Abstract/Notes: The development of self-care skills in children is a part of the Core curriculum for preschool education. The contents regarding formation of such skills include shaping hygiene practices, goodhabits and developing motor skills. Maria Montessori drew attention to the development of selfcare skills and functional independence. In her concept of preschool child education, Maria Montessori developed practical life activities which were intended to serve the development of specificskills and their application to everyday life. Therefore, the aim of the research was to identify thelevel of self-care skills in 4-year-old children attending selected kindergartens located in MińskMazowiecki and Siedlce. The research was conducted on 200 children from Non-public CreativeActivity Montessori Kindergarten ‘Zameczek’ in Siedlce, Non-public Montessori Kindergarten‘Delfinek’ in Mińsk Mazowiecki and 6 traditional kindergartens — 2 of which were located inMińsk Mazowiecki and 4 located in Siedlce. The obtained research results indicated a varied levelof self-care skills depending on kindergarten the children attended.

Language: Polish

ISSN: 2353-7140, 2353-7159

Abstract/Notes: In diesem Band wird an 24 Praxis-Beispielen aus der Montessori-Freiarbeit – allesamt erprobt und mit zahlreichen Fotos veranschaulicht – aufgezeigt, wie Leistung in der Freiarbeit gewertschätzt und bewertet werden kann. Vor dem Hintergrund Maria Montessoris Verständnisses vom Kind und seiner Leistung, sich selbst zu erschaffen und weiterzuentwickeln, wird der pädagogische Leistungsbegriff erläutert und mit den gesellschaftlichen Ansprüchen verknüpft. Die Forderung einer Kompetenzorientierung, nach der sich eine Leistungsbewertung ausrichten sollte, wird unter die Lupe genommen und mit der Freiarbeit im Sinne Maria Montessoris verbunden. [This volume uses 24 practical examples from Montessori free work - all tried and tested and illustrated with numerous photos - to show how performance in free work can be valued and evaluated. Against the background of Maria Montessori's understanding of the child and its ability to create and develop itself, the educational concept of achievement is explained and linked to social demands. The demand for a competence orientation, according to which a performance assessment should be based, is examined closely and linked to free work in the sense of Maria Montessori.]

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2019

ISBN: 978-3-451-38554-4

Series: Montessori-Praxis (Herder)

Language: German

Language: Spanish

Abstract/Notes: Montessori pedagogy is a pedagogical concept that was created by Maria Montessori, and is based on anthropology and scientific observation of the natural learning process of children. It is recognizable by its prepared environment with didactic shaped material that provide children an independent realization of knowledge. Although the concept was formed at the beginning of the 20th century, it is a pedagogical approach that still adequately responds to the developmental needs of children and overcome the disadvantages of the traditional educational system focused on the teacher. The aim of this study was to determine the opinions that students of teaching studies have on Montessori pedagogy considering their study. The study was conducted on an intentional sample of students from the Faculty of Philosophy in Split, the department of teacher education and the department of pedagogy. The results showed that students, dependent on their study, differ in knowledge about Montessori pedagogy and valuation of the desirability of the traditional education, while there is no difference in attitudes towards Montessori pedagogy and in valuation of the desirability of the education based on independence, play and the satisfaction of knowledge. Pedagogy students had several courses where they gained knowledge about Montessori pedagogy and had experience visiting Montessori institutions where they experienced the application of these pedagogical principles in practice, while students from the department of teacher education haven't had such experiences and they were less familiar with the Montessori pedagogy during their study. That reflected on some of their attitudes. The existing of a positive attitude towards Montessori pedagogy regardless of the level of knowledge about this conception leads to the conclusion that the connotations they have about the Montessori pedagoy are positive, which supports the hypothesis of a positive image of the concept not only among many experts, but also among lay people. / Montessori pedagogija je pedagoška koncepcija koju je osmislila Marija Montessori, a temelji se na antropologiji i znanstvenom promatranju prirodnog procesa učenja djece. Prepoznatljiva je po pripremljenoj okolini s didaktički oblikovanom materijalu koji djeci omogućuju samostalan dolazak do spoznaje. Iako je koncepcija ponuđena početkom 20. stoljeća i danas se smatra pedagoškim pristupom koji primjereno odgovara na razvojne potrebe djece te prevladava nedostatke tradicionalnog odgojno-obrazovnog sustava usmjerenog na učitelja. Cilj ovog istraživanja je utvrditi razlikuju li se studenti nastavničkih studija u stavovima o Montessori pedagogiji s obzirom na studij. Istraživanje je provedeno na namjernom uzorku studenata učiteljskog studija i studija pedagogije Filozofskog fakulteta u Splitu. Rezultati su pokazali da se studenti s obzirom na studij razlikuju u znanjima o Montessori pedagogiji te u procjeni poželjnosti tradicionalnog odgoja, dok se ne razlikuju u stavovima o Montessori pedagogiji i u procjeni poželjnosti odgoja utemeljenog na samostalnosti, igri i zadovoljstvu spoznajom. Studenti studija pedagogije u okviru više kolegija stjecali su znanja o Montessori pedagogiji te imali iskustva posjeta Montessori ustanovama u kojima su doživjeli primjenu tih pedagoških načela u praksi, dok studenti učiteljskog studija nisu imali takva iskustva te su o Montessori pedagogiji tijekom studija bili slabije upoznati što se odrazilo i na neke njihove stavove. Postojanje pozitivnog stava o Montessori pedagogiji neovisno o razini znanja o toj koncepciji upućuje na zaključak da su konotacije koje imaju vezano za Montessori pedagogiju pozitivne, što ide u prilog tezi o pozitivnoj slici o toj koncepciji ne samo među mnogim stručnjacima, nego i među laicima.

