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Noticia histórica de Maria Montessori en Barcelona [Historical news of Maria Montessori in Barcelona]
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Language: Spanish
Published: Barcelona, Spain, 1958
Article
Montessori 101: What Every Montessori Parent Ought to Know
Publication: Tomorrow's Child, vol. 5, no. 4
Date: 1997
Pages: 5–8, 10–14
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Language: English
ISSN: 1071-6246
Article
French-English Montessori School in LaSalle, Canada [Centre Prescholaire Montessori]
Publication: Montessori Observer, vol. 20, no. 4
Date: Nov 1999
Pages: 3
Americas, Bilingual education, Bilingualism, Canada, Montessori schools, North America
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Language: English
ISSN: 0889-5643
Article
Autonomia poznawcza dziecka w koncepcji Marii Montessori – współczesne (re)interpretacje / The Child’s Cognitive Autonomy in Montessori Pedagogy – Contemporary (Re)Interpretations
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: 89-103
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Abstract/Notes: This text presents a theoretical analysis of Maria Montessori’s concept of cognitive autonomy, defined as a process of gaining power and control over one’s own thinking and learning, building the ability to regulate its course and evaluate the results of learning. The main aim of the article is to present the cognitive potential included in M. Montessori’s pedagogical thinking, the undiscovered dimensions of her concepts, and the unusual actuality confirmed by the latest research results. The first part of the article presents the constructive nature of the learning process based on self-discipline, the internal ability to regulate one’s own impulses, and control them consciously. The second part of the article presents contemporary interpretations of Maria Montessori’s concepts, provided by researchers and teachers- practitioners from the perspective of new psychological and pedagogical achievements. The evolution in the thinking of Montessori teachers is seen here as being a sensitive balance, with the “purity” of Montessori’s original ideas on the one hand, and a critical reflection over one’s own personal teaching practice, and discovering problems or phenomena, which – although unnamed – are deeply rooted in the Montessori classroom environment. / Artykuł jest teoretyczną analizą montessoriańskiej koncepcji autonomii (samodzielności) poznawczej dziecka, rozumianej jako stopniowe zdobywanie kontroli nad własnym uczeniem się, budowanie zdolności do regulowania jego przebiegu i oceny efektów. Głównym celem jest ukazanie potencjału poznawczego zawartego w myśli pedagogicznej Marii Montessori, głębi jej koncepcji pedagogicznej, a zarazem zaskakującej aktualności założeń, które znajdują potwierdzenie w wynikach współczesnych badań nad uczeniem się. W pierwszej części tekstu ukazano uczenie się jako proces konstruktywistyczny, oparty na zdolności do samodyscypliny, wewnętrznego regulowania własnych impulsów, poddawania ich świadomej kontroli. W drugiej części artykułu ukazano współczesne interpretacje koncepcji M. Montessori, dokonywane przez badaczy i nauczycieli praktyków, pod wpływem najnowszych badań psychologicznych. Przedstawiona tu ewolucja poglądów nauczycieli charakteryzuje się z jednej strony dbałością o „czystość” montessoriańskiej idei, z drugiej zaś krytyczną refleksją nad własną praktyką edukacyjną i odkrywaniem w niej idei i problemów, które – choć nienazwane – tkwią głęboko zakorzenione w przygotowanym do samodzielnego uczenia się otoczeniu klasy Montessori.
Language: Polish
DOI: 10.14632/eetp.2017.13.47.89
ISSN: 1896-2327, 2353-7787
Article
A Comparison of Froebel and Montessori in Their Approaches for Preschool Mathematics / Froebel과 Montessori의 유아 수학교육론의 비교
Available from: RISS
Publication: 德成女大論文集 / Duksung Women's University Journal, vol. 8
Date: 1979
Pages: 109-130
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Abstract/Notes: Froebel and Montessori are compared in their approaches for teaching preschool children the concept of number, numerical calculation, vulgar fraction and geometrical concepts. Froebel's approach is largely metaphysical whereas Montessori's is largely sensorial. But their approaches are not diametrically opposed to each other but rather cmoplementary to each other from the educational view point. Their different claims or views should be closely studied and objectively evaluated through various experiments, before any of them are seriously incorporated in our educational practices.
Language: Korean
Article
Montessori Method of Scientific Pedagogy as Applied to Child Education in the Children's Home, by Maria Montessori [book review]
Available from: HathiTrust
Publication: Educational Review, vol. 43
Date: May 1912
Pages: 529-533
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Language: English
Article
Die Montessori-Pädagogik in der Volksschule. Die Montessori-Bewegung (Eine Artikelreihe)
Available from: Eidgenössische Technische Hochschule (ETH) - e-Periodica
Publication: Schweizer Erziehungs-Rundschau [Swiss Educational Review], vol. 6, no. 2
Date: May 1933
Pages: 35-38
Article
Updating Montessori: Some Current Research and Comments about Montessori Techniques
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 4, no. 2
Date: Summer 1977
Pages: 32–39
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Language: English
ISSN: 0010-700X
Master's Thesis (Action Research Report)
The Effects of Implementing Montessori at Home on Children’s Independence and Self-Regulation in a Montessori Classroom
Available from: St. Catherine University
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Abstract/Notes: The ultimate goal of Montessori educators is to prepare the child, the whole child. One who is not only excelling academically, but also is independent, a critical thinker, and can collaborate with people from all different walks of life. The role of the Montessori educators is to prepare and guide children to independence, this is an increasingly difficult goal to achieve independence and self-regulation especially in the three to six, and six to nine age group. The Montessori guides have grappled with the disconnect between the home environment and school environment, citing it as the major obstacle to children’s independence. In this paper, the literature about parent involvement and its impact on children independence and self-regulation in a Montessori classroom are reviewed. This paper explains the research tools that were employed throughout the research period as well as the methodology, and findings and conclusions.
Language: English
Published: St. Paul, Minnesota, 2019
Book
Montessori-Pädagogik in Deutschland: Bericht über die Entwicklung nach 1945 [Montessori pedagogy in Germany: report on developments after 1945]
Europe, Germany, Montessori method of education - History, Western Europe
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Language: German
Published: Freiburg im Breisgau, Germany: Herder, 1979
ISBN: 3-451-18295-5