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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
Article
Caught in the Middle: Teaching Interdependence to Early Adolescents in the Montessori Middle School
Publication: Tomorrow's Child, vol. 2, no. 2
Date: Apr 1994
Pages: 2–5
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Language: English
ISSN: 1071-6246
Book
The Montessori Method and the American School
Available from: HathiTrust
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Language: English
Published: New York, New York: The Macmillan Company, 1913
Doctoral Dissertation (Ph.D.)
The Historical Evolution and Contemporary Status of Montessori Schooling in New Zealand as an Example of the Adaptation of an Alternative Educational Ideal to a Particular National Context
Available from: Massey University - Theses and Dissertations
Australasia, Australia and New Zealand, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, Montessori schools, New Zealand, Oceania
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Abstract/Notes: There have been two distinct phases of the Montessori method of education in New Zealand. The first began in 1912 and continued into the 1950s. The second phase, starting in 1975, has resulted in over one hundred Montessori early childhood centres being established throughout the country. In this thesis I examined the historical evolution and contemporary status of Montessori schooling in New Zealand, as an adaptation of an alternative educational ideal to a particular national context. To situate this study, the history of the Montessori movement was investigated, taking into consideration the particular character and personality of its founder, Dr. Maria Montessori (1870-1952). It is argued that the apparent contradictions of Montessori, who claimed to be both a scientific educator and a missionary, help explain the endurance of her method. The thesis further maintains that Montessori became a global educator whose philosophy and pedagogy transcends national boundaries. The middle section of this thesis examines the Montessori movement in New Zealand during the first phase and the second phase, highlighting the key role that individuals played in spreading Montessori's ideas. The major aim was to examine how Montessori education changes and adapts in different cultures and during different time frames. The thesis concentrates on New Zealand as a culturally specific example of a global phenomenon. The final section of the thesis is a case study of a Montessori early childhood centre examining the influence of Government policy and how the development of the centre supports the ongoing implementation of Montessori's ideas. The perceptions of Montessori teachers, former parents and students regarding the nature and value of Montessori education are also considered. Finally, observations carried out as part of the case study are analysed to further demonstrate the ways in which the original ideas of Montessori have been reworked to suit a different historical and societal context. It is concluded that Montessori is a global educator whose philosophy and pedagogy transcends national boundaries. Nonetheless, the integration of Montessori education within any country, including New Zealand, does result in a culturally specific Montessori education.
Language: English
Published: Palmerston North, New Zealand, 2004
Article
Montessori in a Public School First Grade
Publication: Freedom for the Child, vol. 2
Date: Oct 1915
Pages: 10-16
Americas, Montessori Educational Association (USA) - Periodicals, North America, Public Montessori, United States of America
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Language: English
Bachelor's Thesis
"Tunteita tulee ja tunteita menee": Tunnekasvatusmateriaali Lahden Montessori-leikkikouluun ["Emotions come and emotions go": Emotional education material for Lahti Montessori play school]
Available from: Theseus (Finland)
Emotion recognition in children, Emotional intelligence, Emotions in children, Europe, Finland, Montessori method of education, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Nordic countries, Northern Europe
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Abstract/Notes: The subject of practice-based thesis was children’s emotional skills and emotional education in early childhood education. The mandator of the research, Montessori Daycare of Lahti had a need for tailored emotional education material for their daily life in the daycare. The aim of thesis was to produce functional material for emotional education and a guide for the use of the material to the mandator, Montessori Daycare of Lahti. The needs from Montessori Daycare’s daily life guided the planning process and it was developed by implementing short functional lessons on emotions with a small group of children. The purpose of the thesis was to give tools for emotional education for early childhood educators. The end product of thesis was emotional education -package, which contains puppets made by hand, some essential equipment for drama and a guide for implementing