Abstract/Notes: In the thesis we study the visibility of good manners in children’s everyday activities within the Montessori Pedagogy frame of reference. The aim of our thesis is to study if the instructors’ objectives are realized and how good manners show in children’s everyday activities. This study was conducted using qualitative methods, we aimed to gather an in-depth understanding of the benefits of Montessori pedagogy. We collected the material by inter-viewing kindergarten teachers and video-recording children in their everyday activities at the kindergarten. The interviews were analyzed using theory-oriented content analysis and the observation matrix was created on the basis of the results of the interview analysis. The observation data were analyzed using the observation matrix. The interviews revealed the importance of adult exemplary behavior, common rules, respect for others and for the environment, settling disputes by discussing and practicing good manners. Calm behavior of the groups can easily be detected from the observations. The adult’s consistent behavior is a model for the children. Children are given time and opportunities to solve disputes by themselves. Adults are continuously observing children’s activities and helping them when needed. The children’s way to interact with each other and their daily activities often includes respect for each other in addition to supporting, advising and helping each other. Caring for the environment is commonly noticeable in the children’s daily activities. The adults aim to practice Montessori pedagogy in their daily activities and encourage the children to practice good behavior and manners. Children practice good manners sponta-neously, without the adult guidance. Especially in the presence of adults children strive to practice the learned behavior-models. Continuous quality evaluation is important when developing early childhood education. From a quality perspective it is highly important to evaluate the teacher’s activities and behaviors and their relevance when working with children. It is also advisable to ponder the significance of early childhood education for the child’s future. / Opinnäytetyössä tutkitaan hyvien käytöstapojen näkymistä lasten arjessa montessoripedagogiikan viitekehyksessä. Opinnäytetyön tarkoituksena on selvittää, toteutuvatko ohjaajien määrittelemät kasvatustavoitteet tapakasvatuksen osalta leikkikoulun toiminnassa ja miten hyvät tavat näkyvät lasten arjen toiminnassa. Opinnäytetyön yhteistyökumppaneina ovat kaksi pääkaupunkiseudun Montessori-leikkikoulua. Opinnäytetyö on kvalitatiivinen eli laadullinen tutkielma. Aineisto on kerätty haastattelemalla leikkikoulujen työntekijöitä ja havainnoimalla lapsista kuvattuja videoita heidän arkisissa toiminnoissaan. Haastatteluaineisto on analysoitu käyttäen teoriaohjaavaa sisällönanalyy-simenetelmää. Havainnointirunko on laadittu haastatteluanalyysin tulosten pohjalta. Videomateriaalin analyysin tukena on käytetty havainnointirunkoa. Haastatteluissa tuli esille aikuisen esimerkin tärkeys, yhteiset säännöt, toisten huomioiminen, ympäristön kunnioittaminen, ristiriitatilanteiden selvittäminen keskustelemalla sekä hyvien tapojen harjoitteleminen. Havainnointituloksista näkyy hyvin ryhmien rauhallisuus. Aikuiset käyttäytyvät tilanteissa johdonmukaisesti ja ovat käytöksellään mallina lapsille. Lapsille pyritään antamaan aikaa ja tilaisuuksia selvittää tilanteita itse. Aikuiset seuraavat jatkuvasti lasten toimintaa ja ohjaavat heitä tilanteissa, joissa lapset tarvitsevat tukea. Lasten välisessä toiminnassa ja vuorovaikutuksessa näkyy usein toisten huomioon ottamista, tukemista, neuvomista ja auttamista. Lasten toiminnassa näkyy monella tavalla ympäristöstä huolehtiminen. Aikuiset pyrkivät pääsääntöisesti toteuttamaan toiminnassaan montessoripedagogiikan mukaista tapakasvatusta ja kannustavat lapsia käyttäytymään hyvien käytöstapojen mukaisesti. Lasten spontaanissa toiminnassa näkyy ainakin osa leikkikoulun ohjaajien välittämästä tapakasvatusmallista. Lapset pyrkivät erityisesti aikuisten läsnä ollessa toteuttamaan opittuja käyttäytymismalleja. Hyvän varhaiskasvatuksen kehittämiseen kuuluu jatkuva laaduntarkastelu. Laadukkaan varhaiskasvatuksen kannalta on tärkeää tarkastella varhaiskasvattajien toiminnan ja mallin merkitystä lasten kanssa työskennellessä. On hyvä myös pohtia sitä, kuinka merkittävä rooli varhaiskasvatuksella on lapsen myöhemmän elämän kannalta.

