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Book

The World in the Palm of Her Hand: The Montessori Approach to History and Geography for the Young Child

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Language: English

Published: Sarasota, Florida: The Montessori Foundation, 1986

Article

L’approche Montessori dans l’accompagnement de nos aînés porteurs de troubles cognitifs [The Montessori approach in supporting our seniors with cognitive disorders]

Available from: CAIRN

Publication: Jusqu’à la mort accompagner la vie, vol. 2017/3, no. 130

Pages: 85-92

Alzheimer's disease, Dementia, Europe, France, Gerontology, Montessori method of education, Montessori therapy, Montessori-based interventions (MBI), Western Europe

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Abstract/Notes: Dans la continuité de mon parcours professionnel au cœur des soins palliatifs, d’abord comme infirmière coordinatrice d’un réseau de santé puis comme cadre de santé d’un centre de soins palliatifs rassemblant une unité d’hospitalisation et une équipe mobile, j’ai décidé en 2015 de me consacrer à la formation des soignants à partir de mon expertise métier. Afin d’acquérir des nouvelles compétences en pédagogie, j’ai suivi plusieurs cursus de formateur. Sur ce chemin j’ai eu la chance de croiser l’organisme de formation AG&D (Accompagnement en Gérontologie et Développements), qui proposait une technique d’accompagnement des personnes présentant des troubles cognitifs, basée sur la méthode «Maria Montessori» déjà utilisée dans le monde éducatif. Curieuse d’en savoir plus sur ce concept, j’ai suivi la formation proposée par AG&D et animée par le professeur Cameron Camp, psychologue américain à l’origine de cette adaptation. Les valeurs fondatrices de cette approche correspondaient à celles sur lesquelles s’étaient construits les soins palliatifs et cet enseignement est venu théoriser la pratique que je connaissais. Chaque mot et argumentation avancés par Cameron Camp et traduits par Jérôme Erkes, neuropsychologue directeur du département recherche et développement chez AG&D, résonnaient dans un monologue intérieur qui disait: «mais bien sûr, c’est tellement logique et évident!» [In the continuity of my professional career at the heart of palliative care, first as a nurse coordinator of a health network and then as a health manager of a palliative care center bringing together a hospital unit and a mobile team, I decided in 2015 to devote myself to the training of caregivers based on my professional expertise. In order to acquire new pedagogical skills, I followed several training courses. On this path I had the chance to meet the training organization AG&D (Support in Gerontology and Developments), which offered a support technique for people with cognitive disorders, based on the "Maria Montessori" method already used in the educational world. Curious to learn more about this concept, I took the training offered by AG&D and facilitated by Professor Cameron Camp, the American psychologist behind this adaptation. The founding values ​​of this approach corresponded to those on which palliative care was built and this teaching came to theorize the practice that I knew. Every word and argument put forward by Cameron Camp and translated by Jérôme Erkes, neuropsychologist director of the research and development department at AG&D, echoed in an inner monologue that said: "But of course, it is so logical and obvious!"]

Language: French

DOI: 10.3917/jalmalv.130.0085

ISSN: 0768-6625

Article

Hawaiian Culture-Based Education and the Montessori Approach: Overlapping Teaching Practices, Values, and Worldview

Available from: JSTOR

Publication: Journal of American Indian Education, vol. 50, no. 3

Pages: 5-25

Americas, Indigenous communities, Indigenous peoples, North America, North America, United States of America, ⛔ No DOI found

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Abstract/Notes: The purpose of this qualitative case study was to investigate why the Montessori approach has been viewed as a culturally congruent educational model by some Hawaiian language immersion and culture-based (HLIC) educators and how aspects of it have been used in HLIC classrooms. Data collection included semi-structured interviews and focus group discussions with 40 Hawaiian educators, document analysis, and visits to 12 school sites. Using grounded theory methodology, similarities in core teaching strategies based on shared values and worldview emerged. Challenges and nuanced distinctions were also revealed, along with an emerging and uniquely Hawaiian pedagogy. Findings indicate that educators and researchers should take worldview and beliefs into account when designing programs and creating both preservice and inservice training opportunities.

