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Article

Acceptance of the Montessori Method in Taisho Era: Focusing on the Material Tools of Montessori

Publication: Hoikugaku kenkyu / 保育学研究 / Research on Early Childhood Care and Education in Japan, vol. 38, no. 2

Pages: 144-152

Asia, East Asia, Japan, Montessori materials, Montessori method of education, Montessori schools

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Language: Japanese

ISSN: 1340-9808, 2424-1679

Article

Dr. Maria Montessori Will Conduct a Summer Training Class in the Montessori Educational Method in the Science of Man Building, Balboa Park, June 15 to September 8 [Advertisement]

Available from: California Digital Newspaper Collection

Publication: San Diego Union (San Diego, California)

Pages: 6

Americas, Maria Montessori - Biographic sources, Montessori method of education, North America, Montessori method of education - Teacher training, North America, Teacher training, United States of America

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Language: English

Article

✓ Peer Reviewed

O Método Montessori na educação básica: Uma revisão sistemática da literatura sobre sua influência para o desenvolvimento da criança nos anos iniciais [The Montessori Method in basic education: A systematic review of the literature on its influence on child development in the early years]

Available from: RSD Journal

Publication: Research, Society and Development, vol. 10, no. 5

Pages: Article e48010515300

Literature reviews, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation

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Abstract/Notes: Objetivou-se apresentar reflexões acerca das contribuições do Método de Maria Montessori em um contexto atual, considerando o desenvolvimento da autonomia da criança nos anos iniciais da Educação Básica. Quanto ao método, realizou-se uma pesquisa do tipo revisão bibliográfica levando em conta as contribuições de diversos autores, observando as características da Padagogia de Montessori e suas reflexões metodológicas e didáticas no desenvolvimento da autonomia da criança na educação básica e sua atuação no Brasil, sucedendo com abordagem teórica e metodológica da Pedagogia Tradiconal e da Pedagogia de Waldorf para subsidiar a análise reflexiva do modelo montessoriano. Com os resultados, percebeu-se que a Pedagogia de Montessori se faz presente em 62 unidades educacionais distribuídas em todas as regiões brasileiras, podendo ser compreendida como uma alternativa pedagógica alinhada aos princípios reguladores da BNCC e PCN, e constatou-se a falta de estudos que apontem o desenvolvimento da Pedagogia de Montessori em escolas públicas que prestam serviços à Educação Infantil e Ensino Fundamental. Pode-se concluir que a Pedagogia de Montessori vem contribuindo de forma significativa para a aprendizagem da criança em seu desenvolvimento educacional com autonomia e liberdade, e através das abordagens lúdicas e aplicação do modelo em ciclos por faixa etária estimula a construção do conhecimento e melhor interação no ambiente educacional. [The objective was to present reflections on the contributions of the Maria Montessori Method in a current context, considering the development of the child's autonomy in the early years of Basic Education. As for the method, a bibliographic review research was carried out, taking into account the contributions of several authors, observing the characteristics of Montessori Padagogy and its methodological and didactic reflections on the development of children's autonomy in basic education and its performance in Brazil, succeeding with the theoretical and methodological approach of Traditional Pedagogy and of Waldorf Pedagogy to support the reflective analysis of the Montessori model. With the results, it was noticed that Montessori Pedagogy is present in 62 educational units distributed in all Brazilian regions, which can be understood as a pedagogical alternative aligned with the regulatory principles of BNCC and PCN, and there was a lack of studies that point to the development of Montessori Pedagogy in public schools that provide services to Early Childhood Education and Elementary Education. It can be concluded that Montessori Pedagogy has been making a significant contribution to the learning of children in their educational development with autonomy and freedom, and through playful approaches and application of the model in cycles by age group, stimulates the construction of knowledge and better interaction in the educational environment.]

