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550 results

Article

Alternative Education Conference

Available from: Independent Voices on JSTOR

Publication: Lansing Star (Lansing, Michigan)

Pages: 3

Americas, North America, United States of America

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Language: English

Article

Announcement [Name change of Texas Montessori Education Center]

Publication: AMI/USA Newsletter

Pages: 6

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Language: English

Thesis

Komparace školního hodnocení v hodinách výchovy k občanství na tradiční a Montessori základní škole / Comparison of students assessment in citizenship education classes at traditional and Montessori basic schools

Available from: Univerzita Karlova Institutional Repository

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Abstract/Notes: Tato diplomová práce se zabývá školním hodnocením. Práce je rozdělena na dvě části, a to teoretickou a praktickou. V teoretické části dochází nejprve k vysvětlení Montessori pedagogiky a jejich principů jako jsou svoboda dětí, předem připravené prostředí či principy věkové heterogenity. Dále se zde pojednává o didaktickém materiálu, které tyto typy škol využívají. Poslední částí této kapitoly je postavení učitelů a dospělých ve škole. Poté následuje kapitola o hodnocení. Dochází zde k vymezení jeho definice, jaké funkce hodnocení existují a také typy, které jsou ve školách využívány. V neposlední řadě pak formy hodnocení, tedy klasifikace pomocí známek a slovní hodnocení. Druhou částí této práce je praktická část. Cílem praktické části je najít odlišnosti ve způsobu hodnocení ve dvou typech základních škol, tedy v Montessori základní škole a běžné základní škole a také zjistit, které typy hodnocení, o kterých pojednává teoretická část, jsou v hodinách nejvíce využívány. Pro výzkum byla použita metodu pozorování a hloubkové rozhovory s vyučujícími, u kterých probíhal náslech. Výsledky praktické části ukázaly, že oba typy základních škol využívají jiné formy hodnocení. V běžné základní škole se jedná nejvíce o známky, které jsou i na vysvědčení. V Montessori základní škole se využívá slovní hodnocení a zpětná vazba žákova výkonu. Na konci roku pak žáci dostávají tzv. dopisy, které shrnují jejich výsledky na uplynutý rok. / This diploma thesis deals with a school assessment. It is divided into two parts, the theoretical and the practical one. In the theoretical part, first of all, the Montessori pedagogy and its principles like a freedom of children, beforehand prepaired surroundings or principals of the age heterogeneity are clarified. Further on the didactical material, used in those types of schools, is discussed. The last part of this chapter deals with the position of teachers and adults at school. Next there is a chapter about the assessment. It circumscribes the definition, functions and types of the assessment used in schools. Last, but not least, the forms of the assessment, which means classification by marking or a word evaluation. The second part is the practical one. It is aimed at finding the difference between the way of assessment in two types of primary schools, which means the Montessori primary school and an ordinary primary school and also at finding out, which types of assessment, concerned by the theoretical part, are used the most during lessons. For the research the method of observation and in-depth conversations with the teachers, at whose lessons the sitting in on a classes took place, were used. The outcome of this work was that both types of primary schools use different types of assessment. At the ordinary school it is mostly about the grades, which also occur at the school report. At the Montessori school, the verbal assessment and a feedback to student’s performance is used; at the end of the year the students receive the so called letters, which summarize their results from the last year.

Language: Czech

Published: Prague, Czechia, 2017

Book

Nursery Report on: Rockliffe Montessori Nursery: The Inspection of Educational Provision for Four Year Old Children

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Language: English

Published: Cardiff, Wales: Welsh Office, 1998

Article

✓ Peer Reviewed

Pädagogische Kulturtransfers Italien-Tessin (1894-1936) [Cultural Transfers Between Educational Systems: Italy-Ticino (1894-1936) / Transfer culturali tra sistemi educativi: Italia-Ticino (1894-1936) / Transferts culturels entre systèmes éducatifs: Italie-Tessin (1894-1936)]

Available from: Universität Bern

Publication: Schweizerische Zeitschrift fuer Bildungswissenschaften / Swiss Journal of Educational Research, vol. 40, no. 1

Pages: 49-66

Europe, Italy, Montessori method of education - History, Switzerland, Western Europe

