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Article
A Gyógypedagógia két Meghatározó Máriája: Maria Montessori és Hári Mária [Two Determining Marias of the Special Education: Maria Montessori and Mária Hári]
Available from: University of Debrecen Publishing Platform
Publication: Különleges Bánásmód - Interdiszciplináris folyóirat, vol. 2, no. 4
Date: 2016
Pages: 35-47
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Abstract/Notes: This study presents the decisive pedagogy of two Marias: Dr. Montessori and Dr. Hári. Dr. Montessori was the first woman in Italy who received a medical degree and it was many years later when she did pedagogical studies as well. Dr. Hári was a young medical student when she started to work with Professor Pető who had laid down the basics of Conductive Education. Dr. Montessori and Dr. Hári had a lot in common: not just their profession was the same but thanks to their hard work both pedagogy became famous internationally. Through their personality, the reader will have a glance into their educational methods as well. The topic is relevant because both educational systems make it possible for people with disabilities to integrate into society and live meaningful lives. [ This study presents the decisive pedagogy of two Marias: Dr. Montessori and Dr. Hári. Dr. Montessori was the first woman in Italy who received a medical degree and it was many years later when she did pedagogical studies as well. Dr. Hári was a young medical student when she started to work with Professor Pető who had laid down the basics of Conductive Education. Dr. Montessori and Dr. Hári had a lot in common: not just their profession was the same but thanks to their hard work both pedagogy became famous internationally. Through their personality, the reader will have a glance into their educational methods as well. The topic is relevant because both educational systems make it possible for people with disabilities to integrate into society and live meaningful lives.]
Language: Hungarian
ISSN: 2498-5368
Master's Thesis
Virtualizing Montessori: Experiences of Teachers Working in a Fully Remote Montessori Preschool
Available from: DiVA Portal
Montessori method of education - Teachers, Montessori schools
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Abstract/Notes: Virtual preschool seems to contradict the Montessori Method, a hands-on, sensorial-based early childhood curriculum. However, many virtual Montessori schools, borne out of the temporary need for isolation due to the Covid-19 pandemic, seek to continue this new implementation of Montessori education permanently. This qualitative study examined how eight preschool teachers in one US-based virtual Montessori program described how they made sense of implementing the Montessori curriculum in an online setting, how they understood the academic and social experiences of their preschool students, and what advantages and disadvantages they perceived for children in the enactment of Montessori education in the virtual format. Using a thematic analysis, this study found that teachers described many adaptations to Montessori education in the virtual format, including to the materials and to the class structure. They felt that their offerings generally met the academic and social needs of their students, while staying as true to the Montessori Method as possible. Teachers found various advantages in the enactment of virtual Montessori school, including the potential to reach children and families who would otherwise not have access to Montessori education in their local communities. Teachers also found various disadvantages, including the uncertainty of the future of the program, and the interference of the screen in a child’s path towards deep concentration, and did not feel that virtual Montessori preschool was an adequate stand-alone replacement for in-person Montessori preschool. Further research is needed on the effectiveness of other virtual Montessori preschools, on the experiences of children completing a full three-year cycle in the virtual Montessori Children’s House program, and on the academic and social readiness of children emerging from virtual Montessori preschool programs for both in-person Montessori and traditional elementary school.
Language: English
Published: Linköping, Sweden, 2022
Book Section
Rinascita di Maria Montessori [Rebirth of Maria Montessori]
Book Title: Maria Montessori, oggi: 1870-1970 [Maria Montessori, today: 1870-1970]
Pages: 43-60
Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History
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Language: Italian
Published: Firenze: Giunti-Bemporad Marzocco, 1970
Book
Montessori-pedagógia: szöveggyűjtemény pedagógusoknak és pedagógusjelölteknek [Montessori pedagogy: a collection of texts for teachers and teacher candidates]
Maria Montessori - Philosophy, Maria Montessori - Writings, Montessori method of education - Criticism, interpretation, etc.
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Language: Hungarian
Published: Veszprém, Hungary: Nodus, 1995
ISBN: 963-04-1978-5 978-963-04-1978-9
Article
Montessori에 關 硏究 [Montessori: A Case Study]
Available from: RISS
Publication: 家政 學會誌 [Journal of Family Policy], vol. 7, no. 1
Date: 1974
Pages: 105-113
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Language: Korean
Book
Integration und Montessori-Pädagogik: Internationale Krimmler Montessori-Tage 1994, Symposium zum Thema Integration: die Vielfalt als Chance
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Language: German
Published: Freiburg im Breisgau, Germany: Herder, 1995
ISBN: 3-451-23876-4
Article
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
Date: 2011
Pages: 205-216
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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 Section
Die Montessori-Organisationen und die Schweiz [The Montessori Organizations and Switzerland]
Book Title: Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]
Pages: 199-238
Elisabeth Rotten - Biographic sources, Europe, Jean Piaget - Biographic sources, Montessori movement, Montessori organizations - Switzerland, Switzerland, Western Europe
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Language: German
Published: Bern, Switzerland: Haupt Verlag, 2007
Edition: 1st edition
ISBN: 978-3-258-07092-6
Article
Montessori Matters and NSW Montessori Association Inc.
Publication: Montessori Matters
Date: 1989
Pages: 17
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Language: English
Book Section
Montessori-Pädagogik in der Heilstättenschule [Montessori pedagogy in the sanatorium school]
Book Title: Montessori-Pädagogik das Kind im Mittelpunkt
Pages: 144-149
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Language: German
Published: Wien, Austria: Jugend & Volk, 2020
ISBN: 978-3-7100-4362-8 3-7100-4362-X