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Article
News from the United Nations: Educating Ourselves and Our Children
Publication: Montessori Life, vol. 14, no. 3
Date: 2002
Pages: 8–9
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Language: English
ISSN: 1054-0040
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
Children Were Her Intimates [Margaret Homfray]
Publication: Montessori Education, vol. 7, no. 5
Date: Jun 1996
Pages: 16–18
Margaret Homfray - Biographic sources, Obituaries
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Language: English
ISSN: 1354-1498
Doctoral Dissertation (Ph.D.)
Self Concept, Emotional Intelligence, and Frustration of High School Children with Montessori and Traditional Method of Education Background
Available from: Shodhganga: Indian Theses
Asia, Comparative education, Emotional intelligence, India, Montessori method of education - Criticism, interpretation, etc., Self-esteem in children, South Asia
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Language: English
Published: Dharwad, India, 2017
Bachelor's Thesis
"Tämä tosiaan on lasten maailma, jossa lapsilla on se vapaus valita työnsä": Montessoripedagogiikan vahvuuksia päivähoidossa ["This really is a children's world, where children have the freedom to choose their work": Strengths of Montessori pedagogy in day care]
Available from: Theseus (Finland)
Europe, Finland, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Nordic countries, Northern Europe
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Abstract/Notes: Thesis description: The subject of our thesis is Montessori pedagogy in day care. In our bachelor’s thesis we deal with early childhood education in general and present the main ideas of the Montessori method. We also compare day care centers that go by the principales of the montessori pedagogy with conventional day care centers. Theoretical summary: The Montessori method is one form of alternative pedagogy. The main question of our bachelor’s thesis is: What special features does the Montessori method bring to the activities in Montessori day care centers? In addition we will examine how the idea of the child being in the center of the day care shows in the activities of the day care center. Methodological summary: The research material has been collected with the theme interwiev method and the material has been analysied using the content analysis method. We have interwieved the employees of some Montessori day care centers. Main results: The most significant special features of the Montessori method in early childhood education are the emphasizing of individuality, the child being in the center and the partnership of the parents and the day care center. Also the role of the kndergarten teacher and the environment are different. Play has a different kind of role and there are children of different ages in the group. Conclusions: The greatest strenghts of the Montessori method are individuality, the holistic wiew of development and the child-centred approach of The Montessori method will support the beneficial development of the child’s self-esteem. Key words: Early childhood education, the Montessori method, day care / Opinnäytetyön kuvaus: Opinnäytetyömme aihe on montessoripedagogiikka varhaiskasvatuksessa. Käsittelemme työssämme varhaiskasvatusta yleisesti ja esittelemme montessoripedagogiikan pääpiirteissään. Vertailemme myös montessoripedagogiikkaa toteuttavia päiväkoteja tavallisiin päiväkoteihin. Teoreettinen ja käsitteellinen esittely: Montessoripedagogiikka on yksi vaihtoehtoisten pedagogioiden malleista. Päätutkimuskysymyksemme on mitä erityistä montessoripedagogiikka tuo montessoripäiväkotien toimintaan. Lisäksi selvitämme sitä, miten lapsilähtöisyys toteutuu. Metodologinen esittely: Tutkimusaineisto on kerätty teemahaastattelumenetelmää käyttäen ja aineisto on analysoitu sisällönanalyysia hyödyntäen. Olemme haastatelleet montessoripäiväkotien työntekijöitä. Keskeiset tutkimustulokset: Montessoripedagogiikan huomattavimmat erityispiirteet varhaiskasvatuksessa ovat yksilöllisyyden, lapsilähtöisyyden ja kasvatuskumppanuuden korostuminen, ohjaajan erilainen rooli, lapsiryhmän hajautettu ikäjakauma, ympäristön erilaisuus ja leikin osuus päivähoidossa. Johtopäätökset: Montessoripedagogiikan suurimmat vahvuudet ovat lapsilähtöisyys, yksilöllisyys ja kokonaisvaltaisuus. Montessoripedagogiikka tukee osaltaan myönteistä itsetunnon kehitystä. Asiasanat: Varhaiskasvatus, montessoripedagogiikka, päivähoito
Language: Finnish
Published: Tornio, Finland, 2009
Article
Parents "Unschool" Their Children
Publication: Montessori Observer, vol. 3, no. 3
Date: Mar 1982
Pages: 3
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Language: English
ISSN: 0889-5643
Article
An fMRI study of error monitoring in Montessori and traditionally-schooled children
Available from: npj Science of Learning
Publication: npj Science of Learning, vol. 5
Date: 2020
Pages: Article 11
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Abstract/Notes: The development of error monitoring is central to learning and academic achievement. However, few studies exist on the neural correlates of children’s error monitoring, and no studies have examined its susceptibility to educational influences. Pedagogical methods differ on how they teach children to learn from errors. Here, 32 students (aged 8–12 years) from high-quality Swiss traditional or Montessori schools performed a math task with feedback during fMRI. Although the groups’ accuracies were similar, Montessori students skipped fewer trials, responded faster and showed more neural activity in right parietal and frontal regions involved in math processing. While traditionally-schooled students showed greater functional connectivity between the ACC, involved in error monitoring, and hippocampus following correct trials, Montessori students showed greater functional connectivity between the ACC and frontal regions following incorrect trials. The findings suggest that pedagogical experience influences the development of error monitoring and its neural correlates, with implications for neurodevelopment and education.
Language: English
DOI: 10.1038/s41539-020-0069-6
ISSN: 2056-7936
Book Section
Function of the Teacher in the Education of Young Children
Book Title: Conference of Teachers: Report of Proceedings
Pages: 2-4
Montessori method of education
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Language: English
Published: London, England: King and Son, 1913
Article
The Pottery Class [reflections by two EAA members' children on experience at EAA conference in Mexico]
Publication: AMI Elementary Alumni Association Newsletter, vol. 28, no. 1
Date: 1995
Pages: 3
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Language: English
Article
Children in Their Own Write
Publication: Montessori Education, vol. 7, no. 6
Date: Sep 1996
Pages: 14–15
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Language: English
ISSN: 1354-1498