Language: English

ISSN: 0021-8731

Master's Thesis

Pedagoška glasbena načela po Edgarju Willemsu v povezavi s pedagogiko montessori v predšolskem obdobju [Edgar Willems' Pedagogic Principles of Music in Conjunction with the Montessori Method in Pre-School Teaching]

Available from: Digital Library of the University of Maribor (DKUM)

Classroom environment, Edgar Willems - Philosophy, Europe, Montessori method of education, Montessori schools, Music education, Prepared environment, Slovenia, Southern Europe

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Abstract/Notes: Montessori pedagogika in glasbeni pristopi Edgarja Willemsa vzbujajo interes številnih, ki se ukvarjajo z vzgojo in izobraževanjem v povezavi z glasbeno umetnostjo. Težko je opisati razloge, zakaj je temu tako, ker se večina procesov odvija na emocionalni in podzavestni ravni, ki temeljijo na občutenju, nedvomno pa je, da oba pristopa obravnavata otroka kot prioriteto in se ob zavedanju njegovih sposobnosti optimalno razvijata otrokove individualne potenciale. Metodi temeljita na vsebinah, ki otroka vodijo do znanja na sprejemljiv in zabaven način. Oba pristopa poznata seveda tudi drugače misleče, vendar lahko na podlagi izkušenj trdimo, da je razlog temu v nepoznavanju in nekompetentnosti določenih pedagogov in glasbenih pedagogov v kontekstu pedagogike Montessori in metode Edgarja Willemsa. V magistrski nalogi predstavljamo v prvem teoretičnem delu pedagogiko montessori, njena načela in filozofska izhodišča ter pedagoški pristop in metode dela Edgarja Willemsa. V nalogi obravnavamo njune skupne in nasprotujoče vsebine, izhodišča in pristope. Med drugim izpostavljamo, kako glasbeno izobraževanje vpliva na kognitivno-socialni, afektivni in psihomotorični razvoj otrok. Oba pristopa pomembno ugotavljata, da je potrebno razumeti otroka, ga sprejemati kot individuum, vedeti, na kakšen način razmišlja in kako mu je potrebno ustrezno predstaviti nove vsebine, ki bodo otroka zanimale, ga pritegnile in ohranile pri delu dalj časa. V nalogi predstavljamo tudi vlogo vzgojitelja in pomembnost otrokovega okolja. V empiričnem praktičnem delu predstavljamo, kako montessori pedagogika ponuja otrokom glasbo in s katerimi pripomočki. V nalogi predstavljamo tudi posamezne vsebinske dele Willemsovih vzgojno učnih ur, postopek in predloge, kako jih lahko izvajamo ter nekatere pripomočke za uspešno delo. Willems je nedvomno natančneje in bolj strukturirano izoblikoval glasbeno pedagoške metode dela, kot je to razvila pedagogika montessori v predšolskem obdobju. Njegova dognanja sem umestila v montessori okolje tako pri glasbenih dejavnostih, kot tudi v kontekstu pripravljanja materialov, ki so otrokom dostopni kadarkoli v času varstva. Tako se lahko otrok v pripravljenem montessori okolju s pomočjo Willemsovega pristopa bolje seznani z glasbeno umetnostjo. [The Montessori pedagogy and Edgar Willems' approaches to music education arouse interest in many people who work in teaching and education combined with music. It is difficult to define the reasons for this because most of the processes occur on the emotional and subconscious level based on feelings but it is a fact that in both approaches a child is viewed as a priority. While being aware of their abilities, both of them develop individual child’s potentials optimally. The methods are based on the contents that motivate a child to learn in an acceptable and fun way. There are some people who oppose these approaches but from experience we can tell that it is because certain pedagogues and music pedagogues are incompetent and don’t know The Montessori pedagogy and Edgar Willems' method. In the postgraduate thesis we present the Montessori pedagogy, its principles and philosophy basis and Edgar Willems' pedagogic approach and his teaching methods in the first theoretic part. We present the contents, the basis and the approaches they have in common and the ones that are different. We point out how music education influences the cognitive-social, affective and psychomotor children's development. Both approaches point out that it is necessary to understand a child, accept them as individuals, understand their way of thinking and introduce new topics that will be interesting and will motivate them to learn for a longer period of time. We present the role of the teacher and the importance of the child's environment. In the empirical practical part we present how the Montessori pedagogy offers music to the children and what teaching accessories they use. In the thesis we present individual learning content parts of Willems’ lessons, the procedure and suggestions for the process of teaching and some teaching accessories for successful work in class. Willems has undoubtedly created musical pedagogy methods more thoroughly and structurally than the Montessori pedagogy in the preschool period. I have incorporated his discoveries into the Montessori environment with music activities and within preparing the materials which the children can use during the day care. So a child in a well arranged Montessori environment with help of the Willems’ approach can learn more about music.]

