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Thesis

Método Montessori: Estudio Cualitativo de la Implementación del Método Montessori, en las Niñas y Niños de la Sala de Clases Heterogénea de la Sala Cuna y Jardín Infantil El Roble de la Comuna de La Pintana

Available from: Universidad Academia de Humanismo Cristiano

Americas, Chile, Latin America and the Caribbean, Montessori method of education, South America

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Abstract/Notes: La investigación propuesta a continuación se enmarca en el ámbito de la educación preescolar, donde se investigó una alternativa a la educación tradicional existente en Chile, adentrándose en la propuesta Montessori que tiene la Sala Cuna y Jardín Infantil El Roble, ubicado en la comuna de la Pintana, donde se trabajó con las niñas y niños de la sala heterogénea (3 a 5 años), con sus guías y directivos. Para conocer la implementación del método, en un contexto como este. En el marco teórico se presentan los antecedentes fundamentales de la creación de la educación preescolar en nuestro país, haciendo un recorrido histórico respecto a su implementación, además se indagan las políticas publicas en esta materia. La primera concepción teórica que se revisa es el Método Montessori, donde se describe su metodología, principios y conceptos fundamentales. Luego se profundiza en la teoría constructivista, revisando algunos de sus principales autores como Jean Piaget y Jerome Bruner. La metodología utilizada para la investigación fue el enfoque cualitativo, el cual se caracteriza por ser flexible, ya que lo relevante es el contexto en el cual ocurre el fenómeno a investigar. Las técnicas utilizadas para la recolección de información fue la entrevista en profundidad y la observación participante. El análisis de resultados se hizo a través del análisis de contenido por categoría.

Language: Spanish

Published: Santiago, Chile, 2011

Article

An Association Between Montessori Education in Childhood and Adult Wellbeing

Available from: Frontiers in Psychology

Publication: Frontiers in Psychology, vol. 12

Pages: 721943

Angeline Stoll Lillard - Writings, Developmental psychology, Early childhood care and education, Early childhood education, Human development, Montessori method of education, Wellbeing

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Abstract/Notes: Wellbeing, or how people think and feel about their lives, predicts important life outcomes from happiness to health to longevity. Montessori pedagogy has features that enhance wellbeing contemporaneously and predictively, including self-determination, meaningful activities, and social stability. Here, 1905 adults, ages 18-81 (M = 36), filled out a large set of wellbeing scales followed by demographic information including type of school attended each year from 2 to 17. About half the sample had only attended conventional schools and the rest had attended Montessori for between 2 and 16 years (M = 8 years). To reduce the variable set, we first developed a measurement model of wellbeing using the survey data with exploratory then confirmatory factor analyses, arriving at four factors: general wellbeing, engagement, social trust, and self-confidence. A structural equation model that accounted for age, gender, race, childhood SES, and years in private school revealed that attending Montessori for at least two childhood years was associated with significantly higher adult wellbeing on all four factors. A second analysis found that the difference in wellbeing between Montessori and conventional schools existed even among the subsample that had exclusively attended private schools. A third analysis found that the more years one attended Montessori, the higher one's wellbeing as an adult. Unmeasured selection effects could explain the results, in which case research should determine what third variable associated with Montessori schooling causes adult wellbeing. Several other limitations to the study are also discussed. Although some of these limitations need to be addressed, coupled with other research, including studies in which children were randomly assigned to Montessori schools, this study suggests that attending Montessori as a child might plausibly cause higher adult wellbeing.

Language: English

DOI: 10.3389/fpsyg.2021.721943

ISSN: 1664-1078

Doctoral Dissertation

Formação de professores no contexto das propostas pedagógicas de Rudolf Steiner (pedagogia Waldorf), Maria Montessori e da experiência da Escola da Ponte [Teacher training in the context of the pedagogical proposals of Rudolf Steiner (Waldorf pedagogy), Maria Montessori and the experience of Escola da Ponte]

Available from: Universidade Estadual Paulista "Júlio de Mesquita Filho" - Institutional Repository

Americas, Brazil, Latin America and the Caribbean, Montessori method of education - Teacher training, Montessori schools, South America, Teacher training, Waldorf method of education - Teacher training, Waldorf schools

