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Article
Maria Montessori et la France: Genèse d’une histoire [Maria Montessori and France: Genesis of a History]
Available from: Università di Macerata
Publication: History of Education and Children's Literature (HECL), vol. 9, no. 2
Date: 2014
Pages: 379-398
Europe, France, Maria Montessori - Biographic sources, Western Europe
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Abstract/Notes: This article deals with the first twenty years (1911-1934) of the presence of the Montessori Method in France. The reconstruction is based on written evidences and on the main actors’ experiences in the implementation of Maria Montessori’s ideas. This historical outline allows to better recognise the reasons why Montessori’s educative principles were not welcomed in France so warmly as in other European countries. Several initiatives took indeed place, but they remained insubstantial because they were almost always the result of efforts carried by single persons rather than institutions.
Language: French
ISSN: 1971-1093, 1971-1131
Article
Montessori Method and the Deaf Child: What the Montessori Method Is
Available from: HathiTrust
Publication: The Volta Review, vol. 14, no. 2
Date: May 1912
Pages: 74-85
Children with disabilities, Deaf, Deaf children - Education, Inclusive education, Montessori method of education
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Language: English
ISSN: 0042-8639
Article
La didattica Montessori nella scuola dell’infanzia: Un metodo per programmare spazi e tempi a misura di bambino / La didáctica Montessori en la escuela infantil: Un método para programar espacios y tiempos a medida de los niños / The Montessori approach to the Early Childhood Education: A method to organize spaces and times that fits to children
Available from: Universidade de Santiago de Compostela (Spain)
Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 3, no. 2
Date: Aug 2014
Pages: 81-93
Autonomy in children, Early childhood care and education, Early childhood education, Montessori materials, Montessori method of education, Prepared environment
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Abstract/Notes: Nella consapevolezza che spazi e tempi costituiscono spesso il principale strumento educativo per coloro che frequentano la prima scuola a più livelli – tanto per i bambini, nei quali tali categorie contribuiscono a rafforzare il livello di familiarità con il contesto di apprendimento, quanto per gli educatori, che riconoscono spesso nell’organizzazione di spazi e tempi scolastici un fondamentale dispositivo didattico – il presente contributo intende focalizzare l’attenzione sul metodo Montessori, che rappresenta in tal senso un utile strumento per adattare spazi e tempi della programmazione educativa ai ritmi di apprendimento e ai livelli cognitivi dei bambini. Il principio 'dell’aiutami a fare da solo' alla base del metodo Montessori, che per i bambini presenta valenza emancipativa, in quanto dispositivo ideale per apprendere l’autonomia, può dunque diventare per gli educatori un utile strumento didattico per avviare un’azione trasformativa della propria esperienza professionale e per ripensare in termini progettuali il proprio agire formativo. / Los espacios y tiempos son, con frecuencia y desde diversas perspectivas, el principal instrumento educativo para los niños de Educación Infantil. Son importantes para los niños, porque contribuyen a reforzar el nivel de familiaridad con el contexto de aprendizaje, y lo son para los educadores porque la organización de los espacios y de los tiempos escolares resulta, para ellos, un dispositivo didáctico fundamental. El presente artículo quiere dirigir la atención al método Montessori que representa, en tal sentido, un instrumento útil para adaptar los espacios y los tiempos de la programación educativa a los ritmos de aprendizaje y a los niveles cognitivos de los niños. El principio de 'Ayúdame a hacerlo yo sólo' que está en la base del método Montessori, tiene para los niños un valor de emancipación en cuanto dispositivo ideal para aprender la autonomía y puede, por lo tanto, convertirse para los educadores en un instrumento didáctico útil para empezar una acción transformadora de su propia experiencia profesional y para repensar, en términos de proyecto, su propia acción educativa. / Space and time are often, and from different perspectives, the main educational tools for Early Childhood Education. They are very important for children because they help them to strengthen their level of familiarity with the context of learning, and so are for educators because the organization of space and school time acts as an essential teaching device. This article aims to draw attention to the Montessori method because it represents, in this sense, a useful tool to adapt the spaces and times of educational programming to the rhythms of learning and to cognitive levels of children. The principle of “Help me do it by myself”, which is one of the basis of the Montessori method, has a great value for emancipation as an ideal device for children to learn autonomy. This principle may, therefore, become a useful teaching tool for educators to transform their professional experience and to rethink, in terms of project, their own educational practices.
