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582 results

Article

Les principes de l'éducation nouvelle, selon Mme. Montessori

Publication: Littérature, philosophie et pédagogie

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Language: French

ISSN: 2742-2046

Book Section

Montessori Activities and Apparatus in Special Education

Book Title: Montessori and the Special Child

Pages: 55-60

Children with disabilities, Montessori materials, Montessori method of education, Special education

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Language: English

Published: New York: Putnam's sons, 1969

Article

Education of Mentally Defective Children

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1977, no. 1

Pages: 3–9

Children with disabilities, Europe, Inclusive education, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Southern Europe, Spain, Special education

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Abstract/Notes: Lecture given in Barcelona, Spain, 1929. Printed with introduction by Nancy Jordan.

Language: English

ISSN: 0519-0959

Article

Montessori Education in China: An Update

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 10, no. 1

Pages: 27

Asia, China, East Asia, Public Montessori

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Language: English

ISSN: 1071-6246

Article

The Uganda Montessori Peace Education Initiative [Victoria Montessori School, Entebbe]

Available from: ProQuest

Publication: Montessori Life, vol. 18, no. 3

Pages: 12

Africa, East Africa, Sub-Saharan Africa, Uganda

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Language: English

ISSN: 1054-0040

Book Section

Play and Learning in Early Childhood Education: The Contribution of High Scope, Reggio Emilia, and Montessori Pedagogical Approaches

Available from: IGI Global

Book Title: Early Childhood Education From an Intercultural and Bilingual Perspective

Pages: 147-163

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Abstract/Notes: The key role of toys and play in early years education has been highlighted by several childhood pedagogues such as Froebel, Montessori, Weikart, and Malaguzzi, among many others. It is consensual among the international educational community that children now spend far more time being instructed an...

Language: English

Published: Hershey, Pennsylvania: IGI Global, 2018

ISBN: 978-1-5225-5167-6

Article

✓ Peer Reviewed

The Confirmation of Montessori Postulates in Contemporary Educational Neuroscience / Potvrde postulata Montessori pedagogije u suvremenoj obrazovnoj neuroznanosti

Available from: University of Zagreb

Publication: Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, vol. 22, no. 4

Croatia, Europe, Neuroscience, Southern Europe

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Abstract/Notes: This paper lends insight into the fundamental postulates of Montessori pedagogyand definitions of contemporary educational neuroscience, focusing on the needsand solutions of contemporary didactic approaches. By presenting the results ofcontemporary researches, the paper connects the achievements of Montessoripedagogic methods and strategies with the scientific indicators of educationalneuroscience about the manners of positive impact on the development of anindividual. The results of the educational neuroscience research will corroborate thepostulates of Montessori pedagogy that state that understanding the developmentalstages of upbringing, individual competences, and specificities of each child areimportant for upbringing. Specific cases will be used to emphasize that, apartfrom the cognitive competence, it is essential to develop psychomotor and affectivecompetences, meaning that the development of these personality spheres isconnected and interdependent. By providing the pedagogic perspective, the paperpoints to the need for further deliberation on how to shape an optimal curriculum.The paper suggests that various social and technological changes are reasons toconsider pedagogic methods, strategies, and approaches of Montessori, which is alsosupported and substantiated by contemporary educational neuroscience.Key words: didactics; Montessori pedagogy; neurodidactics; neuroscience. - U ovom radu daje se uvid u osnovne postulate Montessori pedagogije i definicijesuvremene obrazovne neuroznanosti, orijentirajući se prema potrebama i rješenjimaza suvremene didaktičke pristupe. Prikazom rezultata suvremenih istraživanja radpovezuje dostignuća Montessori pedagoških metoda i strategija sa znanstvenimpokazateljima obrazovne neuroznanosti o načinima pozitivnoga utjecaja na razvojpojedinca. Rezultati istraživanja obrazovne neuroznanosti potkrijepit će postulateMontessori pedagogije da je za odgojni pristup važno razumijevanje razvojnih fazaodrastanja, individualnosti kompetencija i specifičnosti odgajanika. Specifičnimprimjerima naglasit će se da je uz kognitivne, bitno razvijati psihomotorne iafektivne kompetencije, odnosno da je razvoj ovih sfera ličnosti povezan imeđuovisan. Ponuđenom pedagoškom perspektivom rad ukazuje na potrebudaljnjega razmatranja kako pristupiti oblikovanju optimalnih kurikula. U radu sesugerira da je upravo zbog različitih društvenih i tehnoloških promjena potrebnorazmišljati o pedagoškim metodama, strategijama i pristupima Montessoripedagogije, što podržava i potkrepljuje suvremena obrazovna neuroznanost.Ključne riječi: didaktika; Montessori pedagogija; neurodidaktika; neuroznanost.

