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Book
Educação para o desenvolvimento humano: para entender Montessori
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Language: Portuguese
Published: Rio de Janeiro, Brazil: OBRAPE, n.d.
Edition: 1. edição para a lingua portuguesa
Series: Educação Montessori
Article
Implementasi Metode Montessori dalam Meningkatkan Hasil Belajar PKn Kelas I SD Negeri 4 Dongos Kedung Jepara [Implementation of the Montessori Method in Improving Class I Civics Learning Outcomes at SD Negeri 4 Dongos Kedung Jepara]
Available from: Indo-MathEdu Intellectuals Journal
Publication: Indo-MathEdu Intellectuals Journal, vol. 5, no. 1
Date: 2024
Pages: 1128-1137
Asia, Indonesia, Montessori method of education - Criticism, interpretation, etc., Southeast Asia
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Abstract/Notes: This study aims to determine the implementation of the Montessori method, learning outcomes and things that influence the implementation of the Montessori method in improving Civics learning outcomes at SD Negeri 4 Dongos. The research method used is qualitative descriptive. Data collection techniques are interviews, observations and documentation. The analysis method used is crossite analysis. The results of the analysis showed that the implementation of the Montessori method in Civics subjects of grade I semester 1 students of SD Negeri 4 Dongos was quite good. The teacher provides a carefully scientific environment and gives children direction or tutorials in that environment. Teachers constantly monitor children's growth and record their progress so that they can design children's activities to prepare for the next development, step by step. The learning outcomes of Civics at SD Negeri 4 Dongos class I semester 1 of the 2023/2024 academic year are quite good. Factors that influence the implementation of the Montessori method include a negative environment that cannot make student activities to learn, lack of parental supervision for example when students are not in school and lack of attention from teachers other than Civics subject teachers who view Civics subjects as just an ordinary lesson
Language: Indonesian
ISSN: 2808-5078
Bachelor's Thesis
Guía para la Iniciacion a la Lecto Escritura con Material Montessori para Niños de 5 años Dirigida a Docentes de la Escuela "Monte Carmelo" D.M.Q.
Available from: Instituto Tecnológico Universitario Cordillera (Ecuador)
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Abstract/Notes: El aprendizaje de la lengua escrita produce un cambio cualitativo en el desarrollo de los procesos psicológicos del ser humano. La interacción con el complejo sistema de signos que ella constituye, le permite acceder a los niveles de simbolización y abstracción, mediante los cuales podrá desarrollar estrategias para dirigir su atención, organizar la memoria consciente y regular su conducta. En suma, alcanzar los procesos psicológicos más desarrollados. Es importante recordar que, la escritura es un proceso complementario de la lectura, ambos se necesitan continuamente. Es más competente como escritor una persona que tiene el hábito de leer frecuentemente, aunque se utilizan diferentes estrategias para realizar cada uno de estos dos procesos. El desafío de los docentes consiste en formar lectores que puedan producir textos escritos, coherentes, correctos, y adecuados, para lo cual, necesitan internalizar modelos textuales, a partir de la lectura Es así, como este estudio sobre la iniciación de la lectoescritura, que se realizará, representa un aporte para la comunidad estudiantil en el sentido de que significa un referente teórico para los docentes que ejercen en la primera etapa de Educación inicial, para consultar y verificar sus niveles de logro en función a la metodología para la enseñanza de la escritura que propone el enfoque Montessori conduciendo al niño o niña hacia el desarrollo integral y preparación natural.
Language: Spanish
Published: Quito, Ecuador, 2012
Article
Changing the Paradigm of Prepared Environments: The Princeton [New Jersey] Montessori School Experience
Publication: Montessori Life, vol. 11, no. 3
Date: 1999
Pages: 22–23
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Language: English
ISSN: 1054-0040
Article
Maria Montessori and the New Educational Fellowship: A Paradoxical Presence
Available from: Association Montessori Internationale
Publication: AMI Journal (2013-), vol. 2020
Date: 2020
Pages: 62-67
Maria Montessori - Biographic sources, New Education Fellowship, New Ideals in Education, Theosophical Society, Theosophy
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Abstract/Notes: The hypotheses shedding light on the presence-absence of Maria Montessori with regard to the New Education Fellowship are, in the first place, to be linked to the conditions of emergence and diffusion of her pedagogy, to the discussion about the status of her disciples, the conditions of formation, but also to profoundly make pedagogical and practical considerations about the place and status of the adult in Montessori’s education. It is especially important to provide historical documentation as to the expansion and movement details about Montessori education.
