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English with Non-English Children in a Montessori House of Children 
Publication: Around the Child, vol. 6
Awareness for Children's Songs of Young Children, Their Teacher's and Parents and Component Analysis of Their Favorite Children's Songs / 유아,교사,학부모의 동요에 대한 인지수준과 구성요소 분석
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 14, no. 2
Asia, Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea
Abstract/Notes: In order to know general awareness for children's song among preschoolers, their teachers and parents the questionary paper survey was performed against 212 of kindergarteners, 63 of their teachers and 197 of their parents. At the sametime their favorite children's songs were collected among the prepared lists of children's songs and selected about 10 children's songs for each group, in order. Also, those selected children's songs were analyzed their musical elements, too. The under 4 year old and female children more favorited the singing children's songs everyday than the 5 year old and male. Thachers replied that they selected the proper children's songs in the basic of the topics of usual daily life and children's interests. Also, parents believed that children's songs is very important to develop their children's musicality. Finally, the favorite children's songs were analyzed as followings the major beat was 4/4, the major tonality was C major, the major form and leongth were 8-34 measures, and the major rhythm was the replicated, symcopated and nimbled one. / 본 연구에서는 유아·교사·학부모의 동요에 관한 인지수준과 선호하는 동요의 유형은 어떠한지 또한 유아들이 선호하는 동요의 음악적 구성요소는 어떠한지에 대해 알아보았다. 연구의 대상은 국·공·사립유치원의 유아 212명, 교사 63명 및 학부모 197명이다. 본 연구의 결과는 다음과 같다. 첫째, 유아·교사·학부모의 동요에 관한 인지수준은 유아·교사·학부모 모두가 동요를 좋아하고 동요부르기가 음악성 발달에 매우 중요한 것으로 인식하고 있는 것으로 나타났다. 둘째, 유아·교사·학부모가 선호하는 동요의 유형은 유아는 동물 또는 가족과 관련된 창작동요를 교사는 동물과 식물에 관련된 창작동요제곡과 인터넷동요를 학부모는 식물과 사랑, 기본생활습관에 관련된 창작동요와 인터넷동요를 선호하였다. 결과적으로 유아·교사·학부모의 선호하는 동요는 크게 차이는 없지만 유아들이 선호하는 동요는 학부모의 선호도 보다는 교사가 선호하는 동요와 일치도가 높아 학부모보다는 교사의 영향을 더 받는 것으로 판단되었다. 셋째, 유아들이 선호하는 동요의 악곡의 특징은 노래 마지막 부분에 강세가 있거나 반복적인 리듬과 노랫말에 엄마, 아빠, 아기로 표현된 가족과 연관된 노래와 동물을 의인화한 노래 또는 동물의 의성어를 표현한 노래를 좋아하는 것으로 나타났다.
Patchwork Practices: A Critical Review of the Montessori Public School Subject
Available from: Duke University Libraries
Abstract/Notes: In the wake of late twentieth century educational reforms like No Child Left Behind and the Every Student Succeeds Act, American public schools have become increasingly subjected to standardized accountability testing, which has made student success on standardized tests the primary criterion of federal funding for struggling schools. Billed as an equalizer of academic achievement, these standardizing measures have both overseen increasing “inequality” as well as deterioration in the breadth of educational curriculum as teachers are incentivized to "teach to the test." This thesis is a critical analysis of the Montessori method within this flattened, test-focused environment. Through an analysis of educational reform in the market-driven, neoliberal moment; a comparison between the educational philosophies of John Dewey, Paulo Freire, Maria Montessori, and Thomas Jefferson; and a compilation of fictive ethnography, I explore the tensions that arise within a public Montessori environment. I show how the public school system limits and constrains the Montessori method, and how the subject of Montessori is seemingly at odds with the public school subject. I argue that if the Montessori method is updated with pieces of Dewey’s and Freire’s philosophies and practices, we can create a public setting of high performing learners who can also think critically.
Published: Durham, North Carolina, 2019
Montessori Education and Critical Race Theory in the United States
Book Title: The Bloomsbury Handbook of Montessori Education
Americas, Critical race theory, Early childhood care and education, Early childhood education, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, North America, United States of America
Abstract/Notes: This chapter explores critical race theory (CRT) within Montessori contexts from the perspective of people of the global majority residing in the U.S. with implications for other oppressed groups globally. CRT developed from American legal scholarship in the 1970s to explain the persistence of racism after the Civil Rights Movement’s apparent success. CRT argues that the legacies of racism persist and provides an analytical lens to examine the ways that racism pervades various facets of life, including education. This chapter examines how Montessori education infused with culturally relevant pedagogy (CRP) and anti-bias/anti-racist (ABAR) curricula and can be a viable alternative to educational systems that perpetuate white supremacy and fail students of the global majority and other marginalized groups. However, the chapter also challenges aspects of Montessori practice that retain a Eurocentric perspective to the exclusion of other cultural, racial, and linguistic groups’ contributions.
Published: New York, New York: Bloomsbury Academic, 2023
ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1
Series: Bloomsbury Handbooks
Master's Thesis (M. Ed.)