Language: Slovenian

Published: Maribor, Slovenia, 2018

Book

Maria-Montessori-Bibliographie, 1896-1996: Internationale Bibliographie der Schriften und Der Forschungsliteratur

Bibliographies, Montessori method of education, Winfried Böhm - Writings

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Abstract/Notes: Das vorliegende Buch dokumentiert 100 Jahre Montessori-Literatur - von der Dissertation und der ersten gedruckten Schrift Maria Montessoris aus dem Jahre 1896 bis zu den rund 150 Büchern und Aufsätzen, die allein im Jahre 1996 zur Montessori-Pädagogik erschienen sind. Diese Jahrhundertpublikation umfaßt sowohl die Primär- als auch die Sekundärliteratur vollständig und übersichtlich. Sie stellt damit eine in Zukunft unentbehrliche Grundlage für die Montessori-Forschung und Diskussion dar.Aus dieser Literaturzusammenstellung gehen neue Erkenntnisse über die Entstehung und Entwicklung der Montessori-Pädagogik hervor, und zwar in doppelter Hinsicht: in Bezug auf die pädagogische Theorie Maria Montessoris und auf die im Anschluß daran erwachsene Montessori-Pädagogik in Theorie und Praxis. Selbst auf die spannungsreiche Wechselbeziehung zwischen der Pädagogik Maria Montessoris und der sog. Montessori-Pädagogik wirft diese Bibliographie Licht. [This book documents 100 years of Montessori literature, from Maria Montessori's doctoral dissertation and her first printed works from the year 1896, to the nearly 150 books and articles published in 1996 dealing with Montessori`s educational ideas. This publication, commemorating a century of Montessori pedagogy, includes both primary and secondary sources in an absolutely thorough and understandable format. As such, the work represents an indispensable basis for further Montessori research and discussion. This collection of literature offers new insights into the birth and development of the Montessori Method in at least two areas, first with regard to the educational theory underlying Montessori's original work, and second in the context of the theory and practice of the popular movement which her work engendered. This biography even illuminates the often tense relationship between Maria Montessori's educational doctrines and the so-called Montessori schools. Because this work represents the most complete Montessori bibliography ever published, the author and publisher are grateful for the help of attentive readers for bringing any and all texts on Montessori to our attention for inclusion in future editions. / Il presente volume documenta cento anni di letteratura montessoriana - dalla dissertazione e dai primi scritti di Maria Montessori del 1896, fino ai circa 150 volumi e saggi che solo nel 1996 sono stati pubblicati sulla pedagogia montessoriana. La bibliografia comprende integralmente sia la letteratura primaria che secondaria, offrendosi pertanto come essenziale punto di riferimento per la ricerca e la discussione sul pensiero e l'opera di Maria Montessori.Ne risulta una maggiore conoscenza dell'origine e sviluppo della pedagogia montessoriana, in particolare secondo due prospettive: da una parte la considerazione della teoria pedagogica di Maria Montessori e dall'altra della pedagogia montessoriana che ne è derivata, nei suoi riflessi teoretici e pratici. E'proprio sul controverso rapporto fra la pedagogia di Maria Montessori e la cosiddetta pedagogia montessoriana che questa bibliografia intende fare luce.Curatore ed editore ringraziano tutti coloro che volessero riferire eventuali errori o mancanze. / El presente libro documenta 100 años de literatura Montessori a partir de la tésis doctoral y los primeros escritos impresos de Maria Montessori en el año 1896, hasta los casi 150 libros y ensayos aparecidos tan sólo en el año 1996 dedicadas exclusivamente a la pedagogía Montessori. Esta publicación centenaria incluye tanto la literatura primaria como la secundaria en forma exhaustiva y comprensible. Se convierte así en un instrumento indispensable para toda investigación y discusión en torno a la pedagogía Montessori. Esta colección de literatura abre caminos para nuevas comprensiones y conocimientos sobre el origen y la evolución de la pedagogía Montessori en dos vertientes: en relación a la teoría pedagógica Montessori y en relación a la teoría y práctica del método Monetssori como resultante de la primera. La presente bibliografía ilustra también la relación recíproca y accidentada entre la pedagogía de María Montessoria y el referido método Montessori. El autor y la editorial agradecen al lector de esta primera bibliografía internacional y exhaustiva cualquier aviso sobre material faltante y/o errores.

