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Article
CCMA Guide to Best Practices for Montessori Schools and Schools with Montessori Programs
Publication: Montessori Leadership, vol. 1, no. 3
Date: 2000
Pages: 19–22
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Language: English
Article
L’educazione morale e religiosa nell’opera di Maria Montessori: Alcuni studi del Laboratorio Montessori di Roma [Moral and religious education in the work of Maria Montessori: Some studies of the Montessori Laboratory in Rome]
Available from: Università di Macerata
Publication: History of Education and Children's Literature (HECL), vol. 6, no. 2
Date: 2011
Pages: 159-168
Europe, Italy, Moral education, Religious education, Southern Europe
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Abstract/Notes: L’articolo illustra il programma di ricerche del Laboratorio Montessori di Roma, un’as- sociazione che raccoglie ricercatori di varia provenienza impegnati nello studio della storia del metodo Montessori. Particolare attenzione è rivolta a due tematiche: da una parte, la formazione del carattere, che è stata oggetto di approfondite ricerche negli ultimi vent’anni (si vedano le ricerche di Angeline Stoll Lillard); e, dall’altra, l’educazione religiosa – temati- ca alla quale la Montessori si dedicò profondamente, mantenendo fino alla fine la radicata convinzione che il proprio metodo potesse essere utile all’insegnamento religioso e della religione cattolica in particolare. [This paper presents the research program of the Laboratory Montessori in Rome. The Laboratory is an association which brings together scholars from various countries to carry out research projects on the history of the Montessori movement. In 2011, the association has explored character education according to the Montessori method and special attention will be devoted to religious education. The character education has been studied with par- ticular attention in the last twenty years, and some research (for example, those of Angeline Stoll Lillard) have demonstrated the validity of the Montessori method. Religious education has been the subject of much discussion since Montessori had intense relationships with other cultures and religious figures from around the world. The author argues that Montes- sori devoted himself to Catholic education; she was linked to this confession until the end of his work and his life.]
Language: Italian
ISSN: 1971-1093, 1971-1131
Article
La pedagogía de Montessori y la formación de profesores. La importancia de la teoría / Montessori Pedagogy and Teacher Training. Nothing so Practical as a Good Theory / Pedagogia Montessori e Formação de Professores. Nada tão prático quanto uma boa teoria
Available from: Universidad Pedagogica Nacional (Colombia)
Publication: Pedagogía y Saberes, no. 58
Date: Jan-Jun 2023
Pages: 59-72
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Abstract/Notes: This article reflects how to know about Montessori pedagogy and the process she followed to build it, can help future teachers to be reflective and innovative. The aim is not to suggest that student teachers should know the pedagogy of Montessori, nor that of any specific pedagogue, and to put it into practice or imitate it, without further ado. Educational literature agrees that an educational system will be as good as its teachers, and they will not be able to improve education if they simply apply methods designed by others in an uncritical and decontextualized way. After describing how Montessori came to propose her method and establish her pedagogical principles, the importance of linking theory and practice in the initial and permanent training of future teachers is underlined.
