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Корекція пізнавальної діяльності дошкільників з дитячим церебральним паралічем засобами Монтессорі-терапії [Correction of cognitive activity of preschoolers with cerebral palsy by means of Montessori therapy]

Available from: National Pedagogical Dragomanov University

Cerebral palsied children, Children with disabilities, Eastern Europe, Europe, Inclusive education, Montessori method of education, Montessori-based interventions (MBI), Ukraine

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Abstract/Notes: Дисертаційне дослідження присвячене актуальній психолого-педагогічній проблемі обґрунтування доцільності використання технології Монтессорі-терапії в практиці корекції пізнавальної діяльності дошкільників з церебральним паралічем в умовах терапевтичного середовища. Досліджено механізм формування теоретико- методологічного підґрунтя терапевтичної концепції методу наукової педагогіки М. Монтессорі як засобу розвитку пізнавальної діяльності дітей з церебральним паралічем. Визначено компоненти пізнавальної діяльності та критерії їх сформованості. Обґрунтовано технологію коригування пізнавальної діяльності дітей дошкільного віку з церебральним паралічем засобами Монтессорі-терапії в умовах терапевтичного середовища, яку сформовано з урахуванням теоретико- методологічних основ застосування Монтессорі-терапії та позицій нейропсихологічного підходу, що полягають у використанні схеми впровадження «методу заміщуючого онтогенезу». Статистично підтверджено ефективність запропонованої технології. [The dissertation research is devoted to the actual psychological and pedagogical problem of substantiation of expediency of use of technology of Montessori therapy in practice of correction of cognitive activity of preschool children with cerebral palsy in the conditions of the therapeutic environment. The mechanism of formation of the theoretical and methodological basis of the therapeutic concept of the method of scientific pedagogy of M. Montessori as a means of development of cognitive activity of children with cerebral palsy is investigated. Means of formation of the Montessori-therapeutic concept are defined: means of Montessori-pedagogy which are saved in a therapeutic format; Montessori pedagogical tools that have undergone transformation; Montessori therapies. The components of cognitive activity and criteria of their formation are determined: 1) cognitive mental processes in the composition: perception (tactile, or kinesthetic); visual (subject), visual-spatial; color, size, shape; visual-spatial orientation; memory (visual, visual-spatial, muscular) thinking (visually effective, visually figurative) attention; speech; 2) basic bases, prerequisites for the formation of cognitive mental processes: motivational, regulatory and operational components, taking into account a certain sequence of their formation and the need to ensure a comprehensive impact on various areas of mental functioning. According to each criterion, a number of indicators are identified, which allow to determine the levels of formation of the components of cognitive activity: high, sufficient, medium and initial. The main directions of corrective action are identified, which necessarily involve two complementary orientations of work with the child: the first is aimed at forming the basic foundations, prerequisites of cognitive mental processes, the second - the development and correction of cognitive mental processes and components. To ensure the effectiveness of corrective action, it is mandatory to include the impact on the emotional and personal aspects of the child's mental activity. The developed technology of correction of cognitive activity of preschool children with cerebral palsy by means of Montessori therapy in the conditions of the prepared therapeutic environment is based on the principles of correctional and pedagogical work with children suffering from cerebral palsy; principles determining the specifics of neuropsychological approaches to the organization of correctional and developmental work with children with psychophysical development disorders; means that constitute the theoretical and methodological basis of the Montessori therapeutic concept. The complex technology of correction of cognitive activity of preschool children with cerebral palsy by means of Montessori therapy is based on the theoretical and methodological basis formed taking into account Montessori therapeutic and neuropsychological components which consist in use of structural and functional model of integrative work of A. Luria; schemes of introduction into correctional practice of the "substitute ontogenesis method"; in the construction of the Montessori environment, taking into account the ideas about the process of formation of the brain organization of mental processes in ontogenesis; therapeutic effect of didactic Montessori material, implementation of a comprehensive approach to the formation of correctional programs, taking into account other methods of corrective action. Qualitative and quantitative analysis of the results of the study confirmed the effectiveness and appropriateness of the use in practice of special institutions of Montessori therapy technology in working with children with developmental disabilities.]

