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744 results

Article

Der Anteil der Schule an der liturgischen Erziehung des Kindes [The school's share in the liturgical education of the child]

Publication: Katholische Frauenbildung, vol. 58

Pages: 422-430

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Language: German

ISSN: 0343-4613

Article

Montessori Education in Exiled Tibetan Children's Villages

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2007, no. 2

Pages: 60-75

Asia, Displaced communities, India, Montessori method of education - History, Refugees, South Asia, Tibet, Tibetan Children's Village

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Language: English

ISSN: 0519-0959

Article

A New Emphasis on Activity in Education; Experiments Which Bear Upon the Age at Which to Start Children to School

Available from: HathiTrust

Publication: Utah Educational Review, vol. 5, no. 7

Pages: 8

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Language: English

Article

Goals of a Montessori Education

Publication: Montessori NewZ, vol. 44

Pages: 7

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Language: English

Article

Individualized Special Education and Inclusion for the Older Montessori Child

Publication: NAMTA Journal, vol. 34, no. 2

Pages: 55–62

Children with disabilities, Inclusive education, Montessori method of education, Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals, Special education

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Language: English

ISSN: 1522-9734

Article

The New Science of Auto-Education

Publication: AMI Elementary Alumni Association Newsletter, vol. 40, no. 2

Pages: 3–4

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Language: English

Article

A Study on the Prepared Environment in Montessori Education / Montessori 교육의 준비된 환경에 대한 일 연구

Publication: 유아교육연구 / Korean Journal of Early Childhood Education, vol. 8

Pages: 47-61

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Abstract/Notes: The Montesori education is for becoming normalization of child by forming the development concentration on the works by use the materials oneself who is the child to be educated in the prepared environment which is provided by the directress, the persons who make the environment for this purpose. The value of Montessori education could highly be approaised as the expectable seeking form of education which offers the selective opportunity by oneself as an esteemed independent individual. Furthermore, it could offer the development of independency to the child who is at the sensitive period with good absorbability from the surrounding environment as well as offer the responsibility of one`s own study for promotion of future study possibility and various experience. For this purpose, the prepared environmet is the precondition of education. Accordingly, for the application of this education at the educational places in our country, the following should be considered and the subjects of the way of education. 1. The real understanding and appraisal should be preceded based on full theorical examination on the Montessori education. 2. The education must be conducted by the instructors who have the license, issued by the International Montessori Association(AMI, AMS)and the specialized training institute for the Montessori instructors training should be established. 3. The adequate materials of Montessori for suitability for physical development which is acknowledged by the AMI, AMS should be manufactured and supplied for respective child. 4. The installation and furnishing fund must be presented in detail on the Montessori educational institute.

Language: Korean

ISSN: 1226-9565, 2733-9637

Article

Montessori Education: Timeless and Classical

Publication: Tomorrow's Child, vol. 11, no. 3

Pages: 4

Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: Letter to the Editor

Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

Włoskie koncepcje wychowania i edukacji dziecka w wieku przedszkolnym. Metoda Marii Montessori i podejście Reggio Emilia / Italian Approaches to Early Childhood Education: The Montessori Method and the Reggio Emilia Approach

Available from: Jesuit University Ignatianum in Krakow

Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, vol. 13, no. 1 (whole no. 47)

Pages: 121-144

Comparative education, Europe, Italy, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Southern Europe

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Abstract/Notes: The paper presents two Italian approaches to early childhood education: the Montessori method and the Reggio Emilia approach. Although they emerged in different historical periods and socio-political realities, these two approaches have a lot in common with regard to values like love and respect for children and their developmental rights. Moreover, they share a belief in the potential and boundless resources of the child as well as shifting the emphasis from a teacher’s activity to that of the child. In comparison to the Montessori method, the Reggio Emilia approach strongly highlights the importance of relations and interactions in the children’s learning process. Group work, which has been one of the fundamentals of the Reggio Emilia approach from the very beginning, is the main difference between these two approaches. The article presents the background of each pedagogical idea (the Montessori method – the beginning of 20th century, Reggio Emilia – the 1950s). The description of the ideas is based on such aspects as the image of a child, the image of a teacher and the role of environment in education. In the article, the authors refer mainly to the thoughts of Montessori, the creator of her own method, and Loris Malaguzzi, who was the leader of the educational experience in Reggio Emilia. / Szkic ten przybliża dwie włoskie koncepcje wychowania i edukacji dziecka w wieku przedszkolnym: metodę Montessori i podejście Reggio Emilia. Choć powstawały one w odrębnych okresach historycznych i realiach polityczno-społecznych, w odniesieniu do wartości, takich jak miłość i szacunek do dziecka czy respektowanie jego praw rozwojowych, obydwie koncepcje mają wiele wspólnego. Tym, co je łączy, jest wiara w potencjał i nieograniczone zasoby dziecka, a także przeniesienie akcentu z aktywności nauczyciela w stronę aktywności dziecka. W odniesieniu do metody Montessori, w podejściu Reggio Emilia silniej uwypuklony jest aspekt relacji i interakcji w dziecięcym procesie uczenia. Wspólnotowy wymiar, będący od początku istnienia przedszkoli Reggio Emilia podstawą ich funkcjonowania, jest jedną z najistotniejszych różnic pomiędzy zaprezentowanymi podejściami, i w związku z tym odmiennymi rozwiązaniami edukacyjnymi. W artykule przedstawiono podłoże powstania koncepcji M. Montessori (początek XX w.) i podejścia Reggio Emilia (lata 50. XX w.). W obydwu systemach zaprezentowano wizję dziecka i nauczyciela oraz istotę środowiska wychowawczo-edukacyjnego tworzonego dla dzieci w przestrzeni instytucjonalnej. Założeniem autorek tekstu było przywołanie myśli, rozważań i refleksji twórców oryginalnych włoskich teorii pedagogicznych.

Language: Polish

DOI: 10.14632/eetp.2017.13.47.121

ISSN: 1896-2327, 2353-7787

Book Section

Moral and Social Education [Montessori Congress, Edinburgh, 1938]

Book Title: Citizen of the World: Key Montessori Readings

Pages: 19-26

Conferences, Ethics, Europe, International Montessori Congress (7th, Edinburgh, Scotland, 26 July - 2 August 1938), Italy, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Moral development, Moral education, Socialization, Southern Europe, Trainings

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Abstract/Notes: This lecture was presented at the Montessori Congress held in Edinburgh in 1938. Originally published in AMI Communications, #4, 1984, re-edited AMI, 2004.

Language: English

Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2019

ISBN: 978-90-79506-44-6

Series: The Montessori Series , 14

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