Language: English
ISSN: 2215-1249, 2772-7319
Article
Présentation du rapport de l'assemblée annuelle [Presentation of the annual meeting report]
Available from: Bibliothèque Nationale de France (BNF) - Gallica
Publication: La Nouvelle Éducation, no. 136
Date: Jun 1935
Pages: 81-83
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Language: French
ISSN: 2492-3524
Article
The Comparison of the Intuitive Mathematic Skills of Preschool Children Who Take Education According to Ministry of National Education Preschool Education Program and Montessori Approach
Available from: IISTE - International Knowledge Sharing Platform
Publication: International Journal of Scientific and Technological Research, vol. 6, no. 6
Date: 2020
Pages: 167
Asia, Comparative education, Mathematics education, Middle East, Montessori method of education, Preschool children, Preschool education, Turkey, Western Asia
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Abstract/Notes: This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature.
Language: Turkish
DOI: 10.7176/JSTR/6-06-12
ISSN: 2422-8702
Article
Does Preschool Curriculum Make a Difference in Primary School Performance: Insights into the Variety of Preschool Activities and Their Effects on School Achievement and Behaviour in the Caribbean Island of Trinidad; Cross-Sectional and Longitudinal evidence
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 103, no. 1
Date: 1994
Pages: 27-42
Americas, Caribbean, Latin America and the Caribbean, Trinidad and Tobago
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Abstract/Notes: Preschool education is an important and much studied topic in developed countries, and of growing importance in the third world. Studies exploring preschool experience have noted positive effects when comparing children with access to preschool versus children without access, and effects of particular curriculum approaches over the length of primary schooling. This study adopts a focused sample, cross‐sectional design to explore the types of preschool experience available (denoted by types of preschool activities which equate broadly to curriculum approaches) and whether variation in preschool experience affects core curriculum (English, science, mathematics) performance and classroom behaviours throughout the years of primary schooling in Trinidad and when children complete their primary education in the form of a national ‘common entrance examination’ for entry into a stratified secondary school system. Results show that a large majority of the sampled children attended preschool and that most of the preschool experience was traditional and teacher centred. Neither child centred or teacher centred preschool activities affected academic performance in the core subjects during the primary school years or at the end of their primary school career. Type of preschool activity did affect teacher perception of behaviour in class. Child centred experience facilitated a social/peer orientation in children. High levels of teacher centred experience detracted from later relationships with teacher. Results were confounded by social class, with middle class children having most access to (the limited amount available) child centred preschool experience and performing at the highest academic and behavioural levels in the classroom although in limited numbers. The discussion questions the appropriacy of the various preschool activities for pupils within a cultural orientation of traditional upbringing and primary schooling practices.
Language: English
ISSN: 0300-4430, 1476-8275
Article
Development of Social, Personal and Cognitive Skills of Preschool Children in Montessori and Traditional Preschool Programs
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 72, no. 1
Date: 1991
Pages: 117-124
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Abstract/Notes: The relationship between time in Montessori and Traditional Preschool programs and the preschool child's develoment of [1] personal skills, [2] relationship with teachers, [3] peer relations, [4] behavioral control, and [5] cognitive skills with age controlled was used to compare the relative effectiveness of the programs. This design was necessary since it is likely that parents who select the Montessori program for their child are different from parents selecting traditional preschool programs for their children. Three Montessori programs [n = 108] and three traditional programs [n = 116] provided the subjects for the study. The Pre Kindergarten Scale [PKS], a multiple choice behavioral rating scale was completed by the programs’ teachers on each child. The results revealed that the only variable significant in predicting time in program for the traditional program, relationship with teacher, was the only variable insignificant in predicting length of time in program for the Montessori program. The strongest relationship was for length of time in the Montessori program and relationship with peers [18 percent of variance] with age controlled.
Language: English
ISSN: 0300-4430, 1476-8275
Book
Z dějin předškolní výchovy [On the History of Preschool Education]
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Language: Czech
Published: Praha, Czechia: SPN, 1980
Edition: 1st ed.
Series: Učebnice pro stř. školy