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Article
Le Château des Enfants au Cap d'Antibes [The Children's Castle in Cap d'Antibes]
Available from: Bibliothèque Nationale de France (BNF) - Gallica
Publication: La Nouvelle éducation, no. 24
Date: Apr 1924
Pages: 36-37
Europe, France, Western Europe
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Abstract/Notes: Includes a mention of the Montessori materials used by Mrs. Davison.
Language: French
ISSN: 2492-3524
Article
Dr. Montessori: A Child's [...] Reproduction of a Talk Given to the Children of Besant Montessori School
Publication: Around the Child, vol. 13
Date: 1969-1970
Pages: 12
Asia, India, South Asia, Theosophical Society, Theosophy
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Language: English
ISSN: 0571-1142
Book Section
Cognitive Performance in Montessori and Nursery School Children
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 156-162
Americas, Cognition, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: This article originally appeared in the Journal of Educational Research, v. 62 (1969), p. 411-416. DOI: 10.1080/00220671.1969.10883885
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1983
Edition: 2nd ed.
ISBN: 0-536-04367-1
Article
Games Children Play
Available from: ASCD
Publication: Educational Leadership, vol. 40, no. 6
Date: Mar 1983
Pages: 38-41
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Language: English
ISSN: 0013-1784, 1943-5878
Article
Yōji no shūkyō-teki senzai nōryoku / 幼児の宗教的潜在能力 [The Religious Potential of Young Children]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 15
Date: 1983
Pages: 67-73
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Abstract/Notes: Japanese translation of "Il potenziale religioso".
Language: Japanese
ISSN: 0913-4220
Book
Fresh: A Collection of Favourite Recipes from the Children of Mosgiel Montessori
Australasia, Australia and New Zealand, New Zealand, Oceania
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Language: English
Published: Dunedin, New Zealand: Wickliffe Limited, 2015
Article
Children Under Six
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Mar 18, 1922
Pages: 128
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Abstract/Notes: Letter to the Editor
Language: English
ISSN: 0040-7887
Article
Dlaczego w przedszkolach Montessori dzieci pracują, a nie bawią się? / Why do Children in Montessori Kindergartens Work and Not Play?
Available from: Jesuit University Ignatianum in Krakow
Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, vol. 13, no. 1 (whole no. 47)
Date: 2018
Pages: 69-87
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Abstract/Notes: Play and work are, besides science, two basic forms of human activity. Play is not only the basic form of the activity of a small child, but also the organization of the educational process in a kindergarten. Therefore, the purpose of the article is to answer the question of why Maria Montessori calls a child’s activity work and not play. The explanation of this issue is carried out in two stages. The first is a literature review, on the basis of which the most important issues of the contemporary understanding of the concept of play and work are formulated. The second is an analysis of M. Montessori’s views and comparing them with the assumptions about play and work. The work of a child according to M. Montessori leads to their independence, allowing them to build relationships with others and discover the meaning of their actions, as well as objects in their immediate vicinity. The intention of M. Montessori was to appreciate the child’s actions, which promote holistic and integral development. Her views can be considered as convergent with contemporary concepts in primary education, focusing on subjectivity. She created a well-prepared environment for the child to be able to choose their own activity, termed as work. / Zabawa i praca są, obok nauki, dwiema podstawowymi formami działalności ludzkiej. Zabawa jest nie tylko podstawową formą aktywności małego dziecka, ale też organizacji procesu wychowawczego w przedszkolu. Dlatego celem artykułu jest udzielenie odpowiedzi na pytanie, dlaczego Maria Montessori nazywa działalność dziecka pracą, a nie zabawą. Wyjaśnienie tego zagadnienia jest realizowane w dwóch etapach. Pierwszy to przegląd literatury, na podstawie której sformułowano najważniejsze kwestie współczesnego rozumienia pojęć zabawy i pracy. Drugi to analiza poglądów M. Montessori i porównanie ich z założeniami dotyczącymi zabawy i pracy. Praca dziecka według M. Montessori prowadzi do jego samodzielności, pozwala na budowanie więzi z innymi oraz na odkrywanie i nadawanie sensu swojemu działaniu, jak i przedmiotom znajdującym się w najbliższym otoczeniu. Intencją M. Montessori było dowartościowanie działania dziecka, które sprzyja holistycznemu i integralnemu rozwojowi. Jej poglądy można uznać za zbieżne ze współczesnymi koncepcjami edukacji dziecka, stawiającymi na podmiotowość. Włoszka tworzy odpowiednio przygotowane otoczenie do tego, by dziecko mogło dokonywać wyboru własnej aktywności, która została nazwana pracą.
Language: Polish
DOI: 10.14632/eetp.2017.13.47.69
ISSN: 1896-2327, 2353-7787
Article
Gardening with Children: Plants in My Window
Publication: Tomorrow's Child, vol. 4, no. 1
Date: 1995
Pages: 25
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Language: English
ISSN: 1071-6246
Conference Paper
A Comparison of Preschool Children in Observation Tasks From Two Programs: Montessori and Science - A Process Approach
Available from: ERIC
National Association for Research in Science Teaching (47th, Chicago, Illinois, April 15-18, 1974)
Conferences, Montessori method of education - Evaluation, National Association for Research in Science Teaching (47th, Chicago, Illinois, April 15-18, 1974)
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Abstract/Notes: The purpose of this study was to compare preschool children from classes using the Montessori method and Science-A Process Approach (S-APA) in the process skill of observation. The first stage of the study compared the programs with respect to (1) the sequential presentation, (2) the use of materials to provide sensory training, (3) practice acquired through activities, and (4) the role of the teacher. Conclusions were that because S-APA and Montessori seemed to have common elements and because both had taught the process of observation, there was a reasonable justification to compare student competence in observation. The second part of the study compared the competence on observational tasks of three groups of 25 children, ages 5 and 6. The first group received Montessori training for two years in preschool, the second group used S-APA for one year with background of another type of preschool that excluded Montessori, and the third group which served as a control had neither Montessori nor S-APA training in their two-year preschool experience. Students were tested on a set of observational tasks from the text, the Science Process Instrument. Findings showed no significant differences between the Montessori and the S-APA preschool students in regard to competence in observation. Both the Montessori and the S-APA groups scored higher than the control group. This work is based on the authors doctoral dissertation research.
Language: English
Published: Chicago, Illinois, Apr 1974