Montessori: A Critical Evaluation from Current Perspectives of Her Contribution to Education
Abstract/Notes: This thesis focuses upon the explosion of renewed interest in the USA and Australia in the methods of Montessori and examines the direction being taken by the present day exponents of the Montessori system. The thesis sets out to show how a flexible philosophy became a rigid method; how the theory and practice of the Montessori method became a contradiction in terms. In theory, a timeless method; in practice it became institutionalised and unchangeable, while remaining a viable alternative for many areas of contemporary education. An examination of the current research into the Montessori method, while substantiating some of the claims made by her protagonists, confutes many of the other assertions made by them. The writer sees the Montessori method as a viable model of teaching equally applicable to the modern educational setting as it was to a past pedagogical arena and proceeds to demonstrate how the method can be extended, and interrelated with recent educational procedures. Thus the thesis tentatively places the Montessori method, a model that begins with observation and ends with discovery, in its correct philosophical and historical setting. It is not a cure for all the educational problems of today, much as some enthusiasts would like to believe, but rather the efforts of a pioneering genius, who developed educational practices based on an approach to children that had never before been tried
Published: Queensland, Australia, 1984
Maria Montessori: A Critical Introduction to Key Themes and Debates
Available from: Bloomsbury
Abstract/Notes: Maria Montessori considers the origins of Montessori education, examines the key themes of this philosophy of education and explores the relevance of Montessori practices today. Montessori students aged 3-18 study in a stress-free environment with no timetables, no examinations and no homework and yet they are empowered, independent and self-disciplined learners. The curriculum follows the interests of individual children and Montessori educators focus on the development of the whole child, promoting happiness and wellbeing. Marion O'Donnell explores the key aspects of Montessori education: child development; the learning environment; the role of the teacher; the role of the learner and parental involvement. Within each key aspect, Marion considers the implications for Montessori education, the views of critics and supporters, the implications for education today and the implications for research. Each aspect is considered within an international context, drawing on research and practice in Europe, the USA, South America, Australia and Asia.
Published: New York, New York: Bloomsbury, 2013
From Locke to Montessori: a critical account of the Montessori point of view
Published: New York, New York: Holt and Co., 1914
From Locke to Montessori: a critical account of the Montessori point of view
Published: London, England: [Harrap & Co.], 1917
A Critical Analysis of Montessori Method / 몬테소리 교육에 대한 연구
Available from: Association for Future Early Childhood Education
Publication: 미래유아교육학회지 / Journal of Future Early Childhood Education, vol. 5, no. 1
Abstract/Notes: In this study, Montessori education was analyzed from a critical point of view. First of all, the philosophies of Rousseau, Pestalozzil, Froebel, Itard, and Seguin, which influenced the birth of Montessori education, were reviewed. Next, the basic ideology of Montessori, her ideal educational environment, and the conditions of teachers were examined. Finally, the researcher reviewed the Montessori curriculum from a critical point of view. First, it was pointed out that the Montessori teaching aid lacked flexibility in its operation, and that it was not possible to use the Montessori teaching aid in a creative way according to individual preferences. Second, as individual activities are emphasized rather than small and large group activities in the Montessori classroom, it was pointed out that there is a lack of interaction between children compared to other program classes, which can affect language and social development. Montessori also forbade imaginative play in the classroom because children could have false values, such as not recognizing the difference between reality and fiction, and figuring out fiction as reality, she said. However, according to several studies, imaginative play is also a very important play that provides opportunities to promote language and social development. However, this study argues that Montessori's educational policies and tools play a very important role for the systematic intellectual development of young children, despite their various limitations. In addition, it is suggested to reinforce role play, storytelling time, art and craft time in the Montessori classroom for social and emotional development. / 본 연구에서는 몬테소리 교육을 비판적인 시각으로 분석하였다. 우선, 몬테소리교육을 탄생하도록 영향을 준 Rousseau, Pestalozzi, Froebel, Itard, Seguin 등의 철학을 검토해 보았다. 그 다음으로 몬테소리의 기본적인 이념과 그녀가 생각하는 이상적인 교육환경과 교사의 조건 등을 알아보았다. 마지막으로 연구자는 몬테소리 교육과정을 비판적인 시각으로 검토하였다. 첫째로 몬테소리 교구는 그 조작에 있어서 융통성이 결여되었고, 개인의 기호에 따라 창의적인 방법으로 몬테소리 교구를 이용하지 못함이 지적되었다. 둘째로, 몬테소리 교실에서는 소, 대집단 활동보다 개인적인 활동이 강조됨으로서, 타 프로그램 교실에 비해 유아간의 상호작용이 부족함이 지적되었으며, 이는 언어발달과 사회성발달에 영향을 끼칠 수 있다. 또한 몬테소리는 교실내의 상상놀이를 금지시켰는데, 이는 유아들이 현실과 허구 사이의 차이를 인식하지 못하고 허구를 실제로 파악하는 등의 그릇된 가치관을 가질 수 있기 때문이라고 하였다. 하지만 여러 연구에 의하면 상상놀이 역시 언어발달과 사회성발달을 촉진시킬 수 있는 기회를 제공하는 매우 중요한 놀이이다. 그러나 본 연구는 여러 가지 제한점이 있음에도 불구하고 몬테소리의 교육방침과 교구들은 유아들의 체계적인 지적 발달을 위해 매우 중요한 역할을 하고 있다고 주장한다. 또한 몬테소리 교실에서 사회성과 감성적인 발달을 위해 역할놀이와 이야기 나누기 시간, 미술, 공작 시간 등을 좀더 강화 할 것을 제안한다.
ISSN: 1229-3083, 2713-6310
A Critical Pedagogy of Resistance: 34 Pedagogues We Need to Know
Published: Rotterdam, The Netherlands: Sense Publishers, 2013