Language: German

Published: Bad Heilbrunn, Germany: Klinkhardt, 1999

ISBN: 978-3-7815-0986-3 3-7815-0986-9

Book

Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]

Europe, Montessori method of education, Montessori movement, Montessori schools, Switzerland, Western Europe

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Abstract/Notes: Harold Baumann ordnet die schweizerische Montessori-Pädagogik in die internationale Reformpädagogik ein, skizziert ihre Anfänge im Kanton Tessin, zeigt die Auswirkungen und Einflüsse der Montessori-Bestrebungen in vielen Schweizer Kantonen, u.a. anhand der staatlichen Montessori-Kindergärten im Kanton Wallis. Zudem erläutert er den heutigen Stand der Montessori-Pädagogik in der Schweiz. Harold Baumann ergänzt seine Recherchen durch Beiträge, die ihm von Zeitzeugen überreicht wurden. [Harold Baumann classifies the Swiss Montessori pedagogy in the international reform pedagogy, outlines its beginnings in the canton of Ticino, shows the effects and influences of the Montessori endeavors in many Swiss cantons, e.g. with the help of the state Montessori kindergartens in the canton of Valais. He also explains the current state of Montessori education in Switzerland. Harold Baumann supplements his research with contributions that were presented to him by contemporary witnesses.]

Language: German

Published: Bern, Switzerland: Haupt Verlag, 2007

Edition: 1st edition

ISBN: 978-3-258-07092-6

Article

La persistenza del movimento montessoriano / La persistencia del movimiento Montessori / The Persistence of the Montessori Movement