Language: Spanish
ISSN: 2500-6436, 0121-2494
Article
Eğitimcilerin Montessori yaklaşımına ilişkin yeterliklerinde Montessori eğitimci eğitim programının etkisinin incelenmesi / Investigation of the effect of the Montessori educator training program on educators' competencies regarding Montessori approach
Available from: Association for the Development of Early Childhood Education in Turkey
Publication: Erken Çocukluk Çalışmaları Dergisi / Journal of Early Childhood Studies, vol. 6, no. 1
Date: 2022
Pages: 5-22
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Abstract/Notes: The research was conducted with 56 educators (28 experimental and 28 control group) in order to evaluate the effect of the Montessori Educator Training Program (METP) on the competencies of the Montessori approach. The research was carried out in experimental design. In experimental process, the METP was applied to the experimental group. Findings revealed that there was no significant difference between the pretests of groups; but also a significant difference between the posttests. And it’s also showed that there is a significant difference; however, there was no significant difference between the pretest and posttests of control group. These findings showed that Program is effective on the thoughts, feelings and behaviors related to Montessori philosophy. According to the findings, it can be suggested that the trainings should be disseminated and that the trainings should be given by people who have knowledge of Montessori philosophy and practice and who have received training from international organizations. / Montessori Eğitimci Eğitim Programının, eğitimcilerin Montessori yaklaşımına ilişkin yeterliklerine etkisini değerlendirmek amacıyla yapılan araştırma 56 (28 deney ve 28 kontrol) eğitimci ile gerçekleştirilmiştir. Araştırma, ön test son test kontrol gruplu 2x2 faktöriyel desende yürütülmüş, veriler araştırmacılar tarafından geliştirilen Genel Bilgi Formu ve Montessori Eğitimine İlişkin Eğitimci Değerlendirme Anketi ile toplanmıştır. Deneysel süreçte deney grubundaki eğitimcilere 160 saatlik Montessori Eğitimci Eğitimi Programı uygulanmıştır. Araştırma bulguları, deney ve kontrol grubunun ön test puanları arasında anlamlı bir fark olmadığını; bunun yanında son test puanları arasında anlamlı bir fark olduğunu göstermiştir. Deney grubunun ön test ve son test puanları karşılaştırıldığında anlamlı bir fark olduğu; buna karşın kontrol grubunda ön ve son test puanları arasında anlamlı bir fark olmadığı belirlenmiştir. Söz konusu bulgular Montessori Eğitimci Eğitiminin Montessori felsefine ilişkin düşünce, duygu ve davranışlar üzerinde etkili olduğunu göstermiştir. Bulgular ışığında eğitimlerin yaygınlaştırılması, eğitimlerin Montessori felsefesi ve uygulamasına hâkim, uluslararası kuruluşlardan eğitim almış kişiler tarafından verilmesi önerilebilir.
Language: English
DOI: 10.24130/eccdjecs.1967202261383
ISSN: 2564-7601
Article
Maria Montessori, die Begründerin der Montessori-Methode : zum 25jährigen Jubiläum der Montessori-Bewegung in der Schweiz
Available from: Eidgenössische Technische Hochschule (ETH) - e-Periodica
Publication: Schweizerische Lehrerinnen-Zeitung, vol. 37, no. 20
Date: 1933
Pages: 349-350
Bachelor's Thesis
Perbedaan tingkat kemandirian anak Prasekolah di sekolah Montessori dengan sekolah non Montessori [Differences in the level of independence of preschool children in Montessori schools and non-Montessori schools]
Available from: CORE
Asia, Australasia, Comparative education, Indonesia, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Southeast Asia
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Abstract/Notes: Kemandirian adalah kemampuan seseorang untuk melakukan segala sesuatunya sendiri sesuai dengan tugas perkembangannya yang didasari oleh inisiatif, keinginan, kontrol diri dan kepercayaan pada kemampuannya sendiri. Anak perlu dilatih kemandiriannya sejak usia dini supaya tugas perkembangan dapat berkembang secara optimal. Sekolah memiliki peran penting untuk meningkatkan kemandirian anak. Menurut Santrock (2002:242), lingkungan bermain sangat penting dalam optimalisasi perkembangan anak. Salah satu sekolah dengan pendekatan seperti di atas adalah sekolah Montessori. Pendekatan Montessori menerapkan agar anak belajar mandiri dan tidak bertanya kepada guru atau menunggu jawaban (Hainstock 2008:38-40). Anak yang dididik dengan pendekatan Montessori diberi kesempatan untuk bekerja sendiri dengan material-material yang ada di lingkungannya, mengungkapkan keinginannya untuk memilih aktivitas, mengembangkan disiplin, dan anak perlu mengetahui apa yang baik dan buruk. Apabila hal-hal ini telah dipenuhi, maka kemandirian anak akan terbentuk (Modern Montessori International n.d.:40-41). Penelitian ini bertujuan untuk mengetahui secara empiris ada tidaknya perbedaan tingkat kemandirian anak prasekolah di sekolah Montessori dengan sekolah non Montessori. Subjek penelitian (N=28) adalah