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168 results

Article

A Model of Integrative Planning for Cultural Curriculum [ages 9-12]

Publication: Montessori Life, vol. 9, no. 4

Pages: 24–25

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Abstract/Notes: Chart

Language: English

ISSN: 1054-0040

Article

Transcultural Studies

Publication: Montessori Life, vol. 6, no. 1

Pages: 11–12

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Abstract/Notes: List of books

Language: English

ISSN: 1054-0040

Article

Around the Child, Around the World: A Summary of the Pluricultural Congress in Rome [November, 1996]

Publication: Montessori Life, vol. 9, no. 2

Pages: 18–19

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Language: English

ISSN: 1054-0040

Article

Multicultural Books for Early Childhood Education

Available from: ProQuest

Publication: Montessori Life, vol. 19, no. 1

Pages: 97–101

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Language: English

ISSN: 1054-0040

Article

Montessori: More Culturally Responsive

Available from: MontessoriPublic

Publication: Montessori Public, vol. 5, no. 3

Pages: 1, 14

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Language: English

Article

Seasonal Ideas for the Cultural Areas

Publication: Montessori Quarterly, vol. 31

Pages: 21–22

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Language: English

Article

Esuelas Montessori, su legado en la actualidad: do experiencias en contextos culturales diferentes desde los confines del mundo, Argentina, Latinoamérica

Available from: Fondazione Montessori

Publication: MoMo (Mondo Montessori), no. 4

Pages: 183-186

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Abstract/Notes: Part of the special issue: Maria Montessori nel XXI secolo - Interventi Dal Congresso Internazionale: Maria Montessori e la scuola dell'infanzia a nuovo indirizzo (20-24 Febbraio 2015, Pontifica Università Lateranense, Roma.

Language: Spanish

ISSN: 2421-440X, 2723-9004

Article

✓ Peer Reviewed

Education as Cultural Mobilisation: The Great War and Its Effects on Moral Education in the Netherlands

Available from: Taylor and Francis Online

Publication: Paedagogica Historica: International Journal of the History of Education, vol. 50, no. 5

Pages: 685-706

Europe, Holland, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, Netherlands, Western Europe

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Language: English

DOI: 10.1080/00309230.2014.911756

ISSN: 0030-9230, 1477-674X

Article

✓ Peer Reviewed

L’attualità interculturale di Maria Montessori: le infanzie e le lingue nel contesto educativo / Maria Montessori’s Intercultural Relevance: Childhoods and Languages in the Educational Context

Available from: Università di Bologna

Publication: Educazione Interculturale, vol. 19, no. 2

Pages: 46-56

Montessori method of education

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Abstract/Notes: Il contributo intende sondare alcuni tratti della pedagogia e del metodo Montessori di interesse per ripensare gli attuali contesti educativi escolastici sempre più interdipendenti ed eterogenei (Zoletto, 2012). L’individualizzazione nell’apprendimento e la differenziazione sono tensioni costanti nel pensiero di Montessori e si concretizzano nel ruolo dell’ambiente preparato dall’adulto a misuradi ogni bambino, in cui sono organizzati materiali di sviluppo non condizionati daappartenenze culturali (PescieTrabalzini, 2007) e nella pluralità linguistica assunta quale tratto strutturale del contesto (Consalvo, 2020), come avviene in molte scuoledi metodo che stanno sperimentando progetti bilingui. È dall’ambiente secondo Montessori (2000) che i bambini prendono il linguaggio, le abitudini e le caratteristiche della comunità a cui partecipano e per questo gli ambienti scolastici e le atmosfere relazionali costruiti sulla base della unicità e differenza di ognuno sono interculturali (Pesci,2006). Il contributo propone le prime riflessioni scaturite dal lavoro di indagine sull’attualità interculturale di Montessori in prospettiva plurilingue, che èuno dei filoni di ricerca del PRIN (2017) Maria Montessori from the past to the present(Unitàdi ricerca: Bologna, Milano, Roma, Aosta). / This paper will explore some aspects of the Montessori method and pedagogy that are pertinent in rethinking today's increasingly interdependent and heterogeneous educational and school contexts (Zoletto, 2012). Personalized learning and differentiation are constant tensions in Montessori thinking, taking shape in the environment prepared by the adult specifically for each child, where the developmental materials offered are not conditioned by cultural affiliations (Pesci e Trabalzini, 2007) and linguistic plurality is a structural feature of the context (Consalvo, 2020), as occurs in many method schools that are experimenting with bilingual projects. According to Montessori (2000), children acquire language, habits and the characteristics of the community they are part of from the environment, and for this reason school environments and the relational atmospheres based on the uniqueness and differences of each individual are intercultural (Pesci, 2006). The paper offers some initial reflections starting from an investigation of Montessori's intercultural relevance in a multilingual perspective, one of the PRIN (2017) research areas Maria Montessori from the past to the present (Research Units: Bologna, Milan, Rome, Aosta).

Language: Italian

DOI: 10.6092/issn.2420-8175/13899

ISSN: 2420-8175

Article

✓ Peer Reviewed

Using Mathematics Strategies in Early Childhood Education as a Basis for Culturally Responsive Teaching in India

Available from: Taylor and Francis Online

Publication: International Journal of Early Years Education, vol. 14, no. 1

Pages: 15-34

Asia, Culturally responsive teaching, India, South Asia

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Abstract/Notes: The objective of this small study was to elicit responses from early childhood teachers in India on mathematics learning strategies and to measure the extent of finger counting technique adopted by the teachers in teaching young children. Specifically, the research focused on the effective ways of teaching mathematics to children in India, and examined teachers’ approach to number counting. In India, children were taught by their parents or by their teachers to use fingers to count. The qualitative study conducted by the researcher further enriched the topic with first‐hand comments by the teachers. Although the finger counting method was not the only process that teachers would adopt, it was embedded in the culture and taken into consideration while infusing mathematics skills. The teachers confirmed adopting the Indian method of finger counting in their teaching strategy; some specified that the method helped children to undertake addition and subtraction of carrying and borrowing, as counting by objects could not be available all the time. Although the study is limited by its small sample to the unique mathematics learning experience in India, it provides readers with a glimpse of culturally responsive teaching methods and an alternative mathematics teaching strategy.

Language: English

DOI: 10.1080/09669760500446374

ISSN: 0966-9760

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