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 3, no. 3

Pages: 35-48

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Abstract/Notes: La storia del movimento montessoriano comincia in Italia con l’apertura della prima “Casa dei bambini” nel quartiere popolare di San Lorenzo a Roma. Maria Montessori ha raccontato la storia delle prime scuole che applicarono il suo metodo nei libri che hanno reso celebre il nome Montessori in molti paesi del mondo. Molto resta ancora da studiare nella storia del movimento montessoriano successiva alla morte della sua fondatrice. Anche le prime case dei bambini di Roma furono trasformate negli anni del regime fascista, chiuse e riaperte dopo la fine del regime. La vita stessa di Maria Montessori è stata ampiamente studiata, ma alcuni periodi della sua vita possono essere ancora approfonditi. La proposta educativa sulla quale il metodo Montessori è basato è stata arricchita nel corso del tempo; oggi le ricerche di Angeline S. Lillard hanno aggiornato la teoria dell’educazione montessoriana con importanti riferimenti alla psicologia dell’età evolutiva contemporanea. Lo studio della pedagogia Montessori richiede oggi una conoscenza approfondita del contesto storico di un secolo fa e della vita di Maria Montessori. La conoscenza adeguata della psicologia del bambino è fondamentale per l’uso efficace del metodo e dei materiali. Ciascun bambino è diverso e ha bisogno di insegnanti che conoscano adeguatamente i principi e i valori che orientano l’attività delle case dei bambini; l’applicazione del metodo deve essere legata allo stile educativo democratico e aperto che Maria Montessori ha posto alla base della sua teoria dell’educazione. / evolutiva contemporanea. Lo studio della pedagogia Montessori richiede oggi una conoscenza approfondita del contesto storico di un secolo fa e della vita di Maria Montessori. La conoscenza adeguata della psicologia del bambino è fondamentale per l’uso efficace del metodo e dei materiali. Ciascun bambino è diverso e ha bisogno di insegnanti che conoscano adeguatamente i principi e i valori che orientano l’attività delle case dei bambini; l’applicazione del metodo deve essere legata allo stile educativo democratico e aperto che Maria Montessori ha posto alla base della sua teoria dell’educazione. Montessori con importantes referencias a la psicología evolutiva contemporánea. El estudio actual de la pedagogía Montessori requiere de un profundo conocimiento del contexto histórico de hace un siglo y de la vida de María Montessori. El conocimiento adecuado de la psicología infantil es fundamental para el uso eficaz del método y los materiales. Cada niño es diferente y necesita de maestros que conozcan adecuadamente los principios y valores que orientan la actividaded de las “Casa dei Bambini”; la aplicación del método debe estar asociada con el estilo educativo democrático y abierto que Maria Montessori puso en la base de su teoría de la educación. / The history of the Montessori Movement began in Italy with the opening of the first children’s home in the popular area of San Lorenzo in Rome. Maria Montessori told the story of the first schools which applied her method in the books that have made famous her name in many countries around the world. Much remains to be studied in the history of the Montessori Movement after the death of its founder. Even the first houses of the children in Rome ceased their activities during the years of the fascist regime and reopened after the end of the regime. The life of Maria Montessori has been extensively studied, but some periods of her life may be further studied. The educational proposal on which the Montessori method is based has been enriched in the course of time; today, Angeline S. Lillard’s researches have updated the Montessori educational theory with important references to contemporary developmental psychology. The study of Montessori pedagogy today would require a thorough understanding of the historical context of a century ago and of the life of Maria Montessori herself. Adequate knowledge of child psychology is fundamental to the effective use of the method and materials; each child is different and needs teachers who know adequately the principles and values that guide the activities of the children’s homes; the application of the method must be linked to the democratic and open educational style that Maria Montessori made the basis of her theory of education.

Language: Italian

ISSN: 2255-0666

Article

President Wilson's Daughter to Aid Mme. Montessori Show Her System

Available from: Library of Congress

Publication: The Sun (New York) (New York City, NY)

Pages: 6

Americas, Maria Montessori - Biographic sources, North America, United States of America

