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Article
La relation éducative dans la pédagogie Montessori: réflexion sur des invariants pouvant contribuer au bien-être de l'élève [The educational relationship in Montessori pedagogy: reflection on invariants that can contribute to the well-being of the student]
Available from: Open Edition Journals
Publication: Éducation et socialisation. Les Cahiers du CERFEE, no. 67
Date: 2023
Montessori method of education, Wellbeing
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Abstract/Notes: La pédagogie Montessori semble aujourd’hui bien installée dans le paysage des pédagogies alternatives. Ses particularités : un héritage de l’Éducation nouvelle, une rupture avec la forme scolaire, mais aussi, par l’intermédiaire d’un matériel médiateur, un changement dans relation éducative adultes / enfants. Comment la qualifier ? Quels sont ses spécificités, ses invariants ? Parce qu’elle repose sur des valeurs comme l’épanouissement de l’élève, le développement de ses capacités, de ses réussites ; mais aussi sur une posture de l’adulte-éducateur particulière, suffisamment en retrait pour ne pas gêner l’élève, tout en étant une ressource, une béquille, une source de motivation pour se mettre au travail, cette pédagogie pourrait, pour ces raisons, contribuer au bien-être de l’élève à l’école. Et s’il s’agissait d’une éthique éducative basée sur l’empathie ? C’est en mettant en perspective certains écrits de la pédagogue avec des exemples de situations de classe que nous proposons de réfléchir à cette question, en adoptant une posture de recherche qui mêle l’herméneutique textuelle et l’observation ethnographique. / The Montessori method seems to be well established in the landscape of alternative pedagogies today. Its particularities: a heritage of the Progressive Education, a rupture of the formal schooling, but also through the intermediary of a mediating material, a change in the educational relationship between adults and children. How can it be qualified? What are its specificities, its invariants? Because it is based on values related to the development of the student, to his capacities, to his successes; but also on a very particular role of the adult educator, sufficiently step back in order not to disturb the pupil, while being a resource, a crutch, a source of motivation to start working, this method seems, for these reasons, to contribute to the well-being of the student in school. Should it be an educational ethic based on empathy? It is by putting into perspective some writings of the pedagogue with examples of class situations that we propose to reflect on this question, by adopting a research posture that mixes textual hermeneutics and ethnographic observation.
Language: French
DOI: 10.4000/edso.22685
ISSN: 0992-3705
Article
Die Montessori-Bewegung in Rumänien [The Montessori Movement in Romania]
Publication: Montessori Today (London), vol. 1, no. 4
Date: Jul/Aug 1988
Pages: 22
Eastern Europe, Europe, Montessori method of education, Romania
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Language: German
ISSN: 0952-8652
Doctoral Dissertation
Das System nach Maria Montessori im Vergleich zur normalen Lern-und Förderungsschule [The Maria Montessori system in comparison to the normal learning and support school]
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Language: German
Published: Düsseldorf, Germany, 1965
Article
Montessori 101: Some Basic Information That Every Montessori Parent Should Know
Publication: Tomorrow's Child, vol. 8, no. 5
Date: 2000
Pages: 5–10, 12, 14–23
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Language: English
ISSN: 1071-6246
Article
Riflessioni sulle Pratiche Educative Osservate in un Nido del Centro Nascita Montessori [Reflecting on the Educational Practices led in a Nursery of the Centro Nascita Montessori]
Available from: Università di Bologna
Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 5, no. 1
Date: 2010
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Abstract/Notes: L’articolo presenta una ricerca basata sull’osservazione di un contesto educativo di ispirazione montessoriana. La ricerca intendeva mettere in luce gli atteggiamenti, le proposte e le strategie delle educatrici, e le risposte dei bambini a queste sollecitazioni. Il testo si articola in una introduzione metodologica che illustra il tipo di servizio educativo, la metodologia di osservazione adottata e la traccia che ha gui-dato le osservazioni; seguono alcune considerazioni sull’autonomia del bambino, l’attenzione al singolo bambino e la cura del bambino, emerse dalla analisi delle osservazioni; conclude l’articolo la trascrizione di una delle tre osservazioni condotte. [The paper presents an observational study carried on in an early educational context inspired to Montessori approach. It is aimed at illustrating the educators’ attitudes, behaviours, and educational strategies and the children’s reactions to them. First, the educational approach of the centre and the observational methodology are described. Then, a detailed analysis of the observations with regard to the educators’ support to child autonomy, attention to children’s requests and needs, and care behaviours is presented. Finally, the transcript of a whole observation is reported.]
Language: Italian
DOI: 10.6092/issn.1970-2221/1760
ISSN: 1970-2221
Article
Preschool Children's Development in Classic Montessori, Supplemented Montessori, and Conventional Programs
Available from: ScienceDirect
Publication: Journal of School Psychology, vol. 50, no. 3
Date: 2012
Pages: 379-401
Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: Research on the outcomes of Montessori education is scarce and results are inconsistent. One possible reason for the inconsistency is variations in Montessori implementation fidelity. To test whether outcomes vary according to implementation fidelity, we examined preschool children enrolled in high fidelity classic Montessori programs, lower fidelity Montessori programs that supplemented the program with conventional school activities, and, for comparison, conventional programs. Children were tested at the start and end of the school year on a range of social and academic skills. Although they performed no better in the fall, children in Classic Montessori programs, as compared with children in Supplemented Montessori and Conventional programs, showed significantly greater school-year gains on outcome measures of executive function, reading, math, vocabulary, and social problem-solving, suggesting that high fidelity Montessori implementation is associated with better outcomes than lower fidelity Montessori programs or conventional programs.