Language: English

DOI: 10.15516/cje.v22i4.3751

ISSN: 1848-5189, 1848-5197

Report

Montessori Pre-School Education: Final Report

Available from: ERIC

Academic achievement, Americas, Comparative education, Early childhood care and education, Early childhood education, Montessori method of education, Montessori schools, North America, United States of America

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Abstract/Notes: In order to investigate the effectiveness of Montessori preschool education as compared with non-Montessori preschool education, Phase I of this study matched 2 groups, each of 21 preschool children, on intelligence quotient and certain socio-economic factors. One group attended a Montessori preschool and the other a non-Montessori preschool. The children were administered tests near the beginning and end of the preschool year to determine any differences in achievement due to the preschool training. In Phase II a trained researcher interviewed the primary grade teachers who by then had some of the preschool children of Phase I in their classrooms. Ratings of these teachers provided information on the personality and ability of 3 groups of children, (1) former Montessori preschool children, (2) former non-Montessori preschool children, and (3) non-preschool children. The children were rated on 8 major traits which contained 27 stimulus variables. Phase I data indicated that Montessori preschool children gained significantly more in verbal ability than non-Montessori preschool children. Phase II data indicated that Montessori children were superior to the children of the other 2 groups in reading readiness, interest in learning, independence, interpersonal relations, leadership, and learning ability. No differences were found in creativity or ability to adjust to the traditional-type school.

Language: English

Published: Washington, D.C., Jun 1967

Article

✓ Peer Reviewed

Prospects of Morality-Based Education in the 21st Century

Available from: University of Management and Technology (Pakistan)

Publication: Journal of Islamic Thought and Civilization, vol. 11, no. 1

Pages: 1-21

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Abstract/Notes: This article proposes to re-focus education towards morality and universal values, which have always been the traditional aim of education. This paper is designed using a qualitative research method applying content analysis to textual and video materials from a historical and contemporary perspectives. The paper demonstrates morality problems of the current mainstream education systems and how alternative systems are better equipped to inculcate values. It is observed that trans-disciplinary, problem-based and religious education helps build stronger ethical foundation in students regardless of their geographical location or income levels. The article proposes for schools and universities to include community engagement programmes in their curricula, support religious communities through special programmes, and promote values education at all levels not through academic subjects but through studies, research and development of real-life application of ethics at local and international levels. The paper adds value to existing research on ethics and values-based education and calls for further research in the field of education. It is also relevant to policy makers and researchers in public policy disciplines.morality-based education, trans-disciplinary approach, holistic education, universal values, ethics, alternative education

Language: English

DOI: 10.32350/jitc.111.01

ISSN: 2520-0313

Book Section

Ideas of humanistic education M. Montessori in the context of the philosophical foundations of the New Ukrainian School / Ідеї гуманістичного виховання М. Монтессорі в контексті філософських засад Нової української школи

Available from: Digital Library - NAES of Ukraine

Book Title: Історія та філософія освіти в незалежній Україні: здобутки і стратегії: збірник тез Всеукраїнської науково-практичної конференції з міжнародною участю [History and philosophy of education in independent Ukraine: achievements and strategies: a collection of theses of the All-Ukrainian scientific and practical conference with international participation]

Pages: 124-127

Child development, Eastern Europe, Europe, Maria Montessori - Philosophy, Montessori method of education, Ukraine

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Abstract/Notes: У тезах описано ідеї гуманістичного виховання М. Монтессорі в контексті філософських засад Нової української школи.

Language: Ukrainian

Published: Kyiv, Ukraine: Видавництво «Авторитет» ФОП Курбанова Ю. В., 2020

ISBN: 978-966-97763-8-9

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