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Video Recording
Maria Montessori: follow the child
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Runtime: 52 minutes
Language: English
Published: Sausalito, California, 1994
Archival Material Or Collection
Užsiėmimai Marijos Varnienės "Vaikų nameliuose" / Activities in Marija Varnienė's "Children's Home" - 1931
Available from: ePaveldas
Date: 1931
Classroom environments, Europe, Lithuania, Marija Varnienė - Biographic sources, Montessori method of education, Montessori schools, Montessori schools - Photographs, Northern Europe
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Abstract/Notes: Fotografija. Užsiėmimai Marijos Varnienės „Vaikų nameliuose“. Nežinomas fotografas, Kaunas, 1931 m. Nespalvota, horizontalaus formato fotografija lygiais kraštais. Spalvų pažinimo pamoka. Mergaitė dėlioja spalvų korteles. Montessori metodo mokymo priemonėmis (spalvų dėžutės) lavinama chromatiniai pojūčiai. [Photography. Classes in Marija Varnienė's Children's Home. Unknown photographer, Kaunas, 1931 Black-and-white, horizontal-format photography with smooth edges. Color cognition lesson. The girl puts out the color cards. The Montessori method of teaching (color boxes) develops chromatic sensations.]
Language: Lithuanian
Archive: Lietuvos švietimo istorijos muziejus / Museum of Lithuanian Education History (Kaunas, Lithuania)
Article
Montessori Cultural Subjects: Young Children: A Place in the Universe [Part 1 of 2]
Publication: Montessori Life, vol. 2, no. 3
Date: 1990
Pages: 24–25
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Language: English
ISSN: 1054-0040
Report
Ancona Montessori Research Project for Culturally Disadvantaged Children. Final Report
Available from: ERIC
Academic achievement, Americas, Cognitive development, Early childhood care and education, Early childhood education, Elementary school students, Longitudinal studies, Montessori method of education, Montessori schools, North America, Parent participation, United States of America
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Abstract/Notes: This is the final report of the Ancona Montessori Research Project for Culturally Disadvantaged Children begun in 1965 to investigate the effects of a modified Montessori program for disadvantaged children in the preschool and early elementary years. This report deals with the academic year 1969-1970, in which 29 disadvantaged children and a comparable group of 29 middle class children are the central focus of study. In addition, there is a followup on the school careers of disadvantaged children who attended Ancona at one time. A number of hypotheses about the potential effects of the project on the children's cognitive, social development are studied. Part I of the report deals with findings relative to the nursery school children, and includes a discussion of data from three measures of intellectual development (Stanford Binet, WPPSI and Merrill-Palmer) and from tester and teacher ratings of school-related behaviors and attitudes and social interaction. Part II details findings on the elementary school children and followup data on children who attended Ancona in previous years but are now elementary school students in other schools. In addition, data regarding children whose families have had long term involvement in the school is discussed. The appendix includes Ancona school Head Start program ratings of behavior during individual intelligence testing. (MS)
Language: English
Published: Washington, D.C., Aug 31, 1970
Article
Home Education: Teaching Our Children to Enjoy Themselves
Publication: The Montessori Magazine: A Quarterly Journal for Teachers, Parents and Social Workers (India), vol. 3, no. 1
Date: Jan 1949
Pages: 88-89
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Language: English
Article
HHCDA [Ho-Chunk Housing and Community Development Agency] Wins Grant for Childcare Center in Black River Fall
Publication: Hocak Worak, vol. 23, no. 1
Date: Jan 16, 2009
Pages: 3
Americas, Indigenous communities, Indigenous peoples, North America, United States of America
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Language: English
Bachelor's Thesis
Draamatuokiot: pienten lasten osallisuuden tukeminen Montessori-leikkikoulussa [Drama lessons: supporting the participation of young children in a Montessori play school]