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Abstract/Notes: In the period 1880-1940 the education system of italian-speaking Canton Ticino was seeing pedagogical transfers coming from Italy. In a first period, the peagogical élite although deied that these pedagocal ideas came from Italy, using the terminological (and ideological) construction of “Metodo intuitivo” (i.e. Pestalozzi and Girard as the only fathers of the method). After 1910 the pedagogical influence of italian New Education (Montessori, Lombardo-Radice) grew more because the general interest in Ticino for italian culture grew with the movement for Defence of Ticino’s italian identity. World war 1 and fascism brought the New Education fellows in Ticino into a deep dilemma: their pedagogical ideas and actions were accepted only if accompanied by a total distance from any official italian political position. This was very difficult and led at the end to a growing total distance from Italy, even if the pedagogical élite tried to avoid the complete end of any cultural contact with Italy. The end cames with Abyssinia war and World war II that led to a total isolation of Ticino from Italy.

Language: German

DOI: 10.24452/sjer.40.1.5052

ISSN: 2624-8492

Article

Montessori Educational Thought and Its Implications for Family Education

Available from: Clausius Scientific Press

Publication: Applied & Educational Psychology, vol. 4, no. 8

Pages: 1-9

Family relationships, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: The aim of this paper is to study and analyze Montessori's educational ideas and their implications for family education. Through the study of representative works such as The Complete Montessori Book of Early Education, The Montessori Handbook of Sensitive Periods for Children, The Montessori Family Program, The Montessori Method of Early Education, The Secret of Childhood and The Absorbent Mind, we have come to the following conclusions. Firstly, Montessori's educational philosophy emphasizes the creation of a home environment that matches the child. This includes providing an orderly, quiet, warm and inspiring environment, and parents should be supporters and observers of children's development, respecting their individual interests and needs. Secondly, Montessori emphasized grasping the child's sensitive periods. She observed that children are more sensitive to certain experiences and skills at certain ages and learn best during this period. Finally, Montessori's educational ideas provide theoretical and practical implications for preschool education. She emphasizes the development of children's self-discipline, self-confidence, independent thinking and problem-solving skills. Encouraging children to actively participate in daily life activities, developing good social skills and emotional development, and providing appropriate learning experiences lay a solid foundation for children's preschool education. In summary, Montessori's educational ideas give important insights in the area of family education. Creating a family environment adapted to children, grasping sensitive periods, and developing various abilities are insights that provide theoretical and practical implications for preschool education.

Language: English

DOI: 10.23977/appep.2023.040801

ISSN: 2523-5842

Article

✓ Peer Reviewed

Women’s Role in Early Childhood Education in Europe

Available from: Springer Link

Publication: International Journal of Early Childhood, vol. 25, no. 1

Pages: 67-75

Europe, Feminism

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Abstract/Notes: The history of education is mainly a history of male educators and their ideas and systems of education, whereas the history of early childhood education is to a large extent a field of history where women have been the actors and to some extent also the writers about early childhood education. But this history is coloured by the withdrawn and to a large degree subordinate status of women, which is also reflected in the way history is written: A history of invisibility and anonymity, which also may have affected the place early childhood education has had in general educational history...

Language: English

DOI: 10.1007/BF03174635

ISSN: 0020-7187, 1878-4658

Article

✓ Peer Reviewed

The Ambiguity of Professing Gender: Women Educationists and New Education in the Netherlands (1890–1940)

Available from: Taylor and Francis Online

Publication: Paedagogica Historica: International Journal of the History of Education, vol. 44, no. 4

Pages: 379-396

Europe, Feminism, Holland, Netherlands, New Education Fellowship, New Education Movement, Western Europe

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Language: English

DOI: 10.1080/00309230802218207

ISSN: 0030-9230, 1477-674X

Article

A Study of Pedagogy and the Nature of Imagination in Montessori Education / 몬테소리 교육학에서 상상력의 성격과 교수론 고찰

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 12

Pages: 121-139

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Language: Korean

ISSN: 1226-9417

Article

L'Education en Italie: l'Enfant Source Inépuisable de Révélations et d'Espoir

Available from: UNESDOC Digital Library

Publication: Le Courrier de l'UNESCO, vol. 2, no. 10

Pages: 17

Europe, Italy, Southern Europe

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Language: French

ISSN: 0304-3118, 1564-0574

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