Language: Portuguese

DOI: 10.33448/rsd-v10i5.15300

ISSN: 2525-3409

Doctoral Dissertation

A institucionalização do método Montessori no campo educacional brasileiro (1914-1952) [The institutionalization of the Montessori method in the Brazilian educational field (1914-1952)]

Available from: Federal University of Santa Catarina - Institutional Repository

Americas, Brazil, Latin America and the Caribbean, Montessori method of education - History, South America

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Abstract/Notes: Montessori constituiu, em 1907, em Roma, uma escola pública para crianças em situação de risco, a Casa dei Bambini, embasada numa educação integral alicerçada na liberdade, na atividade e na individualidade. Durante aproximadamente quatro décadas, Montessori realizou pesquisas sobre o desenvolvimento infantil, cujos resultados foram difundidos transnacionalmente, configurando práticas e pensamento educacional inovadores fundamentados na relação entre o professor, o aluno e um ambiente de aprendizagem promotor da paz, da autoeducação, da autonomia, do respeito ao outro e do espírito científico e crítico. Com isso, também empreendeu uma didática para professores e a venda em série dos materiais que idealizou. O objeto desta narrativa historiográfica respaldada em Certeau (2014), Chartier (2010) e Magalhães (2004) foi a institucionalização do Método Montessori no Brasil, no âmbito cronológico das cinco primeiras décadas do século passado. Objetivou: reconhecer as formulações teóricas que permitiram identificar a origem do Método Montessori e cotejá-las com os projetos brasileiros desenvolvidos entre 1914-1952 apontando permanências e contribuições à educação brasileira; historicizar o processo de institucionalização da Pedagogia montessoriana no Brasil; problematizar a sua forma de apropriação na Educação Infantil e Ensino Primário, identificando por que o método é relacionado principalmente ao uso de materiais didáticos específicos e de mobiliário adequado ao tamanho das crianças. Foi constatado que a primeira escola montessoriana no Brasil, proveniente da vertente educacional estadunidense, atendeu ao público infantil, em São Paulo, no ano de 1915, num investimento particular de Ciridião Buarque e Mary Buarque. Esta pedagogia se irradiou por intermédio das apropriações realizadas pelos docentes da Escola Normal da Praça, em São Paulo, estado que possuía, desde 1924, legislação que indicava o uso de materiais didáticos de Montessori e de Froebel, mas de forma desarticulada dos princípios pedagógicos. No Paraná, a educação montessoriana foi institucionalizada na legislação educacional da Pré-escola em 1915 e investimentos foram realizados em 1924, quando Lysímaco Costa adquiriu os ?enxovais montessorianos? para quatro Jardins de Infância. Em Curitiba, em 1927, durante a Primeira Conferência Nacional da Associação Brasileira de Educação (ABE) foram apresentadas teses com base montessoriana. Ainda no Paraná, no final da década de 1940, a utilização do método ocorreu no ensino público no Programa da Pré-escola e do Ensino Primário e em 1952 foi inaugurada a Escola Experimental Montessoriana Rural para crianças do Ensino Primário, por iniciativa de Eny Caldeira. Ela e Piper de Lacerda Borges, presidente da Associação Montessori do Brasil, fizeram curso com Montessori, na Itália, em 1951. Já na Bahia, em 1927, efetivaram-se cursos de férias para formação de professores durante os quais foram disseminadas pelos docentes da Escola Normal de Salvador concepções montessorianas e a ressignificação dos materiais, tanto para a Pré-escola como para o Ensino Primário. O teor destes cursos foi divulgado por revistas pedagógicas. No mesmo local, em 1924, Alípio Franca traduziu o Livro Pedagogia Científica. No Rio de Janeiro, materiais e frações do método montessoriano se disseminaram para a Educação Infantil por meio da legislação educacional, em 1921 e em 1929. Evidências da utilização do Método Montessori em perspectiva não restrita ao uso de materiais didáticos foram encontradas nos programas infantis radiofônicos realizados por Mary Buarque, em São Paulo, a partir de 1936; no vínculo do método com a assistência social e teosófica, na década de 1950, disseminado por Piper de Lacerda Borges; no reuso dado ao método pelo lusitano Agostinho da Silva, também nos anos 1950, na criação de algumas universidades. Conclui-se