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1533 results

Book

Il metodo Montessori nei contesti multiculturali. Esperienze e buone pratiche dalla scuola dell'infanzia all'età adulta / The Montessori method in multicultural contexts: Experiences and best practices from kindergarten to adulthood

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Abstract/Notes: When Maria Montessori developed her own method, the question of the reception and education of migrant children did not yet arise. Can a Montessori school today give an answer to questions that had not yet been formulated at the time of the Chiaravalle pedagogist? This volume discusses the theme and, starting from the analysis of the principles on which the first Children's Home was founded, bears witness to how the Montessori method can be applied profitably in multi-ethnic classes, from nursery to primary school, and in teaching practice of Italian as L2 for adults with even very distant linguistic backgrounds, including cases of illiteracy. In addition to recounting the concrete experiences of teachers who have worked in multicultural contexts (in Italy, but also in Africa), the author helps to understand the contours of the phenomenon by reporting updated data on the percentage of students of foreign origin in our schools, their origin, the prediction of success and school dropout. A valid contribution on a theoretical and operational level for teachers of method schools and traditional ones and for cultural mediators and operators

Language: Italian

Published: Trento, Italy: Erickson, 2020

ISBN: 978-88-590-2155-1

Article

Recursos para la práctica: Método Montessori [Resources for Practice: Montessori Method]

Publication: Revista Aula de Infantil, vol. 73, no. 73

Pages: 25-26

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Language: Spanish

ISSN: 1577-5615, 2014-4628

Article

Dr. Montessori, The Famous Woman Educator, Will deliver two illustrated lectures with motion pictures on 'The Montessori Method of Education'... [Advertisement]

Available from: ProQuest - Historical Newspapers

Publication: Boston Daily Globe (Boston, Massachusetts)

Pages: 16

Americas, Montessori Educational Association (USA), North America, United States of America

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Abstract/Notes: "...At Tremont Temple, Saturday, Dec. 13th at 11 A.M. and 8:15 P.M. Under the Auspices of the Montessori Educational Association. Tickets 50 cents to $1.50. On sale at Tremont Temple Box Office."

Language: English

ISSN: 2572-1828

Doctoral Dissertation

Habilidades de resolução de problemas: desenvolvimento de uma medida e relações com o Método Montessori [Problem-solving: development of a measure and relations with the Montessori Method]

Available from: Universidade Federal de Juiz de Fora - Institutional Repository

Americas, Brazil, Comparative education, Creative thinking in children, Critical thinking in children, Latin America and the Caribbean, Montessori method of education, Problem solving in children, South America

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Abstract/Notes: Problemas dos mais simples aos mais complexos estão presentes no dia-a-dia das pessoas. Assim, diferentes áreas da Psicologia têm estudado os processos psicológicos relacionados à resolução de problema (RP), destacando-se a interface entre RP e processos educacionais. Embora as habilidades de RP sejam aspectos chave do processo educacional, há controvérsias sobre como promovê-las em ambiente escolar. O Método Montessori (MM) é uma das estratégias educacionais que têm como um de seus propósitos desenvolver essas habilidades em sala. Desse modo, esta Tese conduziu estudos com diferentes delineamentos – correlacional e quase experimental – com o objetivo de analisar se o MM promove habilidades gerais de RP. Devido à carência de instrumentos brasileiros que avaliam este construto, no primeiro capítulo é apresentado o processo de construção das Escalas de Resolução de Problema (ERP), incluindo elaboração de itens, grupos focais (N = 24) e análise por juízes (N = 23), bem como estudos (N = 767) para a obtenção de evidências de validade baseadas na estrutura interna e estimativas de fidedignidade para as ERP. Análises fatoriais confirmatórias evidenciaram que as ERP possuem duas escalas (Habilidades de Resolução de Problemas (HRP) e Orientação em Relação ao Problema (ORP)) com consistência interna satisfatória. As ERP foram utilizadas em um estudo (Capítulo 2) que teve como objetivo comparar as habilidades de RP de estudantes (N = 91) de escolas tradicionais e montessorianas, sendo que, no último caso, considerou-se a fidelidade de implementação (Montessori Clássico ou Montessori Suplementar), além de variáveis demográficas e educacionais. Não foram obtidas diferenças estatisticamente significativas entre os alunos dos dois tipos de escolas pesquisadas. ORP não se associou às variáveis demográficas e educacionais investigadas e, ao classificar HRP em níveis (baixo, médio e alto), observou-se um escore mais elevado de alunas com níveis médios. Com o objetivo de analisar os efeitos de um processo de educação matemática baseado em princípios do MM no desenvolvimento de habilidades de RP, conduziu-se um quase experimento (Capítulo 3) com alunos de quarto e quinto anos do Ensino Fundamental (N = 18). Após serem subdivididos em Grupo Montessori (GM) e Grupo Ensino Tradicional (GET), eles participaram de um processo de educação matemática. As ERP foram aplicadas pré e pós-educação matemática. Foram observados ganhos tanto em HRP quanto em ORP, ainda que limitados, no GM. Todavia, GM e GET não 5 diferiram quanto ao desempenho em matemática. É possível afirmar que, apesar de outras pesquisas serem necessárias para obter mais evidências de validade e estimar sua fidedignidade, as ERP possuem propriedades psicométricas satisfatórias. Também há evidências de que o MM pode contribuir para o desenvolvimento de habilidades de RP. Porém, no último caso, também são necessárias mais evidências empíricas, especialmente aquelas obtidas em salas de aula e não em experimentos. Desenvolver as habilidades de RP dos discentes é fundamental, pois elas são essenciais tanto no processo de ensino-aprendizagem quanto na vida. [Problems, from simple to complex ones, are present in people's daily lives. The way each person responds to them is related to several psychological correlates, such as better psychological adjustment. Thus, different areas of Psychology have studied the psychological processes related to problem-solving (PS), emphasizing the interface between PS and educational processes. Even though PS skills are key aspects of the educational process, there are controversies about how to promote them in the school environment. The Montessori Method (MM) is one of the educational strategies that has as one of its purposes to develop these skills in the classroom. Thus, this thesis has conducted studies with different designs - correlational and quasi-experimental - with the objective of analyzing whether the MM promotes general PS skills. Due to the lack of Brazilian instruments that assess this construct, the first chapter presents the construction process of the Problem-Solving Scales (ERP), including the elaboration of items, focus groups (N = 24) and analysis by judges (N = 23), as well as studies (N = 767) to obtain evidence of validity based on internal structure and reliability estimates for ERP. Confirmatory factor analyzes showed that the ERP have two scales (Problem Resolution Skills (PSS) and Problem Orientation (PO)) with satisfactory internal consistency. The ERP were used in a study (Chapter 2) that aimed to compare the PS skills of students (N = 91) of traditional and montessorian schools and, in the latter case, implementation fidelity was considered (Classic Montessori or Supplemented Montessori). Associations were also made between these skills and demographic and educational variables. There were no statistically significant differences between the students of the two types of schools researched. PO was not associated to the demographic and educational variables investigated and when PSS was classified in levels (low, medium and high), a higher score of students with average levels was observed. In order to analyze the effects of a mathematical education process based on MM principles on the development of PS skills, a quasi-experiment (Chapter 3) was conducted with students of fourth and fifth grades of Elementary School (N = 18). After subdividing them into Montessori Group (MG) and Traditional Schooling Group (TSG), they participated in a process of mathematical education. The ERP were applied pre and post-mathematical education. There were gains in both PSS and PO, albeit limited, in 7 the MG. However, MG and TSG did not differ in mathematical performance. It is possible to state that, even though other studies are necessary to obtain more evidence of validity and to estimate its reliability, the ERP have satisfactory psychometric properties. There is also evidence that the MM can contribute to the development of PS skills. However, in the latter case, more empirical evidence is also needed, especially those obtained in classrooms rather than in experiments. Developing the PS skills of the students is fundamental, since they are essential both in the teaching-learning process and in life itself.]