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Abstract/Notes: The Montessori movement, considered by many a radical departure from traditional educational methods, will receive new emphasis and publicity from the fact that visitors to the Panama-Pacific International Exposition will see during the months of August, September, October and November not only a demonstration of the Montessori system but will see it conducted by the talented woman herself. Associated with her will be Miss Margaret Wilson, daughter of the President, Dr. David Starr Jordan, chancellor of Leland Stanford Junior University, and other well known educators. The Montessori method has been summed up as 'freedom for development of the child under best conditions disturbing as little as possible but helping buy every means this development.' Any estimate of Mme. Montessori's work to be of practical value will involve a comparison between the Montessori method and that of the kindergarten, since the kindergarten is the only system of organizes educational work for young children that has so far received general recognition. In the middle of the last century the sensitive woman soul and philosophic mind of Froebel grasped the fundamental principle of development and say that the first six or seven years are the most important in the life of the individual. After years of study he embodied what he conceived to be the fundamental principles of the education of little children in what is known as the kindergarten, and his ideas of the best means for the application of these principles in his kindergarten program, materials and devices. The discovery of the kindergarten marked a new era in the history of the educational world. Though suppressed for years by government authority in Germany, and received with much suspicion elsewhere, the kindergarten has become an integral part of the public school system of many cities and States in our country. Its introduction into England was championed by Charles Dickens, and in America it found an advocate in the philosopher and educator Dr. William T. Harris. Concerning the kindergarten and the Montessori methods, Dr. P. P. Claxton, United States Commissioner of Education says: 'Though aims and principles are the same for both Froebel and Montessori, their different methods of approach have resulted in difference in emphasis, program and decides. For those who see no further than the form there is apparent conflict. Many cannot understand that the work of both Froebel and Montessori must finally lose each its distinctive characteristics in the larger whole of a more perfect knowledge of the nature of infancy and the means of educating young children.' It must be said of Dr. Montessori that she is first, last and always scientific in her work. Prolonged training in the sciences that relate to human life, vitalized by practical experience in their application to defective children, gave her a method which is the outcome of genius, training and experience. She swung into prominence, against her wish, in the following way: While serving as assistant doctor at the psychiatric clinic of the University of Rome, Italy, she founder herself differing from her colleagues in that she felt, as she says, 'that mental deficiency presented chiefly a pedagogic rather than mainly a medical problem.' The expression of these views in an address brought Dr. Montessori prominently before the Minister of Public Instruction, and her work from this on assumed a public character. Her belief that the methods employed with deficient children 'contained educational principles more rational than those in use and that if applied to normal children they would develop or set free their personality in a marvelous and surprising way,' became her controlling idea, and is the very heart of the Montessori system. The system of Mme. Montessori is indissolubly joined with her famous 'didactic material.' Among this will be found small wooden frames to which are attached pieces of cloth or leather on which are buttons and buttonholes, hooks and eyes, eyelets and lacing cords, and strings to be tied and untied. There are also boxes of cylindrical insets and other simple devices to develop 'man's mystery over nature.' Mme. Montessori is her best interpreter when she says, 'We are inclined to believe that children are like puppets and we wash them and feed them as if they were dolls. We do not stop to think that the child that does not do does not know how to do. Our duty is that of helping him to make a conquest of such useful acts as nature intended he should perform for himself. The mother who feeds her child without making the least effort to teach him to hold the spoon for himself and to try to find his mouth with it is not a wise mother. She treats her son as though he were a doll. We call an individual disciplined when he is master of himself and can regulate his own conduct when it shall be necessary to follow some rule of life. If any educational act is to be efficacious it is necessary rigorously to avoid the arrest of spontaneous movements and the imposition of arbitrary tasks. It is of course understood here that we do not speak of a useless or dangerous act; this must be suppressed, destroyed.' The Montessori doctrine is therefore in substance that the child's inner self or personalit cannot rightfully develop unless free to express itself undirected and unguided by another person. As a consequence Dr. Montessori insists that each child be allowed bodily freedom and have as much unhampered liberty of action as possible in order that he may fully express his inner life in outer activity. The classic illustration by which Dr. Montessori puts in concrete form her doctrine is the following: 'One day the children had gathered in a circle about a basin of water containing some floating toys. A little boy 2 1/2 years old had been left outside the circle. He drew near to the other children and tried to force his way among them, but he was not strong enough to do this. The expression of thought on his face was intensely interesting. His eyes then lighted upon a little chair and he had evidently made up his mind to place it behind the group of children and climb on it. As he began to move toward the chair, his face illuminated with hope, a teacher seized him in her arms, lifted him above the heads of the other children, showed him the basin of water, saying, 'Come poor little one you shall see too.' The child seeing the floating toys did not experience the joy that he was about to feel through conquering the obstacles with his own force. The teacher hindered the child in this case from educating himself. The little fellow was about to feel himself a conqueror, and instead he found himself held within two imprisoning arms impotent.' The now famous 'House of the Children' in Rome, under the patronage of Queen Margherita, faithfully reflects and demonstrates the Montessori principles and methods. It has been described as an old orphan asylum, whose gray outer walls give no idea of the two beautiful and luxuriant courtyards within. These latter are filled with beds of blossoming plans, and the pillars of the inner porch are covered with clinging vines. The schoolroom in which the class for the children is held opens with wide double doors into one of these lovely courtyards, where the children play during hours in which they are not engaged in their Montessori exercises. Miss Elizabeth Harrison, president of the National Kindergarten Union says of this 'House of the Children': 'On my first visit I found the children busy getting out the 'didactic material' with which they were to employ themselves for the next hour and a quarter. Some came forward to shake hands with me; some merely smiled and nodded and did not interrupt their work. All seemed busy, happy and free. I afterward saw as many as eighty visitors in the room where there were only a dozen children, but none of the children were in the least disturbed by or seemingly conscious of the presence of the visitors. Most of the children came from nearby tenement houses, yet even the youngest of them washed their own hands and faces, put on clean, neat calico aprons and looked as fresh and clean as children from well cared for homes.' Comparing the kindergarten and the Montessori systems, the following differences appear: The kindergarten stresses group activities, while the Montessori system emphasized almost exclusively the development of the individual. The kindergartners say that education in coordinating of muscles, the special training of the child's senses and all such phases of individual development are expected to come in the nursery. The Montessori system has no place for stories; the kindergartners are famous for them. Mme. Montessori objects to stories for young children on the theory that all activities of the mind are derived from the outside world and are dependent on sense impressions, and that therefore the child should be kept within the realm of his own personal experience until he is at least 7 or 8 years old. It is not necessary to add that two __ meet at this point of difference. The most remarkable features of the Montessori system, as well as one of its decided points of divergence from the kindergarten, lies in its ___ of definite attitude on religious training. Froebel, trained in an environment where instruction in religion is practically nationwide, says that while the child unconsciously manifests teh divine impuse within him he must follow it with conscious insights persisting in what he knows to do right and must needs have definite training of this kind. Montessori, on the other hand, with nuns as her assistants and attendants in her 'House of the Children,' acknowledges the importance of religious training for little children, 'but confesses that as yet it is an unsolved problem to her.' Miss Harrison, who spent some time in Rome with Mme. Montessori says, 'She [Montessori] seems to feel that a child's spiritual nature will ___ aright if freedom is given ....