Language: Ukrainian

Published: Kyiv, Ukraine, 2018

Article

Reconstructing Montessori: On Being an Authentic Montessori School

Available from: ProQuest

Publication: Montessori Life, vol. 18, no. 2

Pages: 36-43

Child development, Educational change, Elementary education, Montessori method of education, Montessori schools, Nongraded schools, Observation (Educational method), Parents, Program effectiveness, Program evaluation, Transformational leadership, ⛔ No DOI found

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Abstract/Notes: In preparation for the centennial of Montessori education, school leaders have a unique responsibility--not only to the communities, but also to Dr. Montessori's memory--to revise the educational practices in a manner that is both respectful of her theories and responsive to a changing educational landscape. This article outlines one example of Whitby School's attempt to live up to the challenge of being an authentic Montessori school, as laid down by its founder, Nancy McCormick Rambusch. The author focuses on determining the characteristics, goals, and structure of the Second Plane of Development and addresses the needs of the children. The responsibilities of the leader of an authentic Montessori school to facilitate the thoughtful interpretation of Montessori philosophy and to foster respectful dialogue about Montessori practice, in the same manner so ardently championed by Nancy McCormick Rambusch. These are, as they always have been, the "inevitable tasks" required of authentic leaders in Montessori education. (Contains 9 figures.)

Language: English

ISSN: 1054-0040

Article

Multiracial Family Seeking Multiracial School: One Parent's Perspective

Available from: ProQuest

Publication: Montessori Life, vol. 18, no. 4

Pages: 24-25

Cultural awareness, Cultural pluralism, Educational change, Equal Education, Ethics, Minority groups, Montessori schools, Multicultural education, Student diversity, Urban schools, ⛔ No DOI found

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Abstract/Notes: This author observed that many Montessori schools have made efforts to include diversity in their programs. She toured schools in Chicago and found them oozing with multicultural awareness--from the library books on the shelves to the marketing materials they provided to the classroom celebrations of a variety of holidays. However, she observed that most of the students and teachers in these schools appear to be white. Her observations made her to wonder how student populations reflect a paradox when parents and schools are recognizing the importance of diversity in Montessori schools. She contends that Montessori schools are uniquely positioned to become not just actors, but leaders in applying diversity principles to education. She provides several suggestions on how these schools could realize this goal.

