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Book

Die bewegungserzieherischen Aspekte in der Montessori-Pädagogik im Vorschulalter [The physical education aspects in Montessori pedagogy in preschool age]

Physical education

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Language: German

Published: [Salzburg, Austria]: [s.n.], 1990

Article

✓ Peer Reviewed

Improving Outcomes for Refugee Children: A Case Study on the Impact of Montessori Education Along the Thai-Burma Border

Available from: IEJ Online

Publication: International Education Journal: Comparative Perspectives, vol. 14, no. 3

Pages: 138-149

Asia, Burma, Displaced communities, Myanmar, Refugees, Southeast Asia, Thailand

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Abstract/Notes: There are 25 million displaced children worldwide, and those receiving schooling are often educated in overcrowded classrooms. Montessori is a child-centred educational method that provides an alternative model to traditional educational approaches. In this model, students are able to direct their own learning and develop at their own pace, working with materials rather than in supervised groups or with direct teacher instruction. Because most children are working alone, teachers have more time to work one-on- one with children even when student-teacher ratios are quite large. This gives teachers increased opportunity to tailor their teaching to the specific needs and strengths of each student. We conducted an evaluation of Montessori classroom conversion for displaced students on the Thai-Myanmar border. We administered the Ages and Stages Questionnaire (ASQ) to 66 children before and after classroom conversion and across treatment and control classroom conditions. We then conducted difference in difference testing. All domains showed meaningful improvements in ASQ scores, with the Montessori students gaining 18 points relative to the traditional students (p = 0.33). However, only the personal-social domain of the ASQ was statistically significant (8.8 point gain for the Montessori students relative to the control, p < 0.05) in our underpowered sample.

Language: English

ISSN: 1443-1475, 2202-493X

Doctoral Dissertation

A Study of the Development of the Educational Views of Dr. Maria Montessori Based on an Analysis of her Work and Lectures While in India, 1939-1946

Available from: ProQuest - Dissertations and Theses

Asia, India, Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., South Asia

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Abstract/Notes: The highlights of Montessori's accomplishments are embodied in her cosmic views and organized into a Cosmic Plan of Education while she worked in the hills of Kodaikanal, India. The fruition of these cosmic views came late in her life and appeared to be synonymous with the development of her relationships with the warm and accepting Indian people. During this periodi Montessori devoted her energies to understanding how children naturally unfold into purposeful, yet interdependent individuals. Through all the professional challenges that Montessori faced in her lifetime as an educator of young children, her focal point continued to be 'the child'. This was especially true in connection with children during their transitional stage of growth from five- to seven-years of age when the acquisition of social, spiritual and cultural values are so strong. Montessori not only shared her methods and ideas with the people of India, but these people, in turn, influenced her views significantly enough to have caused her to formulate The Cosmic Plan of Education. This plan was designed especially for the transitional-age children but incapsulated within it was Montessori's own new-found East-West Cosmology. Through primary sources such as interviews, unpublished books and lectures, the dissertation gives the historical backdrop of the emergence of Montessori's cosmic views in the beginning five chapters. A description of the operation of the Cosmic Plan of Education during its conception is given in Chapter Six. The final chapters deal with how these views weathered the changes within the Indian society over the period of forty years.

Language: English

Published: Manoa, Hawaii, 1984

Article

From Cosmic Education to Civic Responsibility

Available from: ERIC

Publication: NAMTA Journal, vol. 42, no. 3

Pages: 19-28

Cosmic education, North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: Bookending her article with questions for the Montessori practitioner, Judith Cunningham provides a theoretical overview of how the Montessori child is empowered to enact social change and is inspired to work for the betterment of the world. Cunningham lays the foundation by describing the world in which Maria Montessori lived and how the events of her time shaped her work and thinking. She discusses the importance of the unity that is formed through Cosmic Education and how important this unity becomes to the mission of the adolescent, "By understanding his cosmic task, his contribution to the preservation and betterment of the world, and with the ultimate goal of creating true peace, the child is empowered." [This talk was presented at the NAMTA Adolescent Workshop at the AMI/ USA Refresher Course, February 17-20, 2017 in Austin, TX.]

