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386 results

Article

I fiori, i bambini, le cose semplici e pure

Publication: La Fiera letteraria, vol. 7

Pages: 5

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Language: Italian

Article

In viaggio con... Maria Montessori

Publication: Infanzia: orientamenti, esperienze, discussioni sui problemi pedagogico-didattici e sulla gestione della scuola materna e degli asili nido, no. 8

Pages: 59-61

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Language: Italian

ISSN: 0390-2420

Book

Lillian de Lissa, Women Teachers and Teacher Education in the Twentieth Century: A Transnational History

Australasia, Australia, Australia and New Zealand, Lillian de Lissa - Biographic sources, Montessori method of education, Oceania

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Abstract/Notes: Beginning with Lillian de Lissa’s career as foundation principal of the Adelaide Kindergarten Training College in Australia (1907–1917) and Gipsy Hill Training College in London (1917–1947), and incorporating the lives and work of her Australian and British graduates, this book illuminates the transnational circulation of knowledge about teacher education and early childhood education in the twentieth century. Acutely aware of anxieties regarding the role of modern women and the social positioning of teachers, students who attended college under de Lissa’s leadership experienced a progressive institutional culture and comprehensive preparation for work as kindergarten, nursery and infant teachers. Drawing on a broad range of archival material, this study explores graduates’ professional and domestic lives, leisure activities and civic participation, from their initial work as novice teachers through diverse life paths to their senior years. Due to the interwar marriage bar, many women teachers married, resigned from paid work and became mothers. The book explores their experiences, along with those of lifelong teachers whose work spread across a range of educational fields and different parts of the world. Although most graduates spent their lives in Australia or England, de Lissa’s personal and professional networks traversed the British dominions and colonies, Europe and the USA, fostering fascinating global connections between people, places and educational ideas.

Language: English

Published: New York, NY: Peter Lang, 2016

ISBN: 978-3-0343-1955-3

Article

Umysły przyszłości wyzwaniem dla współczesnej edukacji: Propozycje reformatorskie Marii Montessori i Howarda Gardnera [The minds of the future as a challenge for contemporary education: The reform proposals of Maria Montessori and Howard Gardner]

Available from: University of Gdańsk

Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, vol. 10, no. 36/2

Pages: 11-30

Howard Gardner - Biographic sources, Howard Gardner - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education

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Abstract/Notes: Dyskusje wokół wartości pedagogiki Marii Montessori w świetle współczesnych badań psychologicznych koncentrują się często na obszarze poznawczym czy też społecznym w rozwoju dziecka. Poniższy artykuł jest natomiast próbą znalezienia podobieństw w zakresie proponowanego wizerunku młodego człowieka ukształtowanego drogą określonych działań stymulujących w metodzie Montessori a koncepcji umysłu przyszłości Howarda Gardnera. Celem pedagogiki Montessori jest wychowanie człowieka potrafiącego zachować wolność i dyscyplinę wewnętrzną, myślącego niezależnie i krytycznie, odnoszącego się z szacunkiem do siebie i innych, dbającego o ład i harmonię w sobie i wokół siebie. Oddziaływania edukacji w myśl założeń H. Gardnera powinny rozwijać u młodego człowieka sposób funkcjonowania, który zapewni mu produktywne życie w pokojowej wspólnocie ludzi. Umysł człowieka odpowiadającego na potrzeby współczesności zawiera pięć istotnych elementów: myślenie kategoriami określonej dyscypliny wiedzy, zdolność do syntezy, zdolność do rozumienia innych ludzi, kreatywność oraz respektowanie zasad etycznych. Obie propozycje opierają się na interdyscyplinarnym myśleniu twórców, uwzględniającym aspekt antropologiczny, psychologiczny i edukacyjny w refleksji nad rozwojem człowieka. Obie również dotykają takich zagadnień jak dbanie o siebie i otoczenie (ekologia, współodczuwanie), kształcenie narzędzi myślenia w celu osiągnięcia jak największej niezależności w myśleniu, intencjonalne przygotowanie otoczenia promujące troskę o środowisko. W stylistyce opisu propozycji wychowania i edukacji odnaleźć można u obu twórców bogatą metaforykę ułatwiającą odbiorcy recepcję opisywanych idei. Wzywania i potrzeby globalnego świata stawiają kolejne pytania dotyczące optymalnej edukacji. Formułowanie odpowiedzi na te pytania jest procesem dynamicznym, dostarczającym wciąż nowych rozwiązań. [In the light of contemporary psychological research, discussions around the value of Maria Montessori's pedagogy often focus on the cognitive or social area of ​​a child's development. The following article is an attempt to find similarities in the proposed image of a young person shaped by specific stimulating activities in the Montessori method and Howard Gardner's concept of the future mind. The aim of Montessori pedagogy is to educate a person who can maintain freedom and internal discipline, think independently and critically, respect himself and others, care for order and harmony in and around himself. The impact of education, according to the assumptions of H. Gardner, should develop in a young person a way of functioning that will ensure a productive life in a peaceful community of people. The mind of a person responding to the needs of modern times contains five essential elements: thinking in terms of a specific discipline of knowledge, the ability to synthesize, the ability to understand other people, creativity and respect for ethical principles. Both proposals are based on the interdisciplinary thinking of the creators, taking into account the anthropological, psychological and educational aspects in reflection on human development. Both also touch upon issues such as taking care of oneself and the environment (ecology, compassion), shaping the tools of thinking in order to achieve the greatest possible independence in thinking, and intentional preparation of the environment promoting care for the environment. In the style of describing the upbringing and education proposals, both authors can find rich metaphors that make it easier for the recipient to receive the described ideas. The challenges and needs of the global world raise new questions about optimal education. Formulating answers to these questions is a dynamic process that constantly provides new solutions.]