Language: English

Doctoral Dissertation

Montessori as Metonymy: How Montessori Early Childhood Teachers Approach Race in the Classroom

Available from: Bethel University - Institutional Repository

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Abstract/Notes: The purpose of this qualitative study was to examine how Montessori early childhood teachers approach teaching about race and racial bias in their classrooms. Twenty-four Montessori early childhood teachers participated in an open-ended survey, and five teachers of those 24 participated in a data-informed online semi-structured interview. The interviewees received an infographic with narrative and graphics in which themes of the survey were detailed, a form of graphic elicitation. Surveys and interviews were coded and analyzed for themes. Themes were verified through independent coding by an independent analyst. Several themes that emerged from the surveys and interviews indicated that 1) Montessori early childhood teachers generally hold a race neutral view of early childhood, 2) Most Montessori early childhood teachers believe that young children do not have bias, 3) Most Montessori early childhood teachers believe that teaching about race and racial bias is implicit in their Montessori training on culture, peace, and respect, 4) Montessori early childhood teachers did not receive explicit instruction from their Montessori training or education programs regarding teaching about race and racial bias, and 5) Most Montessori early childhood teachers supplemented their training with books or developed lessons outside of those obtained in training to teach about race. Reasons for participants' beliefs around race, racial bias, prejudice, young children, and teaching are discussed, as well as the implications of these outcomes. The results of this study were used to develop recommendations for Montessori teachers, Montessori teacher education programs, and national Montessori organizations. Recommendations for further research suggest that a broad examination of demographics along with data on how Montessori teachers are teaching about race and racial bias may yield pertinent information that could further guide educators and trainers.