Language: Portuguese

Published: Juiz de Fora, Brazil, 2017

Article

Penerapan Metode Montessori Menggunakan Media Flashcard Sebagai Upaya Meningkatkan Kemampuan Membaca Awal Anak Usia Dini / Application of the Montessori Method Using Flashcard Media as an Effort to Improve Early Childhood Reading Ability

Available from: Pengelola Jurnal: Yayasan Pendidikan Tanggui Baimbaian

Publication: EduCurio: Education Curiosity, vol. 1, no. 3

Pages: 697-701

Asia, Australasia, Indonesia, Montessori materials, Montessori method of education, Southeast Asia

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Abstract/Notes: Tujuan penelitian ini adalah untuk menguji secara empiris perkembangan kemampuan membaca awal anak usia dini kelompok A RA Tunas Mulia Dua Malang. Jumlah subjek dalam penelitian ini adalah putra dan  putri kelompok A yang berjumlah 11 orang. Pengumpulan data melalui observasi, wawancara, dan pre-test dan post-test. Hipotesis   diuji menggunakan uji –t untuk melihat   perbedaan kemampuan  sebelum dan sesudah diberikan flashcard  flashcards, Hasil penelitian menunjukkan bahwa pendekatan Montessori flash playing cards memprediksi peningkatan kemampuan membaca awal anak kru A RA Tunas Mulia 2 Malang. Kontribusi signifikan kelompok eksperimen sebesar 4,37 dan kontribusi kelompok kontrol sebesar 0,64 terhadap peningkatan kemampuan membaca anak RA Tunas Mulia 2 Malang.

Language: Indonesian

ISSN: 2963-0339, 2984-6146

Book Section

Maria Montessori e il suo metodo [Maria Montessori and Her Method]

Book Title: La scuola vivente

Pages: 204-210

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Language: Italian

Published: Torino, Italy: Paravia, 1930

Article

Expanding Montessori Education - Children's House of Montessori School in New Orleans to include students through the fourth grade

Publication: New Orleans Magazine, vol. 20

Pages: 24

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Language: English

ISSN: 0894-4555

Book Section

Die Montessori-Pädagogik in den USA [Montessori Education in the United States of America]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [The Montessori System and the Handicapped Child: Papers and Reports of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 339-350

Americas, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Montessori method of education, North America, United States of America

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Article

Maria Montessori - Selbsttätige Erziehung im Frühen Kindesalter [Maria Montessori - Independent Education in Early Childhood] (Book Review)

Available from: Bibliothek für Bildungsgeschichtliche Forschung des DIPF (BBF)

Publication: Pharus, vol. 5 (Halbjahrband 1), no. 6

Pages: 570

Book reviews

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Language: German

Book Section

"Wann beginnt Montessori-Früherziehung?" ["When does early Montessori education start?"]

Book Title: 100 Jahre Montessori-Kinderhaus Geschichte und Aktualität eines pädagogischen Konzepts [100 Years of the Montessori Children's Home: History and Topicality of an Educational Concept]

Pages: 130-153

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Language: German

Published: Berlin, Germany: LIT Verlag, 2009

ISBN: 978-3-8258-1650-6

Series: Impulse der Reformpädagogik , 24

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