Language: English
DOI: 10.1016/j.jsp.2012.01.001
ISSN: 0022-4405
Article
Los Ejercicios Sensoriales en el Método Montessori [Sensory Exercises in the Montessori Method]
Available from: Biblioteca Digital Casa de la Cultura de Ecuador (CCE)
Publication: Revista Ecuatoriana de Educación, vol. 6, no. 23
Date: Sep/Oct 1952
Pages: 78-89
Americas, Ecuador, Latin America and the Caribbean, Montessori materials, Montessori method of education, Sensorial materials, South America
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Language: Spanish
Article
Barnträdgården och Montessori [Kindergarten and Montessori]
Publication: Barnträdgården [The Kindergarten], vol. 2, no. 1-2
Date: 1919
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Language: Swedish
Master's Thesis
2. sınıf matematik dersi geometrik cisimler ve uzamsal ilişkiler konusunda Montessori yaklaşımına dayalı öğretimin öğrencilerin tutum ve akademik başarılarına etkisi / The effect of the Montessori approach on geometric bodies and spatial relations in second grade mathematics lesson on students' attitudes on maths and academic achievement
Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)
Academic achievement, Asia, Elementary school students, Geometry, Mathematics - Academic achievement, Mathematics education, Middle East, Montessori method of education - Evaluation, Turkey, Western Asia
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Abstract/Notes: The purpose of this study was to examine the impact of teaching via Montessori approach, which is accepted among alternative education methods, on the academic achievement and math attitudes of students concerning the "Geometric Objects and Spatial Relationships" subject in 2nd grade math class. Experimental research method as used in the study is among quantitative research methods. The sample comprised an experimental group of 18 and a control group of 20 people who receive education in a public school in Kocaeli province Dilovası district during the 2019-2020 academic year. The "Traditional Education Method" was used for the control group students, while the "Montessori Education Method" was used for the experimental group students. The study focused on acquisitions discussed in applications performed via the Montessori method. Following the application process the study reapplied the assessment tools given to the students in the pretest. The math lesson achievement test and attitude test were used as data collection tools. The data acquired in both groups was compared and statistically analyzed. As a consequence the students in the classroom where the Montessori method was applied, had higher scores than the control group. Also girls maths attitude scores were found to be higher in experiment group. The dissertation study determined that the Montessori education method has a positive impact on both academic achievement and math attitude. Therefore, Montessori method and materials are implicated as an alternative and effective method for also primary schools and teachers should be couraged to use this method in their classrooms. Keywords: Montessori approach, math ability, math attitude. / Bu araştırmanın amacı, ilkokul 2. Sınıf matematik dersinde "Geometrik Cisimler ve Uzamsal İlişkiler" konusunda, alternatif eğitim yöntemlerinden biri olarak kabul edilen Montessori yaklaşımı ile öğretimin, öğrencilerin akademik başarılarına ve matematik dersine olan tutumlarına etkisini incelemektir. Çalışmada yöntem olarak nicel araştırma yöntemlerinden olan yarı deneysel araştırma yöntemi kullanılmıştır. Örneklem; 2019-2020 eğitim öğretim yılında, Kocaeli ili Dilovası ilçesinde bir devlet okulunda öğrenim görmekte olan 18 kişilik deney ve 20 kişilik kontrol grubundan oluşmaktadır. Kontrol grubundaki öğrencilerde "Programa Dayalı Eğitim Yöntemi" kullanılırken, deney grubundaki öğrencilerde "Montessori Eğitim Yöntemi" kullanılmıştır. Montessori yöntemiyle yapılan uygulamalarda ele alınan kazanımlara odaklanılmış ve uygulama sürecinin ardından öğrencilere öntestte verilen ölçme araçları tekrar uygulanmıştır. Veri toplama aracı olarak ise Matematik Dersi Başarı Testi ve Tutum Testi kullanılmıştır. Her iki grupta da elde edilen veriler karşılaştırılmış ve istatistiksel olarak analiz edilmiştir. Sonuçta Montessori yöntemiyle uygulama yapılan sınıftaki öğrencilerin puanlarının kontrol grubuna göre daha yüksek olduğu sonucuna ulaşılmıştır. Yapılan bu tez çalışması ile Montessori eğitim yönteminin, hem akademik başarıya hem de matematik dersine olan tutuma yönelik etkisinin olumlu yönde olduğu saptanmıştır. Bu bakımdan okullarda Montessori yaklaşımını benimsemiş sınıflar oluşturulmasının, öğretmenlerin ve okul idarecilerinin bu konuda bilgilendirilmesinin ve teşvik edilmesinin yarar sağlayacağı düşünülebilir. Anahtar Kelimeler: Montessori yaklaşımı, matematik yeteneği, matematik tutumu.
Language: Turkish
Published: Kocaeli, Turkey, 2021
Article
Schijnwerper op Montessori [Spotlight on Montessori]
Publication: Schoolkrant burgemeester de vlugtschool, vol. 4, no. 2
Date: 1959
Pages: 1-3
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Language: Dutch