Language: English

Published: St. Paul, Minnesota, 2018

Article

Türkiye’de Montessori Yöntemi ile İlgili Yapılan Çalışmaların İncelenmesi / Investigation of Studies on Montessori Method in Turkey

Available from: DergiPark Akademik

Publication: Yaşam Becerileri Psikoloji Dergisi / Life Skills Journal of Psychology, vol. 5, no. 10

Pages: 101-118

Asia, Literature reviews, Middle East, Turkey, Western Asia

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Abstract/Notes: Montessori Yöntemi, bir eğitim sistemidir ve Maria Montessori tarafından oluşturulmuştur. Maria Montessori İtalyan bir pedagog ve ülkesinin ilk kadın doktorudur. Montessori sistemi çocuğu merkeze alır ve çocuğa görelik ilkesiyle hareket ederek, çocuğa uygun oluşturulmuş bir çevreye dayanır. Çocuğun ilgi alanları ve yetenekleri dikkate alınarak, bireysel öğrenme hızının olduğunu kabul eder ve bunu temel alan esnek bir eğitim süreci oluşturur. Montessori yöntemi bir sentezdir; çocukların içlerindeki potansiyeli fark edip keşfetmelerini ve karakterlerini oluşturmalarını amaçlar. Ayrıca çocuğun içindeki potansiyele ulaşması için düzenlenmiş bir alana ve özgürlüğe ihtiyacı olduğunu savunur. Ülkemizde Montessori konusu ile ilgili bilimsel çalışmalara önem verildiği ve çalışmalarının son yıllarda arttığı gözlemlenmektedir. Bu araştırmada, ülkemizde Montessori metodu ve uygulamaları ile ilgili, 2010-2021 yılları arasında yazılan tez ve makaleler, belirlenen ölçütlere göre incelenerek, hem bu metodun güvenilirlik ve geçerliliğini görmek hem de yapılacak yeni araştırmalara fikir vermek amaçlanmıştır. Bu çalışma nitel bir araştırma olup, amaçsal öğrenme stratejilerinden ölçüt öğrenme yöntemi ve doküman tarama (analizi) tekniği kullanılmıştır. Google Akademi, Dergipark ve Ulusal Tez Merkezi veri ortamlarından “montessori” kelimeleri ile kaynaklar taranmış ve 48 tez çalışması, 36 makale çalışması olmak üzere toplam da 84 çalışmaya ulaşılmıştır. Araştırmadan elde edilen bulgulara bakıldığında; ülkemizde Montessori metoduna yönelik çalışmalarının yoğunluğunun son 5 yıla ait olduğu saptanmıştır. Araştırmaların büyük bir bölümünün okul öncesi kademesinde yapıldığı söylenebilir. Yapılan çalışmaların tamamına yakınının sonuç bölümlerinde, Montessori yöntemi ile eğitim alan çocukların lehine değişim gözlendiği belirtilmiştir. / The Montessori Method is an education system and was created by Maria Montessori. Maria Montessori is an Italian pedagogue and the first female doctor in her country. The Montessori system puts the child in the center and, acting on the principle of relative to the child, is based on an environment created suitable for the child. Considering the interests and abilities of the child, it accepts the individual learning speed and creates a flexible education process based on this. The Montessori method is a synthesis; It aims for children to realize and discover the potential within them and to create their characters. He also argues that the child needs a regulated space and freedom to reach their potential. It is observed that scientific studies on the subject of Montessori are given importance in our country and their studies have increased in recent years. In this study, it is aimed to see the reliability and validity of this method and to give an idea for new researches by examining the theses and articles written between 2010-2021 about the Montessori method and its applications in our country, according to the determined criteria. This study is a qualitative research and criterion learning method and document scanning (analysis) technique, which are purposeful learning strategies, were used. Sources were scanned with the words "montessori" from Google Academy, Dergipark and National Thesis Center data environments, and a total of 84 studies, including 48 thesis studies and 36 article studies, were reached. Considering the findings obtained from the research; It has been determined that the intensity of the studies on the Montessori method in our country belongs to the last 5 years. It can be said that most of the studies were conducted at the preschool level. In the conclusion sections of almost all of the studies, it was stated that a change was observed in favor of the children who received education with the Montessori method.

Language: Turkish

DOI: 10.31461/ybpd.1026936

ISSN: 2587-1536

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