Language: English

ISSN: 1054-0040

Article

✓ Peer Reviewed

Alternativni pedagoski koncepti i obrazovna politika u Crnoj Gori

Available from: Hrčak - Portal of Croatian scientific and professional journals

Publication: Acta Ladertina, vol. 14, no. 1

Pages: 27-40

⛔ No DOI found

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Abstract/Notes: Prije Prvog svjetskog rata u Crnoj Gori je bila dominantna Herbartova paradigma pedagogije. Medutim, tamosnje prosvjetne vlasti su bile u odredenoj mjeri tolerantne prema nastavnicima koji se toga u praksi nisu u potpunosti pridrzavali. Do njih su u to doba poceli dopirati raznovrsni novi pedagoski koncepti iz Europe i sire, sto je jos vise dobilo na intenzitetu ulaskom Crne Gore u sustav Kraljevine Jugoslavije. Ipak, ideje reformskih pedagoskih pokreta u Crnoj Gori izmedu Dva svjetska rata nisu nasle svoju primjenu, iako su stjecale sve vecu afirmaciju u strucnoj javnosti. Tadasnja pedagoska znanstvena misao bila je nedovoljno razvijena, a obrazovna politika se nije razvijala samostalno i neovisno od ostatka zajednicke drzave, kao i kasnije u vrijeme SFR Jugoslavije i dominantne socijalisticke pedagogije. Raspadom zajednicke drzave pojavio se brisani prostor koji je u Crnoj Gori omogucio obnavljanje i osvijestio potrebu za preispitivanje i otvorenost za dotada drugacije pedagoske koncepte, nove i stare nedovoljno istrazene. Poslednjih par desetljeca postoje pokusaji provedbe odredenih ideja i koncepata iz okvira reformske pedagogije, kao sto su najcesce ideje Marie Montessori u predskolskim ustanovama. Prakticno se najcesce reafirmacija pojedinih ideja reformske pedagogije predstavlja kao alternativa prethodnim paradigmama obrazovanja. Skoro da nema privatnih inicijativa i skola koje bi imale obiljezja altenativnog pedagoskog koncepta. Ipak, kao alternativa staroj skoli realiziraju se brojni projekti, odnosno programi strucnog usavrsavanja nastavnika i druge aktivnosti koje imaju za cilj unaprjedivanje nastave i ucenja u skolama, kao sto su Aktivno ucenje primjena metoda aktivne nastave/ucenja, Korak po korak, Citanje i pisanje za kriticko misljenje, itd. Navedene aktivnosti i pojedine ideje reformske pedagogije su sve vise prisutne i u sluzbenim dokumentima strategije obrazovne politike Crne Gore. Medutim, u tim dokumentima moguce je pronaci i ne razumijevanja. [Before the World War I the educational system in Montenegro was officially dominated by Herbart’s paradigm of pedagogy. However, the educational authorities tolerated, to a certain extent, the practice of those teachers who did not apply it in strict terms. Namely, at that time, new and various pedagogical concepts created in Europe began to reach the Montenegrin teachers as well, which was intensified when Montenegro became part of the Kingdom of Yugoslavia. Still, the ideas of the reform pedagogical movements in Montenegro between the two world wars were not applied despite their increasing popularity in the professional circles. The pedagogical expertise of that period was not advanced enough, and the educational policies were not developed independently from the rest of the state, as subsequently when Montenegro become member of the SFR of Yugoslavia and dominant socialist pedagogy. After the dissolution of the state, a clear new space for revisions and a re-start was created, raising the consciousness about the necessity of opening towards different pedagogical concepts, new but also the old ones that had not been sufficiently explored. In the last couple of decades, there have been certain attempts to implement some of the ideas and concepts of the reform pedagogy, such as those by Maria Montessori that have been used in the preschool institutions. Reaffirmation of some ideas of reform pedagogy is often presented as an alternative to the previous educational paradigms. Private initiatives and schools oriented towards alternative pedagogical concepts hardly exist. Also, as an alternative to the “old school“, numerous new projects have been carried out, as well as programmes of the vocational training of teachers and other activities aiming at improvement of teaching and learning process, such as Active learning – applying of active teaching/learning method, Step by Step, Reading and writing for critical thinking, etc. All these activities and some of the ideas of reform pedagogy are increasingly more present in the official documents for education strategies in Montenegro. In those documents and strategies, however, there can be found miscomprehensions and problematic interpretations, which is potentialy reflected on the programs for implementation of the reform pedagogy and contemporary alternative pedagogical concepts.]

Language: Croatian

ISSN: 1845-3392, 1849-1243

Article

✓ Peer Reviewed

Modernost pedagoške koncepcije Marije Montessori [The contemporariness of Maria Montessori’s pedagogical concept / Modernität der pädagogischen Konzeption von Maria Montessori]