Language: Croatian

Published: Split, Croatia, 2016

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: The essay analyses the figure of Maria Montessori as a teacher and the teaching that she conducted in her career. A historical perspective is adopted, with reference to some fundamental moments in Montessori’s teaching life, described with the help of her own early writings (often unpublished), and the testimonies of some of her colleagues and students. M. Montessori began her career as a teacher in 1899 at the “Higher Institute of Teaching for Women” and then she continued at the “Pedagogical School” of the University of Rome. The analysis presented in this article shows that Montessori considered it essential to combine theory and practice, to promote students’ active participation, linking what is learnt in the classroom with the outside world. From her earliest experiences as a teacher, it became fundamental for Montessori to place her teaching against the background of social and civil commitment, open it up to comparison, and to integrate her experience with work and empirical research. / Prezentowany esej jest analizą sylwetki Marii Montessori jako nauczycielki oraz jej kariery nauczycielskiej. W analizie przyjęto perspektywę historyczną, z odniesieniem do wybranych, kluczowych momentów w karierze nauczycielskiej M. Montessori, opisanych z pomocą jej własnych, wczesnych pism (często niepublikowanych), oraz wspomnień jej współpracowników i studentów. Maria Montessori rozpoczęła swoją karierę jako nauczycielka w 1899 roku w „Wyższym Instytucie Edukacji dla Kobiet”, a następnie kontynuowała pracę w Szkole pedagogicznej Uniwersytetu Rzymskiego. Przedstawione rozważania ukazują, że M. Montessori uznawała za kluczowe: łączenie teorii z praktyką, wspieranie aktywnego udziału studentów, łączenie tego, czego się nauczyli w klasie szkolnej z działaniem w świecie zewnętrznym. Na podstawie swoich wczesnych nauczycielskich doświadczeń M. Montessori fundamentem swojego nauczania uczyniła zaangażowanie społeczne i obywatelskie, a także otwarcie się na porównanie i integrację zdobytych doświadczeń z pracą i badaniami empirycznymi.

Language: English

DOI: 10.14632/eetp.2017.13.47.17

ISSN: 1896-2327, 2353-7787

Abstract/Notes: This action research aimed to highlight the benefits of integrating the Montessori Math Curriculum with State Standards in an upper elementary classroom. The performance of the action research took place over six weeks at a public Montessori school. There were seventeen upper elementary participants. Documentation used in this action research was a tally sheet for observable use of Montessori math material, school weekly lesson plans, teacher observation and reflection notes, and student and parent Pre and Post Math Interest Surveys. All lessons were given daily during the morning hours according to the school master's schedule. Some positive effects of this action research include changes in student feelings towards math and increased autonomy. For clarity in other areas, extend the action research period beyond six weeks to allow more students to practice with Montessori lessons meeting various standards.

Language: English

Published: St. Paul, Minnesota, 2022

Abstract/Notes: Provides a brief history of Montessori in Ukraine.

Language: English

ISSN: 1071-6246

Language: German

Published: [Innsbruck, Germany]: [s.n.], 1997