Language: English

ISSN: 1522-9734

Article

New Education in Texas [March, 1987 Conference]

Publication: Montessori Observer, vol. 8, no. 3

Pages: 1, 3

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Language: English

ISSN: 0889-5643

Article

Fernhaven Studio and Montessori Educational Environments

Publication: The National Montessori Reporter, vol. 6, no. 1

Pages: 7

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Language: English

Article

The Role of Diversity and Inclusion in Montessori Education

Available from: ProQuest

Publication: Montessori Life, vol. 25, no. 1

Pages: 3, 7

Inclusive education, Montessori method of education, Montessori schools, Richard A. Ungerer - Writings

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Abstract/Notes: From the Executive Director

Language: English

ISSN: 1054-0040

Doctoral Dissertation (Ph.D.)

Listening to Young Learners: Applying the Montessori Method to English as an Additional Language (EAL) Education

Available from: Lancaster University

Language acquisition, Montessori method of education

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Abstract/Notes: With the current immigration and migration trends in Europe and worldwide, English as an Additional Language (EAL) education is becoming a prominent area of educational research. The discourse around EAL and social justice education has, until now, largely focused on primary, secondary, and post compulsory aged students. Preschool aged EAL children have been left out of the academic discourse. Pedagogical approaches need to be explored to marry EAL and social justice for preschool children. Maria Montessori’s pedagogical approach may be able to achieve this unity without compromising the language development that is desired. The following study is a piece of action research, applying the Montessori Method to a group of nine EAL children in the Canton of Zürich, Switzerland. The data gathered suggests that applying Montessori’s approach to EAL education, that of listening to the child and being attentive to hisher needs, gives autonomy to the student, and can promote social justice in preschool EAL education. Listening to the child occurs through ‘observation’ (attentiveness to the child), critical reflection of practice, and experimentation in education. In this way each child receives a customized education that has, at its foundation, respect for the child. Using ‘observation,’ field notes, and researcher reflections, it became apparent that young children are able to communicate their educational needs. TESOL outcomes were used to monitor the rate at which English was learned. Each language journey was vastly different, but regardless of the initial outcomes met, all children demonstrated increases in their comprehension and spoken English. It is important to recognize that children must be listened to and should be considered valued members in their education.

Language: English

Published: Lancaster, England, 2017

Article

The Meaning of Educational Reform

Publication: NAMTA Journal, vol. 16, no. 2

Pages: 28–40

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: Presented at NAMTA conference on educational reform, Washington, DC, February 28-March 3, 1991

Language: English

ISSN: 1522-9734

Article

✓ Peer Reviewed

The Significance and Role of Aesthetic Education in Schooling

Available from: Scientific Research Publishing (SCIRP)

Publication: Creative Education, vol. 5, no. 19

Pages: 1714-1719

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Abstract/Notes: Every child needs planned, aesthetic education in order to influence the experiencing, feeling and enjoying of beautiful things as a counterbalance to our currently rationalized world. Since the contemporary school strives for the development of professional knowledge and skills on the basis of intellectual actions, while (at the same time) neglecting other dimensions of the child’s personality (emotions, feelings, etc.), it is one of the most important tasks of the education of children and young people to develop the ability to enjoy art and beauty, and in one’s inner and outer life to act in accordance with a sense of proportion, harmony and beauty. The purpose of the article is to highlight the significance of aesthetic education in the development of the personality as a whole, to shed light on the aims of aesthetic education, to define the aesthetic dimension of experience and to ascertain the reasons for the neglect of aesthetic education in theory and practice.

Language: English

DOI: 10.4236/ce.2014.519190

ISSN: 2151-4755, 2151-4771

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