Abstract/Notes: Although Montessori's name is almost universally known in education circles today, and there are countless nursery schools throughout the world using the "Montessori Method," the real core of her thinking has remained largely misunderstood. Most people regard the method as a system for the education of very young children. And most who have some direct experience of it, either as parent or teacher, would regard it as involving a certain set of procedures and specialized educational materials with clear and elaborate instructions for their use. However, the essence of Montessori's philosophy of education is in reality far broader than this, and contains a powerful message for educators everywhere. What is less well-known about Montessori's work is that she began by establishing the effectiveness of her approach at the pre-elementary level, but also strongly encouraged the extension of her method to the higher levels of education. Wentworth's purpose in writing this book is to elucidate this vital aspect of Maria Montessori's life's work and to show how it applies to real-life teaching situations. She believed that by transforming the process of children's education she could help to transform the attitudes of the adults they will later become, and so those of society and the world at large--a message she promoted as vitally relevant to the future of humankind as a whole.

Language: English

Published: New York, New York: Routledge, 1999

Edition: 1st

ISBN: 978-1-4106-0440-8

Abstract/Notes: Diplomová práce "Marie Montessori a její pedagogika" se zabývá hlavními principy pedagogického systému italské lékařky a pedagožky Marie Montessori. Práce je rozdělena na dvě části, část teoretickou a část praktickou. Teoretická část se věnuje ústředním pojmům pedagogického konceptu M. Montessori se zvláštním zřetelem na postavení pedagoga v této výchovné metodě. Praktická část zkoumá roli učitele v metodě M. Montessori v komparaci s rolí učitele v tradiční škole.

Language: Czech

Published: Prague, Czechia, 2010

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 1994

Edition: 8th ed.

ISBN: 3-451-23358-4 978-3-451-23358-6

Language: German

Language: English

ISSN: 0519-0959

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 1996

Edition: 10th ed.

ISBN: 3-451-23358-4 978-3-451-23358-6

Abstract/Notes: Maria Montessori’s work spread throughout the world in a vast number of countries. In Greece, it was first implemented by a pioneer of Montessori education there, Maria Goudeli (formerly, Maria Edelstein) in the 1930’s. The present study aims to unfold the history of Edelstain-Goudeli, while examining the social, political, historical and cultural environment of the time. It is important for the global pedagogical community to investigate how any “alternative” education system is established in a country without any prior experience, especially since to date, the Greek education system has been highly centralised in terms of organisation and administration. Edelstain-Goudeli had to overcome the dominant intellectual traditions, and political and educational institutions in Greece, in order to infuse the Montessori education system into Greek society. The process is situated within the framework of “reception theory” for a scientific theory within a “scientifically peripheral” country. The study also attempts to reveal Edelstain-Goudeli’s personality, as well as identify stimuli and motivations underlying her efforts and decisions. / L’obra de Maria Montessori es va estendre arreu del món en un gran nombre de països. A Grècia, es va aplicar per primera vegada a la dècada de 1930 per Maria Goudeli (primer, Maria Edelstein), una pionera de l’educació Montessori a Grècia. El present estudi pretén descriure la història d’Edelstain-Goudeli, dins de l’entorn social, polític, històric i cultural de l’època. És important que la comunitat pedagògica d’arreu del món investigui i conegui com s’estableix qualsevol sistema educatiu “alternatiu” en un país sense experiència prèvia, sobretot perquè fins avui el sistema educatiu grec ha estat molt centralitzat, tant en l’organització com en l’administració. Edelstain-Goudeli va haver de superar les tradicions intel·lectuals dominants i les institucions polítiques i educatives de Grècia, per tal de traslladar a la societat grega el sistema educatiu Montessori. El procés que hem seguit se situa en el marc de la “teoria de la recepció” d’una teoria científica en un país de l’anomenada “perifèria científica”. L’estudi també intenta revelar la personalitat d’Edelstain-Goudeli i identificar estímuls i motivacions darrere dels seus esforços i decisions. / El trabajo de María Montessori se extendió por todo el mundo en una gran cantidad de países. En Grecia, fue aplicado por primera vez en la década de 1930 por María Goudeli (antes, María Edelstein), pionera de la educación Montessori en Grecia. El presente estudio tiene como objetivo explicar la historia de Edelstain-Goudeli, dentro del contexto social, político, histórico y cultural de la época. Es importante que la comunidad pedagógica de todo el mundo investigue y conozca cómo se establece cualquier sistema educativo «alternativo» en un país sin experiencia previa, especialmente porque hasta el día de hoy, el sistema educativo griego ha estado muy centralizado, en términos de organización y administración. Edelstain-Goudeli tuvo que superar las tradiciones intelectuales dominantes y las instituciones políticas y educativas de Grecia, para transfundir a la sociedad griega el sistema educativo Montessori. El proceso se sitúa en el marco de la “teoría de recepción” de una teoría científica en un país de la llamada “periferia científica”. El estudio también intenta desvelar la personalidad de Edelstain-Goudeli e identificar estímulos y motivaciones detrás de sus esfuerzos y decisiones.