Language: Polish

DOI: 10.14632/eetp_36.1

ISSN: 1896-2327, 2353-7787

Article

Fort Peck Combines Language Immersion with Montessori Methods

Available from: Tribal College Journal website

Publication: Tribal College Journal, vol. 9, no. 4

Pages: 15

Americas, Indigenous communities, Indigenous peoples, North America, North America, United States of America

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Abstract/Notes: What may be the continent’s first two Montessori Native language immersion schools opened on the Fort Peck Reservation in northeastern Montana in January.

Language: English

ISSN: 2163-3622

Article

Puntos de vista pedagógicos: El término medio salvador

Available from: Biblioteca Nacional de Maestras y Maestros - Argentina

Publication: El Monitor de la Educación Común: Organo del Consejo Nacional de Educación, vol. 46, no. 650

Pages: 91-93

Americas, Argentina, Latin America and the Caribbean, South America

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Language: Spanish

Article

Nel metodo Montessori la scuola diventa casa

Publication: Messaggero di Sant' Antonio

Pages: 40-43

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Language: Italian

ISSN: 0026-0312

Article

Effectiveness of DementiAbility Methods: The Montessori Way on Agitation in Long-term Care Home Residents with Dementia in Hong Kong

Available from: Wiley Online Library

Publication: International Journal of Geriatric Psychiatry, vol. 34, no. 9

Pages: 1352-1358

Alzheimer's disease, Asia, China, Dementia, East Asia, Gerontology, Hong Kong, Montessori method of education, Montessori therapy, Montessori-based interventions (MBI)

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Abstract/Notes: Objective To investigate the effect of the DementiAbility Methods: The Montessori Way (DMMW) on agitation in long-term care home residents with dementia. The activities using the DMMW are hypothesized to reduce agitation in terms of its frequency and disruptiveness to greater extent than structured social activities as control. Methods Forty-six long-term care home residents with dementia were randomly allocated to receive the DMMW (n = 23) or structured social activities as control (n = 23). Each participant received six intervention sessions of 45 minutes each within 2 weeks, at long-term care home. Agitation in terms of frequency and disruptiveness before and after the intervention were compared. Results The results showed that the DMMW resulted in significant reduction in overall frequency and disruptiveness of agitation. The DMMW group had significant reduction in frequency and disruptiveness of verbal aggressive, physical nonaggressive, and physical aggressive behaviors after the intervention. Conclusions The present findings support the potential of the DMMW as a safe and efficacious therapeutic intervention for addressing agitation in long-term care home residents with dementia, relevant to Hong Kong culture.

Language: English

DOI: 10.1002/gps.5063

ISSN: 1099-1166

Article

Lead It!: An App to Enable Persons With Dementia to Lead Group Activities for Their Peers

Available from: Oxford Academic

Publication: Innovation in Aging, vol. 4, no. Supplement 1

Pages: 274-275

Alzheimer's disease, Dementia, Gerontology, Montessori therapy, Montessori-based interventions (MBI)

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Abstract/Notes: LEAD IT! is an app that enables persons with early and middle stage dementia to lead activities for their peers—i.e., other persons with dementia (PWD). An alpha version of the app was tested in a Phase 1 SBIR project. The alpha version included three Montessori-inspired activities. While PWD ostensibly view LEAD IT! as a set of enjoyable activities, it is actually an evidenced-based intervention aimed at reducing responsive behaviors and enabling PWD to fill meaningful social roles. A total of 24 PWD participated in the Phase 1 study: five leaders and 19 players. LEAD IT! Programming was implemented for six weeks, twice per week. LEAD IT! produced higher levels of positive engagement and affect, and lower levels of negative engagement, as compared to standard, baseline activities—i.e., non-digital activities led by staff. More specifically, when compared to baseline programming, players exhibited an 82% increase in Constructive Engagement (P=0.000), 80% increase in Passive Engagement (P=0.000), 60% reduction in Other Engagement (P=0.035), and 171% increase in Pleasure (P=0.000). One limitation of the Phase 1 study is that, at least insofar as the intervention is only implemented twice per week for six weeks, the positive outcomes seem to be limited to the period of time during which PWD are participating in the activity—i.e., changes on global measures, such as quality of life and depression were not detected. Still, the promising results of this study suggest that LEAD IT! is worthy of further development and evaluation in a planned Phase 2 study.

Language: English

DOI: 10.1093/geroni/igaa057.878

ISSN: 2399-5300

Article

Montessori-Based Activities for Long-Term Care Residents with Advanced Dementia: Effects on Engagement and Affect

Available from: Oxford University Press

Publication: The Gerontologist, vol. 40, no. 1

Pages: 107-111

Alzheimer's disease, Dementia, Gerontology, Montessori therapy, Montessori-based interventions (MBI)

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Abstract/Notes: Sixteen residents in long-term care with advanced dementia (14 women;average age = 88) showed significantly more constructive engagement(defined as motor or verbal behaviors in response to an activity), lesspassive engagement (defined as passively observing an activity), and morepleasure while participating in Montessori-based programming than inregularly scheduled activities programming. Principles of Montessori- basedprogramming, along with examples of such programming, are presented.Implications of the study and methods for expanding the use of Montessori-based dementia programming are discussed.

Language: English

DOI: 10.1093/geront/40.1.107

ISSN: 0016-9013

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