Abstract/Notes: Xavier Barrameda demonstrates his deep knowledge of the four planes of developmental psychology in his writing about an evolutionary implementation step for the human tendencies as viewed across the planes. Xavier grew up in a Montessori family who manage multiple Montessori schools, including four fully developed schools from primary to Erdkinder in the Philippines. Xavier is a trained Montessori guide and head of school.

Language: English

ISSN: 2215-1249, 2772-7319

Abstract/Notes: Background: Increasingly more attention has been paid to non-pharmacological interventions as treatment of agitated behaviors that accompany dementia. The aim of the current study is to test if personalized one-to-one interaction activities based on Montessori principles will improve agitation, affect, and engagement more than a relevant control condition.Methods: We conducted a randomized crossover trial in nine residential facilities in metropolitan Melbourne, Australia (n = 44). Personalized one-to-one activities that were delivered using Montessori principles were compared with a non-personalized activity to control for the non-specific benefits of one-to-one interaction. Participants were observed 30 minutes before, during, and after the sessions. The presence or absence of a selected physically non-aggressive behavior was noted in every minute, together with the predominant type of affect and engagement.Results: Behavior counts fell considerably during both the Montessori and control sessions relative to beforehand. During Montessori activities, the amount of time spend actively engaged was double compared to during the control condition and participants displayed more positive affect and interest as well. Participants with no fluency in English (all from non-English speaking backgrounds) showed a significantly larger reduction in agitation during the Montessori than control sessions.Conclusion: Our results show that even non-personalized social contact can assist in settling agitated residents. Tailoring activities to residents’ needs and capabilities elicit more positive interactions and are especially suitable for people who have lost fluency in the language spoken predominantly in their residential facility. Future studies could explore implementation by family members and volunteers to avoid demands on facilities’ resources.Trial Registration: Australian New Zealand Clinical Trials Registry – ACTRN12609000564257.

Language: English

DOI: 10.1017/S1041610212002128

ISSN: 1041-6102, 1741-203X

Abstract/Notes: The pedagogy Maria Montessori developed is based on the four phases of development which she theorized consisted of a series of four 6-year periods beginning at birth. The chapters in this section are organized around these phases, or what Montessori termed planes, of development. The chapters include a discussion of the developmental needs Montessori identified for each level and how her pedagogy uniquely addresses these needs at the Infant/Toddler, Preschool, Elementary, and Adolescent levels. The section begins with a chapter discussing the Montessori environment across the phases of development and ends with a chapter on preparation of the teacher.

Language: English

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

Language: English

Language: English

ISSN: 0519-0959

Language: English

ISSN: 2215-1249, 2772-7319

Language: English

Published: Washington, D.C., 1958

Abstract/Notes: Maria Montessori è una delle pedagogiste italiane più conosciute e celebrate in tutto il mondo. Come è noto, il suo pensiero ha avuto una diffusione che per rapidità e ampiezza geografica si può senza dubbio definire straordinaria. Fu Il Metodo della Pedagogia Scientifica applicato all’educazione infantile nelle Case dei Bambini, pubblicato in Italia nel 1909, a portare la Montessori alla ribalta della scena mondiale. Dal 1912, le traduzioni si moltiplicarono, fino a coprire, prima della fine della prima Guerra mondiale, il panorama europeo e americano. Inoltre, i corsi internazionali per la formazione d’insegnanti stranieri (il primo fu organizzato in Italia nel 1913), permisero la diffusione del metodo anche in India, in Sud America, in Australia e in Asia. La mia ricerca si concentra sull’analisi comparata delle prime traduzioni del Metodo, in particolare l’edizione americana (1912), l’edizione inglese (1912), l’edizione svizzera (1912) e l’edizione francese (1916), calate nel contesto storico, sociale, cultura e pedagogico di riferimento. Per meglio comprendere le modalità di diffusione dell’opera, ho scelto di dare ampio spazio anche alle figure che hanno circondato Maria Montessori e si sono operate per diffondere e promuovere tanto l’opera quanto la filosofia della pedagogista nelle realtà elencate. Il progetto ha voluto mettere a fuoco il processo di costruzione di un lavoro scientifico e culturale costantemente influenzato da una pluralità di culture, tradizioni, lingue e voci differenti, nonché il faticoso impegno dell’autrice di difendere il proprio pensiero da qualsiasi intromissione esterna volta a snaturarlo. [Maria Montessori is one of the most famous and celebrated Italian pedagogists in the world. Due to its speed and geographical extent, the spread of her scientific pedagogy can surely be described as extraordinary, even more since we talk about a woman’s work in the beginning of the twentieth century. It was Il Metodo della Pedagogia Scientifica applicato all’educazione infantile nelle Case dei Bambini, published in Italy in 1909, that brought Montessori to the forefront of the world scene, allowing her to be acclaimed internationally as one of history’s great pioneering educators. Since 1912, the number of translations multiplied, to the point of covering, before the end of the First World War, the European and American scene. In addition, international courses for the training of teachers (the first was organized in Italy in 1913), allowed the spread of the method in India, South America, Austrialia and Asia. My research focuses on the comparative analysis of the Metodo’s first translations, in particular the American edition (1912), the English edition (1912), the Swiss edition (1912) and the French edition (1916), placed in the historical, social, cultural and pedagogical context of reference. Furthermore, great part of the research is dedicated to the many figures who surrounded Maria Montessori and worked as hard as she did to help in the spreading of both her thought and book internationally. Indeed, editors, translators, journalists and intellectuals, as well as politicians and ambassadors played an essential role in her successful career. The project aimed to focus on Montessori’s process of building a scientific and cultural work constantly influenced by a plurality of different cultures, traditions, languages and voices, as well as on the hard work of the author to defend her philosophy from any external interference aimed at distorting it.]

Language: Italian

Published: Bologna, Italy, 2020

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: There are currently Montessori schools in 33 African countries, primarily in early childhood education. This brief overview examines the diversity of Montessori practice throughout the African sub-continent, from the 1920s to today including private, philanthropic and government-funded efforts, as a racist, colonial project as well as part of efforts to decolonize education, to make it culturally responsive and empower communities, particularly in African rural areas. There are elite, private Montessori schools around Africa and Montessori practitioners have also developed innovative, affordable models for expanding Montessori, including sponsoring training and creating materials locally. In addition, they have demonstrated how key Montessori components can be aligned with aspects of African culture, including respecting the child, building independence, and cultivating peace, community, and a connection with nature. The chapter concludes with brief case studies of contemporary Montessori practice in South Africa, Nigeria, Egypt and Morocco.

Language: English

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