Available from: Hrčak - Portal of Croatian scientific and professional journals

Publication: Pedagogijska istraživanja, vol. 8, no. 2

Pages: 205-216

⛔ No DOI found

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Abstract/Notes: U zadnjim desetljećima sve veći broj znanstvenika i pedagoga praktičara pokazuje interes za Montessori pedagogiju, provjerava je u praksi i potvrđuje da je riječ o modernoj, vremenu primjerenoj pedagogiji koja odgovara na razvojne potrebe suvremene djece i mladih. Brojna istraživanja pokazuju kako djeca iz Montessori škola, u usporedbi s djecom iz standardnih škola, pokazuju bolju motivaciju za učenje, višestruke interese, samostalnost i pozitivan odnos prema učenju te veću odgovornost prema zajednici. Istraživanja euroznanosti i razvojne psihologije potvrđuju postavke Montessori pedagogije o individualnom planu razvoja, koji prolazi određene stupnjeve (senzibilna razdoblja, prozori učenja) te o potrebi didaktički obliko vanog okruženja kao pomoći u individualnom razvoju. Zahtjev za slobodom, samostalnosti i samoaktivnosti Montessori je, za razliku od emancipatorske pedagogije i sociokonstruktivizma, postavila u okvire razvojne i moralne slobode i jasno defi nirala uvjete slobode i pretpostavke samostalnosti djeteta. Sloboda shvaćena kao izgradnja kompetencija za djelovanje – cilj je, ali i put, koji dijete prolazi u svome razvoju i na kojemu treba sigurnost, zaštićenost, praćenje i pomoć odraslih. Modernost Montessori pedagogije treba tražiti u znanstveno utemeljenoj psihologiji razvoja, u pedagoški oblikovanoj ponudi učenja i u pedagoškom etosu odgajatelja. [In recent decades an increasing number of scholars and pedagogues have been showing interest in the educational approach developed by Maria Montessori, applying it in practice and arguing that it is a modern and timely pedagogy that responds to the developmental needs of contemporary children and youth. Numerous surveys show that children educated in Montessori schools, in comparison to children educated in standard schools, demonstrate a greater motivation to learn, have a multiplicity of interests, display independence and a positive stance towards learning, as well as an increased sense of responsibility towards the community. Research in neuroscience and developmental psychology confi rms the hypotheses laid down by Montessori pedagogy about the individual development plan as evolving through certain stages (sensitive periods, learning windows) and about the need to have a didactically formulated environment that will support individual development. Unlike the emancipatory pedagogy and socio-constructivism, Montessori has placed the requirement for freedom, autonomy and self-activity within the bounds of a developmental and moral freedom and clearly defi ned the conditions of the freedom and the assumptions of the child’s autonomy. Freedom interpreted as a development of competencies for action represents the aim, but also the journey a child goes through during the development period when it needs safety, protection, attention and support from the adults. The contemporariness of Montessori pedagogy is to be found in scientifically-based developmental psychology, in pedagogically formulated teaching and in the pedagogical ethos of the teacher. / In den letzten Jahrzehnten wächst die Zahl von Wissenschaft lern und pädagogischen Praktikern, die sich mit der Montessori-Pädagogik beschäft igen, ihre Th esen in der Praxis überprüfen und die Meinung vertreten, dass es um eine moderne, zeitgemäße Pädagogik handelt, die auf Entwicklungsbedürfnisse der heutigen Kinder und Jugendlichen antwortet. Zahlreiche Untersuchungen bestätigen, dass die Kinder aus den Montessori-Schulen im Vergleich mit den Kindern aus den Standardschulen eine höhere Lernmotivation, vielfältigere Interessen, Selbständigkeit und positives Verhältnis zum Lernen sowie eine größere Verantwortung gegenüber der Gemeinschaft besitzen. Die im Rahmen von Neurowissenschaft en und Entwicklungspsychologie unternommenen Untersuchungen bestätigen die Hypothesen der Montessori-Pädagogik über den individuellen Entwicklungsplan, der bestimmte Stufen durchläuft (sensible Etappen, Lernfenster) sowie die Notwendigkeit einer didaktisch gestalteten Umwelt als individueller Entwicklungshilfe. Die Forderung nach der Freiheit, Selbständigkeit und Selbstaktivität stellte Montessori, im Unterschied zu emanzipatorischer Pädagogik und sozialem Konstruktivismus in den Rahmen der moralischen und Entwicklungsfreiheit und defi nierte klar die Voraussetzungen für die Freiheit und Selbständigkeit des Kindes. Die Freiheit, begriff en als Aufb au von Handlungskompetenzen, stellt das Ziel, aber auch den Weg dar, den das Kind in seiner Entwicklung zurücklegt und auf dem es Sicherheit, Geborgenheit, Hilfe und Aufsicht durch Erwachsene benötigt. Die Modernität der Montessori-Pädagogik ist in der wissenschaft lich begründeten Entwicklungspsychologie, in den pädagogisch aufb ereiteten Lernangeboten und dem pädagogischen Ethos der Erzieher zu suchen.]

