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Book Section
Montessori e la questione della pace [Montessori and the question of peace]
Book Title: L'Utopia Montessoriana: Pace, Diritti, Libertà, Ambiente [Montessorian Utopia: Peace, Rights, Freedom, Environment]
Pages: 95-112
Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Peace education
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Language: Italian
Published: Trento, Italy: Erickson, 2019
ISBN: 978-88-590-2042-4 88-590-2042-5
Article
Montessori: Origin and reasons for the criticisms of one of the most controversial pedagogues of all time / Montessori: Origen y razones de las críticas a una de las pedagogas más controvertidas de la historia
Available from: JSTOR
Publication: Revista Española de Pedagogia, vol. 81, no. 285
Date: May-Aug 2023
Pages: 251-270
Maria Montessori - Biographic sources, Maria Montessori - Criticism, interpretation, etc., Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: Montessori is one of the most fascinating and controversial pedagogues of all time. On the one hand, the naturalists reproached her for the rigidity and artificiality of her method, as well as her rejection of productive imagination and fantasy. On the other hand, progressive educators reproached the individualist and prescriptive character of her method. The modernists reproached her for her religiosity. Some criticized her for accelerating learning or for not respecting the freedom of the child, others for the contrary. Christians branded her a secularist, positivist, naturalist, and theosophist, while theosophists defined her as Catholic. These paradoxical criticisms are due, among other reasons, to the context of the antimodernist frenzy in which she developed her method, to her network of friends in Freemason circles, to the numerous nuances of her method, to her resistance to fitting in with existing educational currents, to the instrumentalization of her method by third party interests, to her sometimes entangled and not very clear language and to the lack of knowledge of her method in action. / Montessori es una de las pedagogas más fascinantes y controvertidas de la historia. Resulta curioso que todos le reprochasen tantos aspectos tan contradictorios. Los naturalistas, la rigidez y la artificialidad de su método, así como su rechazo a la imaginación productiva y a la fantasía; los progresistas, la individualidad y el carácter coercitivo del método; los modernistas, su religiosidad; algunos la criticaban por adelantar los aprendizajes o por no respetar la libertad del alumno, otros, por lo contrario; los cristianos la tildaron de laicista, naturalista, positivista y teósofa, mientras que los teósofos la definieron como católica. Esas críticas tan paradójicas se deben, entre otras razones, al contexto de persecución antimodernista en el que desarrolló su método, a su red de amistades en los ambientes masones, a los numerosos matices de su método, a su resistencia a encajar en las corrientes educativas existentes, a la instrumentalización de su método por intereses ajenos, a su lenguaje a veces enredado y poco divulgativo y al desconocimiento de su método en acción.
Language: English, Spanish
ISSN: 0034-9461, 2174-0909
Book Section
Die Montessori-Pädagogik und das behinderte Kind [Montessori pedagogy and the disabled child]
Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [The Montessori System and the Handicapped Child: Papers and Reports of the 18th International Montessori Congress (Munich, July 4-8, 1977)]
Pages: 33-56
Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Montessori method of education
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Language: German
Published: München: Kindler, 1978
ISBN: 3-463-00716-9
Article
Academic Achievement Outcomes: A Comparison of Montessori and Non-Montessori Public Elementary School Students
Available from: Journal of Elementary Education
Publication: Journal of Elementary Education, vol. 25, no. 1
Date: 2015
Pages: 39-53
Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: Within the realm of elementary public schools, several pedagogical models of early childhood education are practiced in the United States (Lillard, 2005). The constructivist approach to early childhood education is illustrative of best practices based on current theory. One model of constructivist early childhood education is the Montessori Method founded in the early twentieth century by Maria Montessori, an Italian physician (Montessori, 1912/1964). Though the Montessori Method is aligned with research-based best practices espoused by constructivism, there are relatively few public Montessori schools currently in the United States. A direct comparison is needed between the academic outcomes of public elementary school programs which implement the Montessori Method and those which implement a more traditional approach to early childhood education. The focus of this study is the academic achievement outcomes of Montessori public school students as compared to similar non-Montessori students. The Montessori students’ Iowa Tests of Basic Skills (ITBS) Total Reading and Total Math scores in grades one and two were not statistically different than their non-Montessori counterparts. In grade three, the Montessori students’ Texas Assessment of Knowledge and Skills (TAKS) Reading and Math scores were not statistically different than those of the non-Montessori students. In grades four and five, the TAKS Reading and Math scores statistically favored Montessori students.
