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Article
Algemeene Pers: Dr. Montessori te Londen; Het Lager Montessori Onderwijs te Haarlem
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, vol. 10, no. 1
Date: Jan 22, 1927
Pages: 7
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Language: Dutch
Article
Montessori 교육사상에서의 인간과 종교 [Man and Religion in Montessori Educational Thought]
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 6
Date: 2001
Pages: 115-127
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Language: Korean
ISSN: 1226-9417
Article
Dr. Maria Montessori, 1870-1952: The Origins of Montessori
Available from: Internet Archive
Publication: New Era in Home and School, vol. 51, no. 7
Date: Jul-Aug 1970
Pages: 232-234
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Language: English
ISSN: 0028-5048
Article
Inklusive Bildung und Montessori-Pädagogik [Inclusive education and Montessori pedagogy]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 61, no. 1
Date: 2023
Pages: 112-127
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Language: German
ISSN: 0944-2537
Article
Maria Montessori, Pedagogical Orthodoxy, and the Question of Correct Practice (1921-1929) / Maria Montessori, l'ortodossia pedagogica e la questione della pratica corretta (1921-1929)
Available from: Rivista di Storia dell’Educazione
Publication: Rivista di Storia dell'Educazione, vol. 8, no. 2
Date: 2021
Pages: 49-58
Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., New Education Fellowship
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Abstract/Notes: The issue of correct practice (i.e., according to Henri Louis Go, practice that reflects the spirit and letter of a pedagogy), concerns every pedagogue, and Maria Montessori certainly took correct practice very seriously from the outset. Indeed, her emphasis on this crucial issue explains some of the strategic choices she made, as well as the ways she promoted her method abroad, and the relationships she maintained with her contemporaries (analyzed here via the early years of the journal Pour l’Ère nouvelle). These all led to accusations of dogmatism or pedagogical orthodoxy that continue to be leveled at the Montessori network today. This article sets out to explore the controversy surrounding the issue of correct practice in the field of pedagogy, taking Montessori as its example. Focusing on the 1920s, it considers the questions raised by attempts to protect a life’s work within a heterogeneous array of philosophical and political practices and positions. It also explores the reticence that some of Montessori’s contemporaries (particularly Decroly and Ferrière) showednot toward her pedagogy per se, but toward the way she conceived of and applied this pedagogy.
Language: English
DOI: 10.36253/rse-10350
ISSN: 2532-2818
Book Section
An Observational Study of the Choice and Use of Toys by Montessori and Non-Montessori Preschoolers
Book Title: Evaluation of Educational Outcomes: Noncognitive Domains
Pages: 79-92
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Language: English
Published: New York: American Montessori Society, 1977
Article
Tema: Montessori från de första stegen till tonår: unga människor behöver montessori
Publication: Montessori-tidningen (Svenska montessoriförbundet), no. 6
Date: 1995
Pages: 6-9
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Language: Swedish
ISSN: 1103-8101
Article
Ideias Pedagógicas de Montessori no Brasil: Contributos à Educação Matemática [Montessori Pedagogical Ideas in Brazil: Contributions to Mathematics Education]
Available from: REMATEC
Publication: REMATEC (Revista de Matemática, Ensino e Cultura), vol. 15
Date: 2020
Pages: 195-211
Americas, Brazil, Latin America and the Caribbean, Mathematics education, Montessori method of education, South America
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Abstract/Notes: Este trabalho tem como objetivo compreender como ocorreu a transferência, para o Brasil, das propostas pedagógicas de Maria Montessori e quais foram, dentre essas propostas, as que foram incorporadas ao ensino elementar da Matemática no período de 1911 a 1952. Esta é uma pesquisa qualitativa de abordagem documental, apoiada no referencial das transferências culturais. Nossas fontes se encontram nos arquivos da hemeroteca digital da Biblioteca Nacional do Rio de Janeiro; no repositório da Universidade Federal de Santa Catarina; em livros didáticos, artigos e teses sobre a autora. Concluímos que as transferências das propostas pedagógicas de Montessori, no Brasil, ocorreram principalmente por meio de livros, artigos, periódicos, cursos oferecidos aos professores, exposições pedagógicas e pelas escolas montessorianas que surgiram na década de 1920. A apropriação de suas ideias no ensino da matemática no país deu-se com ênfase no ensino de iniciação aritmética e de conceitos elementares de geometria, com forte utilização dos materiais didáticos propostos por Montessori.
