationships’ care).]
Language: Italian
DOI: 10.6092/issn.1970-2221/1767
ISSN: 1970-2221