Language: Croatian

ISSN: 1334-7888

Book

The Montessori Method: The Origins of an Educational Innovation, Including an Abridged and Annotated Edition of Maria Montessori's 'The Montessori Method'

Available from: Internet Archive

Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Maria Montessori - Writings, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History

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Abstract/Notes: An essential resource for all students and scholars of early childhood education, this book offers a rich array of material about Maria Montessori and the Montessori Method. Distinguished education scholar Gerald Gutek begins with an in-depth biography of Montessori, exploring how a determined young woman overcame the obstacles that blocked her educational and career opportunities in Italy during the late Victorian age. The author then analyzes the sources and influences that shaped the Montessori philosophy of education. After laying the foundation for Montessori's development, Gutek presents an annotated and abridged edition of The Montessori Method (1912), the seminal work that introduced her educational innovations to a U.S. audience. The book concludes with key historical documents, including disciple Anne E. George's notes on the Montessori lectures and William H. Kilpatrick's critique of the Montessori method. Preserving the historical context of Montessori's contribution, Gutek also shows the continuing relevance of her thought to educational reform in the twenty-first century.

Language: English

Published: Lanham, Maryland: Rowman and Littlefield Publishers, 2004

ISBN: 978-0-7425-1911-4 978-0-7425-1912-1

Article

Supporting the Dyslexic Child in the Montessori Environment

Available from: Montessori Center Minnesota website

Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2012, no. 1-2

Pages: 54-75

Children with disabilities, Dyslexic children, Inclusive education

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Abstract/Notes: Awes, AMI trainer at the elementary level, carefully explains how children inherit the potential for language and how its acquisition is virtually guaranteed. All typical children, regardless of culture, will at a given moment come to speak their native language. Montessori found that the absorbent mind, sensitive periods, and human tendencies assist in this acquisition. In contrast, written language does not come naturally to human beings. Children will not develop writing and reading without some degree of direct experience, preparation, and instruction—and this is where obstacles experienced may manifest themselves as dyslexia.

Language: English

ISSN: 1877-539X

Article

Dr. Montessori's Approach to Language in the Second Phase of the Child's Development

Publication: NAMTA Journal, vol. 26, no. 2

Pages: 73-82

Language acquisition, Language arts, Mario M. Montessori - Writings, Montessori method of education, Reading, Writing

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Abstract/Notes: Discusses exercises enabling teachers to help 6-year-olds complete the path to total reading and spontaneous writing. The foundation of the exercises is to help children analyze words into sounds; relate the symbols of the alphabet with the sounds using sandpaper letters; and acquire the physical ability to reproduce the letters in writing. (TJQ)

Language: English

ISSN: 1522-9734

Article

A New Education for the Secondary School: A Public Lecture Given at Utrecht, January 18, 1937 (Original in French)

Publication: NAMTA Journal, vol. 26, no. 3

Pages: 189-198

Europe, Holland, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Netherlands, Trainings, Western Europe

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Abstract/Notes: Maintains that moral education should be at the foundation of educational reform and that education should prepare adolescents to find their place in society. Asserts that secondary level instruction, provided in a rural neutral environment and with opportunities for adolescents to work with their hands and their minds, will help to create a more harmonious and stronger society.

Language: English

ISSN: 1522-9734

Article

Helping the Adolescent Personality

Publication: NAMTA Journal, vol. 26, no. 3

Pages: 115-125

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Abstract/Notes: Asserts that adolescents within Montessori environments continue to use creative imagination to develop the self and still need concrete materials and manipulative tasks. Maintains that a degree of independence must be allowed for adolescents to form the foundation for self- discipline. Discusses the importance of mastering a few areas in depth rather than many areas superficially. (Author/KB)

Language: English

ISSN: 1522-9734

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