que, entre 1914 e 1952, o processo de institucionalização do método Montessori no Brasil foi capitaneado por diversos sujeitos, em diferentes lugares do país, com apropriações e representações. [Abstract : Montessori established, in 1907, in Rome, a public school to children at risk, The Casa dei Bambini, which since then preserve the Montessori method characteristics, advocating the integral education based on freedom, action and on the individuality. For approximately four decades, Montessori researched about Children development, whose results were spread abroad, defining practices and innovative educational thoughts grounded on the relationship between teacher, the student and the learning environment advancing peace, self-education, self-correction with autonomy in sight, mutual respect, critic and the scientific spirit. The Objective of this study is the Montessori method establishment in Brazil, on the chronologic aspect along the first five decades from the last century. It?s a biographical research and documentary with a historical focus. The analysis is grounded in Certeau (2014), Chartier(2010) e Magalhães(2004). Objective: Recognize the formulation of the Montessori method in projects of its establishment in Brazil between 1914-1952; To Problematize political conditions, social, economical and cultural to set up the Montessori method in Brazil and its Educational applicability, questioning the reductionist mode relating to its use as specific materials and its adequate child-sized furniture. It has been verified that The First Montessori-based in Brazil served the children?s audience, in São Paulo, in the year of 1915, coming from the American strand, in a private enterprise of Ciridião Buarque e Mary Buarque. Such pedagogy irradiated by the mediation of these appropriation and representations made by teachers of the Escola Normal da Praça. São Paulo possessed, since 1924, laws that indicated the use of Montessori and Froebel?s course-ware, mas in a inarticulate way to the pedagogical principles. In Paraná, the Montessori-based education was established in the child education legislation in 1915 and investments were performed in 1924, when Lysímaco Costa acquired the ?montesorri layettes? to 4 Kindergarden. In Curitiba, in 1927, at the First National Conference of The Brazilian Association of Education (ABE), were presented thesis with Montessori bases. Still in Paraná, at the end of 40s, the method utilization occurred in the public education in the Preschool Program and Primary School and in 1952 was opened in Curitiba The Rural Montessori Experimental School to primary school, by the enterprise of Eny Caldeira.Piper Borges de Lacerda and Eny Caldeira speeches, whom realized in 1950 a course with Montessori in Perugia.In 1927, in Bahia, were realized vacation courses to teachers complementary training which were disseminated by the teacher of the Normal School of Salvador the Montessori concepts and the course-ware new meanings to the child education such as primary education. The matters discussed in these courses were spread by pedagogical magazines. In 1924, Alípio Franca translated The Method of Scientific Pedagogy applied to the Child Education at the Boys? House. In Rio de Janeiro, course-wares and parts of Montessori method were spread to Children education by education law, in 1921 and in 1929. Evidences of the Montessori use in perspective non-restricted to materials were found in children radio shows performed by Mary Buarque, in São Paulo, from 1936, whereupon self-education, the independence, the knowledge of child development phases, the singers freedom movement and the minimal intervention of the adult tutor made part of the proposal. In a mystic perspective, there was a link with the method and the social and theosophic assistance, in the 50 decade, disseminating in Rio de Janeiro and Paraná, by Piper Lacerda Borges and his husband. In the reuse given to the Agostinho da Silva method, also in the 1950, were present in the some universities creations, such as the Federal University of Santa Catarina as well from Paraíba and The University of Brasilia. Concluded that between 1914 and 1952, the establishment process of the Montessori method in Brazil was lead by several different individuals, from different parts of the country, with appropriations and personal representations.]

