Language: English

ISSN: 1522-9734

Abstract/Notes: Suggests a Montessori elementary level physical education program that provides outlets combining physical and mental energies as well as moral and social awareness. Includes daily scheduling that avoids disruption of work cycle with different daily activities. Suggests the arrangement of key lessons, a healthy attitude toward competition, practical hints for implementing the program within a prepared environment, and ways to modify games for participation within a multi-age group. (Author/KB)

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Language: English

Language: English

Language: English

ISSN: 1522-9734

Language: English

Published: Oxford, England: Clio, 1995

Series: The Clio Montessori series

Abstract/Notes: This chapter provides an overview of Montessori Elementary education including descriptions of the didactic materials designed to support learning in Math, Language, and Cultural Subjects. In addition, the organization of the classroom, the role of the teacher, and the way pupils approach their school day in multi-age communities honor students’ choices, curiosity and desire to find out why things happen. The chapter also introduces Maria Montessori’s concept of cosmic education which is based on the importance she placed on allowing the child’s imagination to travel through time and space.

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

Published: Bethlehem, Pennsylvania: Martindale Center for the Study of Private Enterprise, 2003

Series: Perspectives on Business and Economics , 21

Abstract/Notes: Maria Montessori's child-centered teaching method came to the United States in 1913 and became linked with an approach to progressive education and child rearing which many Americans considered permissive. During the post-World War II years, advocates of Montessori's method combined this permissive mode with elements of an authoritarian mode to produce an authoritative approach to teaching young children. Following this approach, educators at the Princeton Montessori School have developed and implemented a firm yet empathic teaching model for their classes. The social system which the teachers have developed in their classes respects children's intrinsic motivation in the form of a benign token economy, called a credit-debit system. In this system the rules of the classroom, and the rewards and sanctions attending the rules, are developed cooperatively between teacher and children. Teachers consider the small group as the basic unit of social organization for the presentation of lessons. Teachers present curricular subject areas in a sequence of steps which are numbered and which correspond to a set of materials preassembled by the teacher and directly accessible to the children. For each subject, students keep personal interactive journals which contain written and illustrated work for the whole year. Through these methods, teachers at the Princeton Montessori School demonstrate that they have understood the basic message of Montessori and imbedded that message in a culturally sensitive and appropriate form of schooling.

Language: English

Published: Princeton, New Jersey: Princeton Center for Teacher Education, 1992