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Abstract/Notes: O objetivo desta pesquisa foi investigar como ocorre o processo de formação de professores para atuar no contexto das propostas pedagógicas Waldorf, Montessori e experiência da Escola da Ponte, com enfoque em cursos de formação para cada uma destas propostas. Os dados foram coletados através da participação da pesquisadora como aluna de cursos de formação para cada uma das propostas, ocorridos nos períodos de 2009 a 2013, trabalho de campo em escolas que adotam as propostas referidas, conversas com professores, sete entrevistas e um questionário, com professores e/ou formadores que atuam ou atuaram nestas propostas. Os dados foram registrados em notas de campo expandidas e as entrevistas foram gravadas em áudio e transcritas. O material foi interpretado e discutido de forma qualitativa, segundo um caráter etnográfico interpretativo. Todo esse processo foi apresentado através de narrativas que revelaram a experiência vivida pela pesquisadora tanto nos cursos de formação quanto nas escolas e, também, discussões que explicitaram como ocorre o processo de formação de professores para atuar nas três propostas, destacando como o ensino de Matemática foi abordado nestas formações. Foi realizada uma reflexão sobre os temas que emergiram. Na proposta Waldorf, destacamos os pressupostos teórico-filosófico-metodológicos que a embasam, o autoconhecimento (conhecimento de si mesmo), as artes e o professor de classe (professor generalista). No método de Maria Montessori salientamos os pressupostos teórico-filosófico-metodológicos que o embasam e sua consequente atualização, a importância da prática/estágio e o autoconhecimento. Na experiência da Escola da Ponte sobressaiu-se a formação centrada na escola (destaque para o círculo de estudos). A pesquisa contribui com discussões para a formação de professores que Ensinam Matemática, apontando, em especial, para a formação interior do professor através do conhecimento de si mesmo, vertente que é considerada nas propostas Waldorf e Montessori. [The aim of this research was to investigate how the process of teacher training occurs to act in the context of the Waldorf, Montessori and Escola da Ponte pedagogical proposals, focusing on training courses for each of these proposals. Data were collected through the participation of the researcher as a student of training courses for each of the proposals, which took place in the periods from 2009 to 2013, fieldwork in schools that adopt the aforementioned proposals, conversations with teachers, seven interviews and a questionnaire, with professors and/or trainers who work or have acted on these proposals. Data were recorded in expanded field notes and interviews were audio-recorded and transcribed. The material was interpreted and discussed qualitatively, according to an interpretive ethnographic character. This entire process was presented through narratives that revealed the experience lived by the researcher both in training courses and in schools, and also discussions that explained how the process of teacher training occurs to act in the three proposals, highlighting how the teaching of Mathematics was addressed in these trainings. A reflection was carried out on the themes that emerged. In the Waldorf proposal, we highlight the theoretical-philosophical-methodological assumptions that underlie it, self-knowledge (self-knowledge), the arts and the class teacher (generalist teacher). In Maria Montessori's method, we emphasize the theoretical-philosophical-methodological assumptions that underlie it and its consequent updating, the importance of practice/internship and self-knowledge. In the experience of Escola da Ponte, education centered on the school stood out (highlight for the study circle). The research contributes to discussions for the formation of teachers who Teach Mathematics, pointing, in particular, to the inner formation of the teacher through self-knowledge, an aspect that is considered in the Waldorf and Montessori proposals.]

Language: Portuguese

Published: São Paulo, Brazil, 2015

Article

Renilde Montessori, Karin Schneider-Henn, Uns drückt keine Schulbank: Montessori-Erziehung im Bild [review]

Publication: Montessori-Werkbrief (Montessori-Vereinigung e.V.), vol. 22, no. 2

Pages: 59-61

Book reviews, Renilde Montessori - Biographic sources

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Language: German

ISSN: 0722-2513

Book Section

La mujer como educadora de párvulos: La influencia de María Montessori en las Escuelas Municipales de Pamplona [Women as educators of young children: The influence of Maria Montessori in the Municipal Schools of Pamplona]

Book Title: Mujer y educación en España, 1868-1975

Pages: 467-473

Early childhood care and education, Early childhood education, Europe, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Southern Europe, Spain

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Language: Spanish

Published: Santiago de Compostela, Spain: Universidad de Santiago de Compostela, Departamento de Teoría e Historia de la Educación, 1990

ISBN: 84-404-7748-1 978-84-404-7748-4

Series: Coloquio de Historia de la Educación Universidad de Santiago , VI

Book

Frebel i Montessori [Froebel and Montessori]

Eastern Europe, Europe, Friedrich Fröbel - Biographic sources, Friedrich Fröbel - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Russia, Ukraine

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Abstract/Notes: Reportedly includes a section about Montessori education.

