Language: English

Published: London, England: [s.n.], n.d.

Language: English

Published: New York, New York: Longmans, Green & Co., 1920

Language: English

Published: New York, New York: American Montessori Society, 1966

Language: English

Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1958

Language: English

Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1958

Abstract/Notes: This article exhorts the observer to take notice of the unconscious and conscious levels of the young child's absorbent mind (infant stare). Montessori notes the social awareness of young children and suggests that their amazing awareness of people, not merely their activities, is integral to observation. [Reprinted with permission from "AMI Communications 2" (1978): 2-5.]

Language: English

ISSN: 1522-9734

Language: English

Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1958

Abstract/Notes: Mlearning is learning through digital mobile environments, making it possible to acquire, interrelate and share new knowledge through mobile devices. There is a consensus on the growth of the use of these devices for different educational actions. According to Sarrab, Elgamel & Aldabbas (2012), there are different recreational and pedagogical uses based on mlearning. According to De Araújo Junior et al (2019), these uses are based on the possibility of combining more than one methodology and learning strategies in line with students’ learning characteristics and needs. To this end, mlearning seeks to integrate learning theories, especially constructivist and behavioral theories to also create collaborative working environments (Crompton, Burke & Gregory, 2017). The greatest advantage of mlearning is the possibility of it being applied pedagogically beyond the school environment, with the participation of families and with various proposals for interaction between teacher-student, student-student, and teacher-student-families. This whole range of possibilities has created a new field of study. By overcoming the design approach on mlearning environments and their different effects (Devinder Singh & Zaitun, 2006), a new line of research is becoming relevant: the role of teachers and their training in the use of this technology. Sanchez-Prieto & Hernández García (2019) point out that despite its advantages, the number of teachers using this technology is still very limited. A bibliographic review of 7 scientific articles related to the use of mlearning in primary classes within different educational contexts identified that teachers still lack, not only technical and/or pedagogical but also comprehensive training, making it difficult for them to become familiar with this technology and applying it as another teaching tool in their primary classes. Considering the needs found regarding digital teacher competence, the basis of digital interaction between teacher-student-families and the assessment, selection, and design of didactic contents, this study is an integral part of the Koulu I +D project (Mobile learning in primary education) number ID19-XX-003, aims to present a proposal for teacher training taught within an online learning environment. It does so regarding the basis, application and use of mlearning in primary classes based on the principles of Montessori education: personal choice of the student, collaborative learning, self-direction, the teacher as a guide and learning by discovery. To this end, the training model is based on these points to guide the work using mlearning by considering the characteristics and needs of primary education, regardless of the tool’s typology. The training proposal is based on providing the necessary teaching knowledge to conduct the pedagogical work at the comprehension, application and assessment levels of mlearning in primary classes. The training was designed as an online format to overcome the first barrier for some teachers: the use of technology. The defined points of training to meet the demands of the application in primary classes are: Digital teacher competence, Montessori and Mlearning Pedagogy, Pedagogical tools and the possibilities of primary education and mlearning Assessment in primary education.

Language: English

Pages: 7979-7983

DOI: 10.21125/edulearn.2020.2004

ISBN: 978-84-09-17979-4

Language: English

Published: Port Elizabeth, South Africa, 1992

Abstract/Notes: This report discusses the implementation of a unit-based instructional method at three child care centers. Two of the centers were Montessori schools and one was a traditional school. The centers were operated by a single corporate owner. A questionnaire completed by the 14 staff members of the 3 centers indicated that there was little year-long planning, scheduling, or use of learning units in the centers. A series of workshops held for staff addressed the issues of the creation of a year-long lesson plan, the use of goals and concepts in teaching, and teacher training. Objectives accomplished by these workshops included: (1) monthly unit studies were created to cover a school year; (2) a list of concepts to be taught each week was created; (3) daily lesson plans were developed; and (4) teachers were trained to use the lesson plans to become more goal oriented in their daily routines. An extensive discussion of existing early childhood education programs and models is presented. A reference list of 21 items is provided. Appendixes include copies of staff questionnaires; lists of unit themes and concepts; forms for recording student progress; and forms for recording weekly and monthly lesson plans.

Language: English

Published: Fort Lauderdale, Florida, 1991