Language: Italian
ISSN: 2255-0666
Article
Miłość w perspektywie dzieci ze szkół pracujących w oparciu o pedagogikę M. Montessori i system tradycyjny / Love in the Perspective of Children from Schools Working on the Basis of M. Montessori’s Pedagogy vs. Those Working on the Basis of the Traditional One
Available from: Maria Curie-Skłodowska University
Publication: Annales Universitatis Mariae Curie-Sklodowska, Sectio J – Paedagogia-Psychologia, vol. 31, no. 4
Date: 2019
Pages: 275-291
Comparative education, Emotions in children, Love, Montessori method of education, Social emotional learning
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Abstract/Notes: W artykule opisano wyniki badań dotyczących rozumienia pojęcia „miłość” przez dzieci uczęszczające do szkół pracujących w oparciu o system tradycyjny oraz alternatywny – M. Montessori. Badania zostały przeprowadzone w 2018 r. w grupie 80 dzieci w wieku 6–9 lat. Wyniki zostały zebrane na podstawie analizy wytworu plastycznego, przedstawiającego wyobrażenie miłości (rysunek wykonany dowolną techniką), oraz wypowiadanych przez dziecko skojarzeń ze słowem miłość. Na podstawie przeprowadzonych analiz zauważono większą różnorodność interpretowania miłości wśród dzieci uczących się w oparciu o system alternatywny, jakim jest pedagogika Montessori. / The article presents the results of the research of understanding of the concept of “love” by children attending to schools based on traditional and M. Montessori’s alternative system. The research was conducted in 2018 on a group of 80 children (aged 6–9). The results were collected on the basis of the analysis of their artistic products, presenting an image of love (drawings with the use of various techniques) and associations expressed by the child with the word love. According to the analyses, a greater variety of interpretations of love among children learning on the basis of an alternative system, i.e. the pedagogy of Montessori, has been noticed.
Language: Polish
DOI: 10.17951/j.2018.31.4.275-291
ISSN: 0867-2040
Article
Montessōri kyōiku ni kitai suru / モンテッソーリ教育に期待する / Expectation on Montessori Education
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 29
Date: 1997
Pages: 2-8
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Language: Japanese
ISSN: 0913-4220
Article
Happy Montessori Days [Radlett Montessori School, England]
Publication: Montessori Society Quarterly Bulletin (England)
Date: Autumn 1959
Pages: 23-24
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Language: English
Article
Review: Hundred Years of Montessori Education: A Chronicle of Montessori Education in Switzerland
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2008, no. 1
Date: 2008
Pages: 85-87
Book reviews, Europe, Harald Ludwig - Writings, Switzerland, Western Europe
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Language: English
ISSN: 0519-0959
Article
Die ersten Erfahrungen in der Montessori-Schulklasse [The first experiences in the Montessori school class]
Publication: Montessori-Nachrichten
Date: Nov 1926
Pages: 3-7
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Language: German
Master's Thesis
Montessori modeli ile din ve değerler eğitimi (İstanbul örneği) / Reli̇gi̇ous and values educati̇on wi̇th Montessori̇ (Case of Istanbul)
Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)
Asia, Middle East, Montessori method of education, Moral education, Religious education, Turkey, Western Asia
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Abstract/Notes: The main aim of our research is to discuss that if Montesori model could be an alternative model for religious education or not and the possibility of applying this model in the education of religion and values in terms of Islam. In this context, firstly we want to examine Montessori model, its approach of children and educators. As second part of the study, as important subjects of the model, the nature of human being, concepts of freedom and experience are discussed in terms of religious education. In the third chapter, we discussed results of interviews with the heads of four Montessori schools in Istanbul, teachers of religion and values education. Considering the data of the interviews, the possibility of religious and values education with the model in terms of Islam is examined. / Alternatif eğitim modellerinden Montesori modelini din eğitimi açısından incelediğimiz araştırmamızın temel problemi, bu modelin din ve değerler eğitiminde uygulanmasının imkanıdır. Bu kapsamda çalışmamızda Montessori modelinin ne olduğu, çocuğa ve eğitimciye yaklaşımı, Montessori modelinin Türkiye'deki durumu, din ve değerler eğitimine bakışının nasıl olduğu gibi hususlar incelenmiştir. Bu inceleme sonucu Montesori modelinde öne çıkan insanın doğası, özgürlük ve tecrübe kavramları din eğitimi açısından ele alınmıştır. İstanbul'da bulunan dört Montessori okulunun müdürü, din ve değerler eğitimi öğretmenleri ile mülakatlar gerçekleştirilmiştir. Mülakat verileri doğrultusunda Montessori modeli ile din ve değerler eğitiminin imkanı değerlendirilmiştir.
Language: Turkish
Published: Istanbul, Turkey, 2019
Book
Maria Montessori e il suo metodo: organizzazione dell'ente Opera Montessori
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Language: Italian
Published: Roma, Italy: [s.n.], [1947]