Language: English

DOI: 10.2436/e&h.v0i40.150353

ISSN: 2013-9632, 1134-0258

Abstract/Notes: Penelitian kualitatif deskriptif ini memiliki tujuan untuk menganalisis kemampuan berpikir logis AUD melalui permainan Montessori ditinjau dari gender, yang melibatkan 16 siswa TK dari 8 sekolah yang ada di Kabupaten Aceh Tengah. Data dalam penelitian ini diperoleh melalui tes, observasi dan wawancara. Analisis data dilakukan dengan cara transkrip data, reduksi data, validasi atau triangulasi data, penyajian data dan penarikan kesimpulan. Berdasarkan hasil penelitian diketahui bahwa kemampuan berpikir logis dan simbolik siswa berada pada level Berkembang Sesuai Harapan. Pada indikator mengenal perbedaan berdasarkan ukuran “lebih dari”, “kurang dari” dan “paling/ter”, siswa laki-laki berada pada level Berkembang Sangat Baik dan siswa perempuan pada level Berkembang Sesuai Harapan. Pada indikator mengklasifikasikan benda berdasarkan warna, bentuk dan ukuran (3 variasi), siswa laki-laki berada pada level Berkembang Sesuai Harapan dan siswa perempuan pada level Mulai Berkembang. Pada indikator mengurutkan benda berdasarkan ukuran dari paling kecil ke paling besar atau sebaliknya, serta mengenal pola ABCD-ABCD, baik siswa laki-laki maupun siswa perempuan berada pada level Berkembang Sesuai Harapan dan Mulai Berkembang. [This descriptive qualitative study aims to analyze the logical thinking ability of early childhood through Montessori games in terms of gender, which involved 16 kindergarten students from 8 schools in Central Aceh Regency. The data in this study were obtained through tests, observations and interviews. Data analysis was carried out by means of data transcription, data reduction, data validation or triangulation, data presentation and drawing conclusions. Based on the results of the study, it is known that students' logical and symbolic thinking skills are at the level of Developing According to Expectations. In the indicator of recognizing differences based on the size of "more than", "less than" and "most/ter", male students are at the Very Good Developing level and female students are at the Expected Developing level. In the indicator of classifying objects based on color, shape and size (3 variations), male students are at the Developing As Expected level and female students are at the Beginning to Develop level. In the indicator of sorting objects by size from the smallest to the largest or vice versa, as well as recognizing the ABCD-ABCD pattern, both male and female students are at the level of Developing According to Expectations and Starting to Develop.]

Language: Indonesian

DOI: 10.31004/obsesi.v6i5.1894

ISSN: 2549-8959

Abstract/Notes: Many training methods are applied in pre-school education. Montessori education is one of the these training methods. Montessori education is child centered and support the child development with the characteristics of the materials used and understanding of education. By Maria Montessori developed this educational approach and in this approach children working one to one real materials and these materials are to support children's development area. In this study, Montessori education and effect of the Montessori education on the development areas were investigate. / Okul öncesi eğitimde birçok eğitim yöntemi uygulanmaktadır. Bu eğitim yöntemlerinden biri de Montessori eğitimidir. Montessori eğitimi, çocuk merkezli olması, kullanılan materyallerinin özellikleri ve eğitim anlayışı ile çocuğun gelişimini desteklemektedir. Maria Montessori tarafından geliştirilen bu eğitim yaklaşımında çocuklar gerçek materyallerle birebir çalışmakta ve bu materyaller çocukların gelişim alanlarını desteklemektedir. Yapılan bu çalışmada Montessori eğitimi ve Montessori eğitiminin gelişim alanlarına etkisi incelenmiştir.

Language: Turkish

DOI: 10.1501/Asbd_0000000033

ISSN: 2146-328X

Language: English