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: The goal of this thesis was to support small children`s participation at a daycare center. The aim was to enable the children to become active by listening to their own ideas and letting them influence the planned action as much as possible. The cooperation partner of this thesis was a Montessori Playschool in Helsinki. The method chosen to support participation was drama activity in a small group. All in all the output of this project comprised drama activities and ready-made drama fairytales that I wrote to help the educators of the playschool to continue using drama in the future. The theoretical base of this thesis was the theory of social participation and the theory of drama education. In the evaluation process of the project I compared a model describing the participation process and levels among children to drama to clarify the process during the drama sessions and to measure the level of participation. I used the same model when planning the drama sessions. The evaluation process was ongoing throughout the drama process to make sure the planned activity would enable the participation of the children as well as possible. The drama process included five drama sessions organized for the six smallest children of the playschool. A fairy tale was used as a frame for the drama sessions, and the theme of the action, environmental education and recycling were based on the fairy tale and the interests of working life. The drama activities filled the requirements of supporting participation among children. They were able to influence the action at many levels and to bring out their own ideas during it. This and the key point of drama, which is equality between the adult and the children, enabled true participation among children. Drama-action can be used as an enriching method in Montessori activities but also in different situations in daycare in general such as working with children with special needs or in a process of building trust in a new group. / Opinnäytetyöni tavoitteena oli pienten lasten osallisuuden tukeminen päiväkodin arjessa. Opinnäytetyön tiimoilta pyrittiin mahdollistamaan lasten kuulluksi tuleminen ja tila heidän omien ajatustensa ja ideoidensa esille tuomiseksi. Opinnäytetyöni yhteistyökumppanina toimi Helsingissä sijaitseva Montessori- leikkikoulu. Toiminnallisen, projektiluontoisen opinnäytetyöni menetelmiksi osallisuuden tukemiseen valikoituivat pienryhmä- sekä draamatoiminta. Toiminnallisen projektin tuotoksina toimivat lapsille pitämäni draamamenetelmään pohjautuvat tuokiot sekä Montessori- leikkikoulun työntekijöille menetelmän jatkokäytön tueksi laatimani kehyskertomukset. Toiminnallisen opinnäytetyön teoriapohjana toimivat osallisuuden teoria sekä teoria draamakasvatuksesta. Toiminnallisen osuuden arvioinnissa peilasin tuokioiden toimintaa Leena Turjan osallisuuden moniulotteisuuden – malliin. Kyseistä mallia hyödynsin myös opinnäytetyön toiminnallisen osuuden suunnittelussa. Toimintaa arvioitiin jatkuvasti prosessin kaikissa vaiheissa, jotta toiminta vastaisi parhaalla mahdollisella tavalla pienten lasten osallisuuden tukemisen haasteeseen Montessori- leikkikoulussa. Toiminnallinen osuus koostui viidestä Montessori- leikkikoulun 3-4 -vuotiaille lapsille pitämästäni draamatuokiosta. Draamatuokioiden raamina toimi satu, joka viitoitti tuokioiden kulkua. Tuokioiden teemaksi valikoitui sadussakin esiintyvä kierrätys. Ympäristökasvatus on myös päiväkodin arkeen ja arvoihin keskeisesti liittyvä aihe. Pienryhmässä toteutetut draamatuokiot mahdollistivat Montessori- leikkikoulun pienten lasten kuulluksi tulemisen ja vaikuttamisen toimintaan. Draamatoiminnassa keskeisessä asemassa oleva aikuisen ja lapsen tasavertaisuus sekä toiminnan luoma tila lasten mielikuvitukselle ja ideoille sekä ajatuksille mahdollistivat lasten aidon osallisuuden päiväkodin arjessa. Draamatoiminnan voidaan nähdä rikastuttavan Montessori- toiminnan lisäksi myös lasten päivähoitoa yleisesti ja erilaisissa konteksteissa. Draamatuokiot voisivat toimia myös erityistä tukea tarvitseville lapsille suunnatussa toiminnassa sekä muun muassa luottamuksen syntymisen tukena uuden lapsen tai kasvattajan saapuessa päiväkotiin.