Language: English
ISSN: 2227-1090, 1991-8100
Book Section
Montessori-Pädagogik im Lichte der Neurowissenschaft [Montessori pedagogy in the light of neuroscience]
Book Title: Kinder Sind Anders: Maria Montessoris Bild Vom Kinde Auf Dem Prüfstand [Children Are Different: Maria Montessori's Picture of the Child on the Test Bench]
Pages: 153-181
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Language: German
Published: Würzburg, Germany: Ergon, 1996
ISBN: 3-928034-90-1
Book
Roma 1907: La Prima Casa dei Bambini di Maria Montessori / The First Children's House of Maria Montessori
Children's House (Casa dei Bambini), Europe, Italy, Montessori method of education, Montessori schools, Southern Europe
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Abstract/Notes: Discusses the first "Casa dei Bambini" located on Via dei Marsi in Rome.
Language: English, Italian
Published: Rome, Italy: Opera Nazionale Montessori, 2006
ISBN: 88-88227-33-4
Article
Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction
Available from: University of California eScholarship
Publication: Journal for Learning Through the Arts, vol. 3, no. 1
Date: 2007
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Abstract/Notes: While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized. If research of students in the school system indicates that learning through the arts can benefit the ‘whole’ child, that math achievement scores are significantly higher for those students studying music, and if Montessori education produces a more academically accomplished child, then what is the potential for the child when Montessori includes an enriched music curriculum? The decision to support music cannot be made without knowing music’s effect on academic achievement and its contribution to a student’s education. This study was an experimental design using a two-group post-test comparison. A sample of 200 Montessori students aged 3-5 years-old were selected and randomly placed in one of two groups. The experimental treatment was an “in-house” music enriched Montessori program and children participated in 3 half-hour sessions weekly, for 6 months. The instrument used to measure mathematical achievement was the Test of Early Mathematics Ability-3 (Barody & Ginsburg) to determine if the independent variable, music instruction had any effect on students’ math test scores. The results showed that subjects who received music enriched Montessori instruction had significantly higher math scores and when compared by age group, 3 year-old students had higher scores than either the 4 year-old or 5 year-old children. This study shows that an arts-rich curriculum has a significant positive effect on young students academic achievement.This comprehensive research presents developmentally appropriate early education curriculum for children from 2 through 6 years old and addresses some of the most compelling questions about early experience, such as how important music is to early brain development. Contemporary theories and practices of music education including strategies for developing pitch, vocal, rhythmic, instrumental, listening, movement and creative responses in children are presented. It explores the interrelationship of music and academic development in children, and demonstrates how music can enhance and accelerate the learning process. This study combines the best of research and practical knowledge to give teachers the necessary tools to educate tomorrow's musicians. It is essential reading for all students and teachers of young children.
Language: English
DOI: 10.21977/D93110059
ISSN: 1932-7528
Master's Thesis
Montessori의 敎育思想에 관한 硏究 [A Study of Montessori Educational Philosophy]
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Language: Korean
Published: Gangneung, South Korea, 1999
Article
Montessori 101: Montessori Jargon That You Ought to Know
Publication: Tomorrow's Child, vol. 27, no. 4
Date: May 2021
Pages: 29
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Language: English
ISSN: 1071-6246
Article
Role učitele ve škole Montessori / Teacher's Role in Montessori School
Available from: Digitální knihovna Filozofické fakulty Masarykovy univerzity (Czechia)
Publication: Sborník prací Filozofické fakulty brněnské univerzity. U, Řada pedagogická, vol. 55, no. U12
Date: 2007
Pages: 117-126
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Abstract/Notes: This contribution deals with the role of teachers interacting with pupils in Montessori schools. Originally an exercise research for the study course of qualitative research in educational sciences, the text outlines the basic principles of Maria Montessori’s pedagogy, describing then the research method and the findings. A teacher was observed, keeping to her designed role within a certain extent of workload only. Yet once there were too many requirements from pupils, she abandoned her ideal role and became a captive who, under the load of her tasks, tended to solutions contravening to Montessori’s philosophy and reprobated by herself when she spoke about them. / Zaměření textu na roli učitele ve škole Montessori vzniklo souhrou několika faktorů, z nichž klíčová byla volba tématu pro cvičný kvalitativní výzkum v rámci kurzu Kvalitativní výzkum v pedagogických vědách a možnost navštívit základní školu Montessori. Zájem o alternativní koncepci výuky, kterou jsem mohla pozorovat, se pak stal základem pro téma této práce, jejímž cílem je popsat, jak učitelka Králová1 zvládá roli učitele ve škole Montessori a pokusit se odhalit obecné zákonitosti jejího jednání v interakci se žáky.
Language: Czech
ISSN: 1211-6971