Abstract/Notes: This chapter provides an overview of Montessori education in Latin America, organized around three “waves” of interest in the method of Montessori in the region, seemingly linked to economic and political factors. These are: (1) the early emergence of Montessori across Latin America led by government policy makers and social reformers from the 1910s through the 1930s; (2) a second wave of Montessori from the 1950s to the 1970s, often introduced by foreign volunteers; and (3) the contemporary context of Montessori (from the 1980s onward), largely connected to private preschools, localized community undertakings, or charity and religious schools, particularly in rural areas. Alongside these thematic profiles, the chapter briefly highlights the development of Montessori in a few national contexts: Chile, Colombia, Peru, Costa Rica, Nicaragua, and Panama.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Abstract/Notes: This chapter recounts the 100-year history of the Montessori movement in the United States and the role of Montessori within the contemporary American education landscape. We explore the origins of Montessori education in the US in the early 1900s, the mid-century revival of Montessori in private schools, and the growth of Montessori programs in public schools in conjunction with the school desegregation and charter school movements. We also situate Montessori education within a national context, including teacher education, education research, and questions of diversity, equity, inclusion, and social justice. We conclude with considerations for the future of the Montessori movement in the United States.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Abstract/Notes: Originally published 1962. 1962 version available to borrow from Books to Borrow @ Internet Archive.

Language: English

Published: New York, New York: American Montessori Society, 1998

Edition: Revised ed.

Language: English

Published: New York, New York: American Montessori Society, 1990

Language: English

Published: New York: American Montessori Society, 1964

Language: English

Published: Minneapolis, Minnesota, 1991

Language: English

Published: New York: American Montessori Society, 1964

Abstract/Notes: Anne E. George, the first American trained as a directress by Montessori in 1910, is significant as the paramount Montessori educator in the United States from 1910 to 1915. George, who established the first American Montessori school in Tarrytown, New York in 1911, was also the English-language translator of Montessori’s book, The Montessori Method (1912). Alexander Graham Bell and his wife, Mabel, intent on promoting Montessori education, established the national Montessori Educational Association, with George as its Director of Research. George was also the headmistress of the Montessori schools supported by the Bells in Washington, DC. In addition, George was Montessori’s aide and translator during her extensive lecture tour in 1913. Montessori’s relationship with George deteriorated. Montessori revoked Anne George’s credentials as a Montessori directress in 1915. The ever-loyal George, who strived to replicate the Montessori Method in American private schools, and, once, the premier American Montessori educator, was discredited by her mentor. After her marriage in 1919, George never returned to the field of education.

Language: English

Published: Cham, Switzerland: Palgrave Macmillan, 2020

ISBN: 978-3-030-54835-3

Series: Historical Studies in Education

Abstract/Notes: In an effort to explore the ways in which Montessori curriculum and public schools are cooperative or mutually exclusive, I will examine the principles of the Montessori philosophy as set forth by Dr. Maria Montessori in the areas of learners and learning, the learning environment, the curriculum and instructional strategies, and student assessment. After examining these sectors of the Montessori method, I will discuss theoretical possibilities in adapting the Montessori method to the American public school system in the early 21st century. For the purpose of this paper, I will refer to the author of the Montessori method, as "Dr. Montessori" and call the general method or portions thereof as "Montessori."

Language: English

Published: Nashville, Tennessee, 2007

Language: English

Published: Washington, D.C.: AMI/USA, 1989

Pages: 80-84