Language: Finnish
Published: Helsinki, Finland, 2014
Article
Pengaruh Metode Montessori dalam Meningkatkan Pemahaman Konsep Matematika Anak Usia Dini di Banjarmasin [The Effect of the Montessori Method in Improving Understanding of Early Childhood Mathematics Concepts in Banjarmasin (Indonesia)]
Available from: Al-Athfal: Jurnal Pendidikan Anak
Publication: Al-Athfal: Jurnal Pendidikan Anak [Journal of Child Education], vol. 6, no. 1
Date: 2020
Pages: 15-26
Asia, Australasia, Indonesia, Montessori method of education - Evaluation, Southeast Asia
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Abstract/Notes: Penelitian ini bertujuan untuk mengetahui pengaruh metode Montessori dalam meningkatkan pemahaman konsep matematika bagi anak usia dini khususnya usia 4-6 tahun di kota Banjarmasin. Penelitian ini menggunakan metode quasi eksperimen. Pengenalan matematika di kelas eksperimen menggunakan metode Montessori,sedangkan di kelas kontrol menggunakan metode konvensional. Hasil uji hipotesis menunjukkan implementasi metode Montessori berpengaruh signifikan dalam meningkatkan hasil belajar anak pada materi data dan grafik di kelas eksperimen. Nilai rata-rata N-Gain di kelas eksperimen adalah 95.61. Nilai rata-rata N-Gain kelas kontrol adalah 34.56. Metode Montessori 61.05% lebih efektif dalam meningkatkan hasil belajar anak pada materi data dan grafik daripada metode konvensional. Begitu pula hasil uji hipotesis pada materi pola ABCDE-ABCDE, implementasi metode Montessori berpengaruh signifikan untuk meningkatkan hasil belajar anak kelas eksperimen. Rata-rata N-Gain kelas eksperimen adalah 87.50. Nilai rata-rata N-Gain kelas kontrol adalah 31.24. Metode Montessori 56.26% lebih efektif dalam meningkatkan hasil belajar anak pada materi pola dari pada metode konvensional. [This study aims to determine the effect of the Montessori method in improving understanding of mathematical concepts for early childhood especially ages 4-6 years in the city of Banjarmasin. This study uses a quasi-experimental method. Introduction to mathematics in the experimental class uses the Montessori method, while the control class uses conventional methods. Hypothesis test results show that the implementation of the Montessori method has significant effects in improving children's learning outcomes in data and graphic material in the experimental class. The average value of N-Gain in the experimental class was 95.61. The average value of the N-Gain control class is 34.56. The Montessori method is 61.05% more effective in improving children's learning outcomes in material data and graphics than the conventional method. Similar to the results of hypothesis testing on the ABCDE-ABCDE pattern material, the implementation of the Montessori method has a significant effect on improving the learning outcomes of children in the experimental class. The average N-Gain of the experimental class is 87.50. The average value of the control class N-Gain is 31.24. The Montessori Method 56.26% is more effective in improving children's learning outcomes on material patterns than conventional methods.]
Language: Indonesian
DOI: 10.14421/al-athfal.2020.61-02
ISSN: 2477-4189, 2477-4715
Book Section
Development of Gifted Children: The Issue of Identification and Programming
Book Title: Talent for the Future: Social and Personality Development of Gifted Children: Proceedings of the Ninth World Conference on Gifted and Talented Children
Pages: 191-202
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Language: English
Published: Assen, The Netherlands: Van Gorcum and Co., 1992
ISBN: 90-232-2656-9
Article
Give Me a Child until the Age of Six
Publication: Montessori Education, vol. 7, no. 5
Date: Jun 1996
Pages: 40–41
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Language: English
ISSN: 1354-1498