Language: Portuguese
DOI: 10.37084/REMATEC.1980-3141.2020.n0.p195-211.id250
ISSN: 2675-1909
Book Section
Psychologische Beobachtungen in der Montessori-Grundschulklasse [Psychological Observations in the Montessori Elementary School Class]
Book Title: Psychologisches zur Montessori-Methode: Aus dem Montessori-Heft der Neuen Erziehung [Psychological information on the Montessori method: From the Montessori booklet of the New Education]
Pages: 1-17
Early childhood care and education, Early childhood education, Montessori method of education, Montessori schools, Observation (Educational method), Teachers
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Language: German
Published: Berlin, Germany: Hensel and Co. Verlag, 1927
Article
İş Dünyasında 21. Yüzyıl Becerileri ve Maria Montessori / 21st Century Skills in Businss and Maria Montessori
Available from: DergiPark Akademik
Publication: Bayburt Üniversitesi İnsan ve Toplum Bilimleri Fakültesi Dergisi / Bayburt University Journal of the Faculty of Humanities and Social Sciences, vol. 4, no. 8
Date: Mar 2021
Pages: 19-38
Asia, Early childhood care and education, Early childhood education, Middle East, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Turkey, Western Asia
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Abstract/Notes: In recent years, educators and workforce experts have been seeing a consensus that the new generation needs the improved skills of the 21st century. Without these skills, it is thought that the new generation cannot successfully participate in the global economy and cannot be prepared enough for the university and business life. In this study, the effectiveness of Montessori Education Approach was evaluated in the acquisition of 21st century skills. An early childhood model proposal was developed by identifying the aspects of this education method, which began a century ago and continued to be developed until 1952, and which is still valid today, are similar to 21st century skills. The 21st century skills that the P21 platform categorized and divided into themes were based on. Matching expressions of 21st century skills and principles in Montessori education were examined. The findings obtained revealed a total of 963 matching expressions of the 21st century skills and the Montesoori education approach. The fact that the Montessori method, which cannot be widely used in our country due to its financial dimension, can be placed in the National Education pre-school education program, may be the correct model, and other modern education methods (Experiential education), High-Scope Regio-Emillia Sweden Program (Whariki) are evaluated and our education system It has been suggested that the most appropriate pre-school education model should be prepared urgently. / Son yıllarda eğitimciler ve iş gücü uzmanları yeni neslin 21.yüzyılın geliştirilmiş becerilerine ihtiyaç duydukları konusunda görüş birliği içinde olduklarını görmekteyiz. Bu beceriler olmadan, yeni neslin küresel ekonomiye başarıyla katılamayacağı, üniversite ve iş hayatı için yeterince hazırlıklı olamayacağı düşünülmektedir. Bu çalışmada 21. yüzyıl becerilerinin kazanılmasında Montessori Eğitim Yaklaşımının etkinliği değerlendirilmiştir. Yüzyıl önce başlayıp 1952 lere kadar geliştirilmeye devam edilen ve günümüzde halen geçerliliğini koruyan bu eğitim yönteminin 21 yüzyıl becerileri ile benzeşen yönleri tespit edilerek bir erken çocukluk modeli önerisi geliştirilmiştir. Çalışmada P21 platformunun kategorilendirip temalara ayırdığı 21.yüzyıl becerileri esas alınmıştır. 21.Yy becerileri ve Montessori eğitimindeki esasların eşleşen ifadeleri incelenmiştir. Elde edilen bulgular 21 yüzyıl becerileri ile Montessori eğitim yaklaşımının toplam 963 sayıda eşleşen ifadesini ortaya koymuştur. Ülkemizde mali boyutu nedeni ile kullanılması yaygınlaşamayan Montessori yönteminin Türk Milli Eğitim Okul Öncesi Eğitim Programının içine yerleştirilmesinin doğru bir model olabileceği ve diğer modern eğitim yöntemlerinin de (Deneyimsel eğitim (experimential education),High-Scope Regio-Emillia İsveç Programı (Whariki) değerlendirilip eğitim sistemimiz için en uygun okul öncesi eğitim modelinin acilen hazırlanmasının gerekliliği önerisinde bulunulmuştur.
Language: Turkish
ISSN: 2602-3938