Language: Finnish

Published: Helsinki, Finland, 2013

Abstract/Notes: Straipsnyje pateikiama alternatyvių ugdymo įstaigų samprata, išryškinamas poreikis kurti alternatyvias ugdymo įstaigas. Siekiama parodyti jų istorinę raidą, atskleisti ištakas ir sąsajas su XX a. pradžios naujosiomis ir progresyviomis mokyklomis Vakarų Europoje ir JAV. / The article presents the conception of alternative schools, emphasizes the need to establish alternative educational institutions. Also the tips of alternative schools are presented: independent, religious community, some private, humanistic schools - M. Montessori, Waldorf, experimental schools, alternative state schools - „magnet", charter and others (other classifications exist too). The main attention is paid to Montessori and Waldorf schools. The author discloses the historical development of alternative schools, discovers historical sources and the connections with new and progressive schools of the beginning of XX century in the Western Europe and USA.

Language: Lithuanian

DOI: 10.15388/ActPaed.2004.13.9643

ISSN: 1392-5016, 1648-665X

Abstract/Notes: The need for educational reform in public schools is an ever-present topic of research. The diverse learning needs of students makes the lack of alternative teaching methods practiced in public schools a pressing issue. The aim of this research paper is to educate and inform teachers on the alternative teaching practices found in Montessori education and asks whether Montessori teaching strategies could supplement public school classrooms. Using the methodology of a field research interview and review of scientific data, the research reveals that the Montessori method often produces greater academic, behavioral, and social development in students than those in public, non-Montessori schools. The findings demonstrate the success that Montessori education can offer some individuals and stresses the need for all educators to be informed of such teaching practices to supplement their classroom's pedagogical approach.

Language: English

Published: Chico, California, 2023

Abstract/Notes: Montessori teachers in public schools navigate a system daily that often does not align with their pedagogy, and district policies push them to stray from high-fidelity implementation. Using Weick’s sensemaking theory and literature on Montessori teacher identity, I contend that Montessori teachers’ identity plays a crucial role in how, or if, they respond to educational policies that may not seemingly align with the Montessori Method. The overarching purpose of this study was to understand Montessori public school teachers’ experiences with policies that influence their pedagogy. Through qualitative interviews and a culminating group-level assessment session, three themes emerged as teachers shared their experiences with educational policies: (a) Montessori pedagogy is more than the materials, (b) districts often force district-wide requirements that are at odds with the Montessori pedagogy, and (c) Montessori teachers in public schools do not feel supported. This article concludes with a discussion of how to better support Montessori teachers in public school settings based on the study’s findings.

Language: English

DOI: 10.17161/jomr.v9i1.18861

ISSN: 2378-3923

Language: English

Published: New York, New York: American Montessori Society, 1971

Edition: 5th ed.

Abstract/Notes: Discusses Montessori schools within the United States in the early 20th Century.

Language: English

Published: New York, New York: E. P. Dutton, 1915

Abstract/Notes: Dal volume degli Atti dell'VIII Congresso Internazionale Montessori, svoltosi a S. Remo dal 22 al 29 agosto 1949 sul tema: "La formazione dell'uomo nella ricostruzione mondiale", edizione "Opera Montessori", Roma 1950, riportiamo la relazione della signorina Lina Wikramaratne, rappresentante dell'Associazione Internazionale Montessori di Ceylon (India). [From the volume of the Proceedings of the VIII Montessori International Congress, held in San Remo from 22 to 29 August 1949 on the theme: "The formation of man in world reconstruction", "Opera Montessori" edition, Rome 1950, we report the report of the young lady Lina Wikramaratne, representative of the Association Montessori Internationale of Ceylon (India).]

Language: Italian

Published: Roma, Italy: Comitato italiano dell'OMEP, 1967

Abstract/Notes: Describes evolution of the Montessori perspective as Montessori adolescent programs attempt to reinforce the elementary and early childhood stages. Asserts that although development of these programs is experimental and undefined, a crystallization point around the whole of Montessori may occur amid diverse implementation. Asserts that Montessori principles rest in life principles and that the Montessori community must realign its schools to the fundamental service and rhythm of all life. (Author/KB)

Language: English

ISSN: 1522-9734

Language: English

Abstract/Notes: Discusses the Reading Recovery, whole-language, and Montessori approaches to the teaching of reading, suggesting the use of the reading recovery approach for those children who experience difficulty reading and writing in a Montessori classroom. Notes that Reading Recovery emphasizes writing to generate meaning, focusing on children constructing their own sentences.

Language: English

ISSN: 1522-9734