emotional education lessons. The package was designed so that it can be easily handled and carried around, which enables having lessons also outside of the daycare environment. The exterior of the package is designed to be in line with its contents and as a whole the material follows the guiding principles of Montessori education. Based on the trial use of the material and the following evaluation, the emotional education -package was found to be well functioning and the material can be used in the daily life of the daycare in addition to emotional education lessons. This shows that the aim and purpose of the thesis, producing tools for emotional education for early childhood educators, has been achieved. / Toiminnallisen opinnäytetyön aiheena oli tunnetaidot sekä tunnekasvatus varhaiskasvatuksessa. Aihe tuli toimeksiantajalta Lahden Montessori-leikkikoululta, jolla oli selkeä tarve heille räätälöityyn tunnekasvatusmateriaaliin. Työn tavoitteena oli tuottaa tunnekasvatuksen toiminnallinen opas ja siihen liittyvä materiaali Lahden Montessori-leikkikoululle. Materiaali suunniteltiin päiväkodin arjesta nousseiden tarpeiden mukaan, ja sitä kehitettiin toteuttamalla toiminnallisia tunnehetkiä päiväkodin lapsiryhmälle. Opinnäytetyön tarkoituksena oli antaa varhaiskasvattajien käyttöön lisää työkaluja tunnekasvatukseen, tunteiden tunnistamiseen, nimeämiseen ja käsittelyyn lasten kanssa. Opinnäytetyön tuotoksena valmistui tunnekasvatussalkku, joka sisältää itse valmistetut käsinuket, tarvittavat draamavälineet sekä oppaan tunnehetkien toteuttamista varten. Salkku on suunniteltu niin, että sitä on helppo käsitellä ja se on kätevästi mukaan otettavissa, jolloin tunnehetki on mahdollista toteuttaa myös päiväkodin ulkopuolella. Salkun ulkoasu on suunniteltu yhteneväiseksi sisällön kanssa, ja se on Montessori-oppien mukainen valmisteltu kokonaisuus. Kokeilun ja arvioinnin pohjalta voidaan todeta, että tunnekasvatussalkku on toimiva kokonaisuus, ja materiaalia voidaan hyödyntää myös päiväkodin arjessa varsinaisten tunnehetkien ulkopuolella. Tämän perusteella voidaan todeta, että työn tavoite ja tarkoitus tuottaa varhaiskasvattajille käytännön työkaluja tunnekasvatuksen toteuttamista varten, ovat toteutuneet.
Language: Finnish
Published: Lahti, Finland, 2019
Doctoral Dissertation
An ethnographic investigation of a teenage culture in a Montessori junior high school
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This dissertation presents an ethnographic study of a teenage culture in a Montessori junior high school. Ethnographic research usually includes both interviews and observations. The standard methodological procedure is to first elicit from cultural participants their perceptions of meanings; then, second, this elicited information provides an analytical framework with which to identify and interpret observed enactments of patterned behavior. This study describes the first only; that is, an array of ethnographic elicitations and an analysis of them. The initial task was to develop interview procedures suitable for young people between the ages of eleven and thirteen. Three techniques were developed and employed to assemble a data base of cultural information. Analysis of that data base revealed the importance of two organizational principles in terms of which the junior high students conducted their daily cultural affairs: "personality and moods" and "trust". Their affairs took place within and between friendship groups. A friendship group consisted of those who shared various degrees of compatible "personalities and moods" and who could be variously trusted not to betray private friendship information. The students recognized a range of several types of friends from the least trusted "people you know" to the most trusted "best friends". These students daily set up situations of trust. They daily tested each other's willingness to hold information as confidential and thereby succeeded through the friendship ranks based on their mutual compatibility of "personality and moods" and on their willingness to trust and be trusted. Others who were "disliked" or hated had incompatible "personalities" and could never trust one another. They either ignored one another or had occasional fights.
Language: English
Published: Buffalo, New York, 1986
Article
Is Montessori Possible in the Public Schools?
Publication: Montessori Matters
Date: 1986
Pages: 20-23
Australasia, Australia, Australia and New Zealand, Montessori schools, Oceania, Public Montessori
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Language: English
Article
Preschool String Section
Publication: The National Montessori Reporter, vol. 24, no. 2
Date: 2000
Pages: 7
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Abstract/Notes: Making guitars from shoe boxes
Language: English
Article
Impressions of an American Observer in the Montessori Schools
Publication: Journal of the Proceedings of the Annual Meeting of the Illinois State Teachers' Association, vol. 59
Date: 1912
Pages: 109-116
Europe, Italy, Southern Europe
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Language: English