Language: Russian

Published: Kiev, Ukraine: [s.n.], 1915

Article

Dr. Maria Montessori and the Child

Publication: NAMTA Journal, vol. 19, no. 2

Pages: 45-58

Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Mario M. Montessori - Writings, Montessori method of education, Spirituality

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Abstract/Notes: Discusses Maria Montessori's approach to educating and caring for young children, focusing on her early experiences with poor tenement children in 1907 and the development of the Montessori Method of exploratory, child-centered learning. Argues that children do not have an inner spiritual hunger but are themselves the essence of spirituality, needing only a wholesome atmosphere to thrive.

Language: English

ISSN: 1522-9734

Book

Maria Montessori: Une vie au service de l'enfant

Maria Montessori - Biographic sources

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Abstract/Notes: Maria Montessori (1870-1952), une des premières femmes médecins d'Italie, est internationalement célèbre pour sa pédagogie et les écoles qui portent son nom. Sa vie au parcours atypique, presque romanesque, est aussi très intéressante. Cette biographie en révèle de nombreux aspects, permettant, au-delà d'une image d'Épinal, de découvrir la « vraie Maria », proche, humaine, durant tout son cheminement : son féminisme, sa modernité, ses multiples voyages, le lien indéfectible avec son fils Mario, ses succès, ses échecs, ses convictions, sans éluder ses tâtonnements. Avec ce fil d'Ariane qui sous-tend toute son oeuvre : l'éducation à la paix et à la liberté.Martine Gilsoul explore ici toutes les facettes de l'itinéraire et de la riche personnalité de Maria Montessori, entièrement dévouée à la cause des enfants et dont la pensée originale, révolutionnaire et pertinente, reste plus que jamais d'actualité.Voir la présentation : https://youtu.be/644Q7_GUhfwMartine Gilsoul est éducatrice Montessori pour les 0-3 et les 3-6 ans. Ancienne directrice de crèche Montessori à Rome, italophone, elle a eu accès, dans le texte, à des documents historiques originaux, à diverses archives et aux lettres que la pédagogue a adressées à sa famille et à ses amis.Avec la collaboration de Charlotte Poussin, éducatrice Montessori AMI, ancienne directrice d'école, traductrice de plusieurs livres de Maria Montessori et auteur d'ouvrages de référence sur Montessori, membre du conseil d'administration de l'Association Montessori de France, affiliée à l'AMI.

Language: French

Published: Paris, France: Desclée de Brouwer, 2020

ISBN: 978-2-220-09725-1

Book Section

Maria Montessori und die Psychoanalyse [Maria Montessori and psychoanalysis]

Book Title: Kinder Sind Anders: Maria Montessoris Bild Vom Kinde Auf Dem Prüfstand [Children Are Different: Maria Montessori's Picture of the Child on the Test Bench]

Pages: 103-127

Maria Montessori - Philosophy, Montessori method of education, Psychoanalysis

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Language: German

Published: Würzburg, Germany: Ergon, 1996

ISBN: 3-928034-90-1

Article

Hélène Lubienska de Lenval (1895-1972): Montessori et l’audace de l’intuition [Hélène Lubienska de Lenval (1895-1972): Montessori and the audacity of intuition]

Available from: Università di Macerata

Publication: History of Education and Children's Literature (HECL), vol. 7, no. 2

Pages: 221-240

Europe, France, Hélène Lubienska de Lenval - Biographic sources, Montessori method of education, Religious education, Western Europe

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Abstract/Notes: The article focuses on the first part of the atypical path of Helene Lubienska de Lenval (1895-1972), an educationalist without formal qualifications: from her early collaboration and breake with Maria Montessori, to a personal interpretation and integration of the Montessori method, which she would later pass on to thousands of French teachers through her many different contributions. The A. goes beyond the apparent simplicity of Lubienska’s practice by analyzing the wealth of her contributions – which were inspired, among other things, by the Christian liturgy. The article explores the reasons for the lack of recognition during her life, despite her dense and diversified literary output and her novel pedagogical approach.

Language: French

ISSN: 1971-1093, 1971-1131

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