Language: Portuguese

Published: Florianópolis, Brazil, 2017

Article

Perancangan Mainan Anak Usia 3-6 Tahun Berbasis Metode Pendidikan Montessori [Designing Toys for Children Aged 3-6 Years Based on Montessori Educational Methods]

Available from: Institut Teknologi Nasional - Bandung

Publication: FAD, no. 2021: Desain Produk

Pages: 5-23

Asia, Australasia, Indonesia, Southeast Asia

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Abstract/Notes: Educational toys are toys that provide certain learning opportunities to users (children). Educational toys are one way to introduce children to learning through interesting media, without any coercion from teachers or parents. One of them is about introducing mathematics to children aged 3-6 years through educational toys. This is inseparable from the Covid-19 pandemic in Indonesia which requires all activities in the school environment to be temporarily moved to their respective homes. Therefore, the design of this educational toy is a strategy to optimize the learning process. The formulation of the design problem is how this educational toy can function effectively, efficiently and attractively when used by children based on Montessori education. The purpose of this design is to introduce children to basic mathematics through interesting educational toys, without being forced by parents. This educational toy design method adopts the Montessori educational method. The result of this design is an educational toy with counting functions from 1 to 10 and games based on Montessori learning, providing a more enjoyable learning experience. / Mainan edukatif adalah mainan yang memberikan kesempatan belajar tertentu kepada pengguna (anak-anak). Mainan edukatif merupakan salah satu cara untuk mengenalkan anak pada pembelajaran melalui media yang menarik, tanpa ada paksaan dari guru atau orang tua. Salah satunya tentang mengenalkan matematika pada anak usia 3-6 tahun melalui mainan edukatif. Hal ini tidak terlepas dari pandemi Covid-19 di Indonesia yang mengharuskan seluruh aktivitas di lingkungan sekolah untuk sementara dipindahkan ke rumah masing-masing. Oleh karena itu, perancangan mainan edukatif ini merupakan strategi untuk mengoptimalkan proses pembelajaran. Rumusan masalah perancangan ini adalah bagaimana mainan edukatif ini dapat berfungsi secara efektif, efisien dan menarik ketika digunakan oleh anak-anak berbasis pendidikan Montessori. Tujuan dari perancangan ini adalah untuk mengenalkan anak pada matematika dasar melalui mainan edukatif yang menarik, tanpa dipaksa oleh orang tua. Metode perancangan mainan edukasi ini mengadopsi metode edukasi Montessori. Hasil dari perancangan ini adalah sebuah mainan edukatif dengan fungsi berhitung dari 1 sampai 10 dan permainan berbasis pembelajaran Montessori, memberikan pengalaman belajar yang lebih menyenangkan.

Language: Indonesian

Doctoral Dissertation

El Método Montessori en el Desarrollo de la Expresión Oral del Idioma Inglés [The Montessori Method in the Development of Oral Expression of the English Language]

Available from: Universidad Central del Ecuador - Repositorio Digital

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Abstract/Notes: El presente proyecto de investigación se realizó con el objetivo de analizar la manera en que el Método Montessori contribuye al desarrollo de la expresión oral del Idioma Inglés en los niños de Educación Inicial del Centro Educativo Margarita Naseau en el periodo 2019-2020. El sustento teórico se orientó en la aplicación educativa, materiales didácticos, rol del docente y la enseñanza del idioma inglés. Por lo tanto, el proyecto tiene un enfoque cuali-cuantitativo, de carácter descriptivo y a su vez correlacional, bajo la modalidad socioeducativa que corresponde a una investigación aplicada porque se basa en datos reales. Las técnicas aplicadas en esta investigación fueron encuesta a los docentes y lista de cotejo a los estudiantes del Centro Educativo con el objetivo de determinar cómo el método Montessori contribuye al desarrollo de la expresión oral del idioma Inglés en los estudiantes. Una vez realizado el análisis e interpretación de resultados se concluyó que la aplicación del Método Montessori así como ayuda al niño a ser independiente también lo ayuda aprender diferentes idiomas y además se determinó la importancia que tiene para mejorar la expresión oral. La propuesta en base a los resultados es la elaboración de una guía de actividades lúdicas que incluye la aplicación del Método Montessori y los diferentes materiales a utilizarse.

Language: Spanish

Published: Quito, Ecuador, 2020

Article

Montessori: 'The Montessori Method'

Available from: University of Dayton eCommons

Publication: Imprints and Impression: Commentaries on the Exhibit's Work, no. 29

Book reviews, Montessori method of education

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Abstract/Notes: A brief commentary prepared by Treavor Bogard, PhD, Assistant Professor, Teacher Education, on the following work: Maria Montessori Il metodo della pedagogia scientifica applicato all'educazione infantile nelle Case dei Bambini (The Montessori Method: Scientific Pedagogy as Applied to Child Education in “the Children's Houses”)1909; first edition.

Language: English

Article

Montessori Lectures: The Second Lecture on Montessori Methods...

Available from: The Times Educational Supplement Historical Archive - Gale

Publication: The Times Educational Supplement (London, England)

Pages: 183

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Language: English

ISSN: 0040-7887

Article

Montessori Lectures: The Third Lecture on Montessori Methods...

Available from: The Times Educational Supplement Historical Archive - Gale

Publication: The Times Educational Supplement (London, England)

Pages: 194

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Language: English

ISSN: 0040-7887

Article

Moral Development: The Montessori Method of Maria Montessori

Publication: The Catechesis of the Good Shepherd, vol. 14

Pages: 17–20

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Language: English

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