anak prasekolah berusia 3-4 tahun yang bersekolah di sekolah Montessori “X” dan sekolah non Montessori “Y” Teknik pengambilan sampel menggunakan seluruh populasi playgroup 2. Pengambilan data menggunakan rating scale terhadap kemandirian anak di sekolah Montessori maupun di sekolah non Montessori. Data dianalisis dengan teknik Uji t (t-test). Nilai t = 0.364, dengan p = 0.720 (p > 0.05) yang berarti hipotesis penelitian ditolak. Hal ini berarti tidak ada perbedaan signifikan tingkat kemandirian anak prasekolah di sekolah Montessori “X” dengan sekolah non Montessori “Y”. [Independence is a person's ability to do things on their own in accordance with their developmental tasks based on initiative, desire, self-control and belief in their own abilities. Children need to be trained to be independent from an early age so that developmental tasks can develop optimally. Schools have an important role in increasing children's independence. According to Santrock (2002: 242), the play environment is very important in optimizing children's development. One of the schools with such an approach is the Montessori school. The Montessori approach applies so that children learn independently and do not ask the teacher or wait for answers (Hainstock 2008:38-40). Children who are educated with the Montessori approach are given the opportunity to work alone with materials in their environment, express their desire to choose activities, develop discipline, and children need to know what is good and bad. If these things have been fulfilled, then the child's independence will be formed (Modern Montessori International n.d.: 40-41). This study aims to determine empirically whether there are differences in the level of independence of preschool children in Montessori schools and non-Montessori schools. The research subjects (N=28) were preschoolers aged 3-4 years who attended Montessori schools "X" and non-Montessori schools "Y" The sampling technique used the entire playgroup population 2. Data collection used a rating scale on the independence of children in Montessori schools. as well as in non-Montessori schools. The data were analyzed by using the t-test technique (t-test). The value of t = 0.364, with p = 0.720 (p > 0.05) which means the research hypothesis is rejected. This means that there is no significant difference in the level of independence of preschool children in Montessori schools "X" with non-Montessori schools "Y"]
Language: Indonesian
Published: Surabaya, Indonesia, 2009
Article
María Montessori y Giuseppina Pizzigoni: vestales en la renovación pedagógica italiana / Maria Montessori and Giuseppina Pizzigoni Vestals in the Italian Pedagogical Renewal / Maria Montessori e Giuseppina Pizzigoni vestais na renovação pedagógica italiana
Available from: Universidad Pedagogica Nacional (Colombia)
Publication: Pedagogía y Saberes, no. 58
Date: Jan-Jun 2023
Pages: 153-162
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Abstract/Notes: This article highlights two women important for pedagogy. María Montessori was a medical doctor who initially carried out research to alleviate the tensions generated by the poor sanitary conditions the children of this society experienced and under which they were educated through traditional strategies that had to be changed. Giuseppina Pizzigoni was a teacher who imagined a new school where children, the offspring of a brutally industrialized society, could be happy while learning. For both women the children’s education, being the task of adults, parents and teachers alike, should be carried out with responsibility and new methodologies they themselves constructed and proposed. For them, the future of humanity lies in the success of this task.
Language: Spanish
ISSN: 2500-6436, 0121-2494
Doctoral Dissertation
How "Montessorian" Are the Montessori Schools? A Study of Selected "Montessori" Schools with Respect to Their Adherence to the Montessori Tradition.
Available from: ProQuest - Dissertations and Theses
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Language: English
Published: New Brunswick, New Jersey, 1975
Article
Maria Montessori: lettera a un montessoriano: 1947: un documento rivelatore delle speranze di Maria Montessori affidate all'Opera Montessori e a tutti i montessoriani
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 45, no. 8
Date: 1996
Pages: 4-7
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Language: Italian
ISSN: 0042-7241
Article
Meng tai suo li (Montessori Maria 1870-1952) / 蒙台梭利 (Montessori Maria 1870-1952) [Maria Montessori, 1870-1952]
Publication: Xiandai Daxue Jiaoyu / 現代大學敎育 [Modern University Education], vol. 1991, no. 4
Date: 1991
Pages: 3
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Abstract/Notes: <正> 意大利女教育家,蒙台梭利法的创始人。作为意大利女性,最初毕业于罗马大学医学系,后到法国钻研特殊儿童的治疗。1899年任国立异常儿童学校校长,1909年任罗马大学讲师。1907年在罗马贫民街开设“幼儿之家”,采用自己考察的教育法,引起了世界的注目。她在人类学、生理学、异常心理学等领域潜心钻研,积累了实践经验,充分有效地利用
Language: Chinese
ISSN: 1671-1610