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Article

Reflections on the Internationality of Montessori Education

Available from: ProQuest

Publication: Montessori Life, vol. 20, no. 3

Pages: 40-44

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Abstract/Notes: One of the major components of Dr. Montessori's plan for peace education is a curriculum that de-emphasizes nationalism. The "big picture" of the cultural curriculum encourages the perspective that people are citizens of Earth first, and only secondarily American, Japanese, Polish, or other nationalities. Through the fundamental needs material, children learn that all people on all continents throughout history had and have the same basic needs. In preindustrial times, geographic context, together with local natural resources, determined how different groups of people met their needs. And because this is still true, the Montessori geography curriculum is not limited to land and water forms and political borders, but necessarily extends to the people who inhabit other places. It teaches that other people are much like everyone else in terms of basic needs, but that they may meet those needs in very different ways; and children learn to respect those differences. Such a perspective is developed in Montessori settings even where little ethnic, religious, or social diversity exists, as long as a quality program is in place. Additionally, planetwide problems that Montessori may not have specifically anticipated, such as global warming, necessitate new attitudes and curricula that form and emphasize an "ecopsychological" awareness. This article examines the relevance of Montessori education to international schools: When properly integrated, Montessori complements and enhances many aspects of an international school, but when misapplied or partially applied, the obstacles that result can be quite difficult to overcome.

Language: English

ISSN: 1054-0040

Article

NCME Receives American Council on Education Recommendations for Training

Publication: The National Montessori Reporter, vol. 24, no. 2

Pages: 18-19

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Language: English

ISSN: 0740-3720

Article

Facilitating Parent Education

Publication: Montessori Life, vol. 8, no. 4

Pages: 28–30

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Language: English

ISSN: 1054-0040

Article

✓ Peer Reviewed

A Formação Inicial do Pedagogo e o Pibid: Experiências Formativas com o Método Montessori na Educação Infantil e com Alfabetização nos Anos Iniciais do Ensino Fundamental [The Initial Education of the Pedagogue and the Pibid: Formative Experiences with the Montessori Method in Early Childhood Education and with Literacy in the Early Years of Elementary School]

Available from: Universidade Estadual do Oeste do Paraná

Publication: Temas & Matizes, vol. 15, no. 26

Pages: 320-339

Early childhood care and education, Early childhood education, Elementary schools, Literacy, Montessori method of education - Criticism, interpretation, etc., Montessori schools

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Abstract/Notes: A partir de uma experiência com o Programa Institucional de Bolsas de Iniciação à Docência (PIBID) no desenvolvimento de um dos subprojetos do curso de Pedagogia, da Universidade Estadual do Oeste do Paraná, campus de Francisco Beltrão, que tem atuado junto a este programa há seis anos, o objetivo deste artigo é analisar e discutir as contribuições do referido programa à formação inicial do pedagogo. Para isso, tomamos como referência o processo formativo de um grupo de acadêmicos que acompanhou e participou de atividades pedagógicas em um Centro Municipal de Educação Infantil (CMEI), onde tiveram contato com o método Montessori, e em duas escolas públicas em turmas de alfabetização nos anos iniciais do Ensino Fundamental. Para as análises e reflexões deste trabalho, temos como base nosso olhar de observadoras e coordenadoras do subprojeto que no decorrer do desenvolvimento de atividades semanais com o grupo nos permitiu acompanhar todo o processo formativo dos acadêmicos e ouvir seus relatos sobre suas vivências no programa, além, dos momentos de reflexões sobre a prática de ensino que aconteciam. Algumas constatações sinalizam para o quanto é significativa a inserção dos acadêmicos nas instituições de ensino desde os primeiros anos de sua graduação, consolidando uma relação mais efetiva entre teoria e prática e potencializando experiências formativas mais amplas, ao mesmo tempo que constituindo a identidade de sua atuação profissional com a docência. [Based on an experience with the Institutional Scholarship Program for Teaching Initiation (PIBID) in the development of one of the subprojects of the Pedagogy course, at the State University of Western Paraná, Francisco Beltrão campus, which has been working with this program for six years, the objective of this article is to analyze and discuss the contributions of the referred program to the initial formation of the pedagogue. For this, we take as reference the training process of a group of academics who accompanied and participated in pedagogical activities at a Municipal Center for Early Childhood Education (CMEI), where they had contact with the Montessori method, and at two public schools in literacy classes in the early years of elementary school. For the analyzes and reflections of this work, we are based on our view as observers and coordinators of the subproject that, during the development of weekly activities with the group, allowed us to follow the entire training process of the academics and hear their reports about their experiences in the program, in addition to , of the moments of reflection on the teaching practice that took place. Some findings indicate how significant the insertion of academics in educational institutions is from the first years of their graduation, consolidating a more effective relationship between theory and practice and enhancing broader training experiences, while constituting the identity of their performance professional with teaching.]

Language: Portuguese

DOI: 10.48075/rtm.v15i26.26169

ISSN: 1981-4682

Book

Montessori for the Disadvantaged: An Application of Montessori Educational Principles to the War on Poverty

African American community, African Americans, Americas, Montessori method of education, Montessori schools, North America, United States of America

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Language: English

Published: New York, New York: Putnam's sons, 1967

Article

Montessori Education and Empirical Research: Lecture Given at the Congress of the German Society for Educational Science (DGfE) in Dresden on 18th March 2008

Publication: MoRE Montessori Research Europe newsletter, no. 2

Pages: 11-19

Europe, Germany, Harald Ludwig - Writings, Western Europe

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Language: English

ISSN: 2281-8375

Article

Les idées de la Doctoresse Montessori sur l'enseignement secondaire: conditions de mise en oeuvre [The ideas of Doctor Montessori on secondary education: conditions of implementation]

Available from: Université Caen Normandie

Publication: Pour l'ère nouvelle: revue internationale d'èducation nouvelle, vol. 14, no. 112

Pages: 267-269

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Language: French

Book

Montessori Education, Questions and Answers

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Language: English

Published: New York, New York: American Montessori Society, n.d.

Article

✓ Peer Reviewed

The Confirmation of Montessori Postulates in Contemporary Educational Neuroscience / Potvrde postulata Montessori pedagogije u suvremenoj obrazovnoj neuroznanosti

Available from: University of Zagreb

Publication: Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, vol. 22, no. 4

Croatia, Europe, Neuroscience, Southern Europe

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Abstract/Notes: This paper lends insight into the fundamental postulates of Montessori pedagogyand definitions of contemporary educational neuroscience, focusing on the needsand solutions of contemporary didactic approaches. By presenting the results ofcontemporary researches, the paper connects the achievements of Montessoripedagogic methods and strategies with the scientific indicators of educationalneuroscience about the manners of positive impact on the development of anindividual. The results of the educational neuroscience research will corroborate thepostulates of Montessori pedagogy that state that understanding the developmentalstages of upbringing, individual competences, and specificities of each child areimportant for upbringing. Specific cases will be used to emphasize that, apartfrom the cognitive competence, it is essential to develop psychomotor and affectivecompetences, meaning that the development of these personality spheres isconnected and interdependent. By providing the pedagogic perspective, the paperpoints to the need for further deliberation on how to shape an optimal curriculum.The paper suggests that various social and technological changes are reasons toconsider pedagogic methods, strategies, and approaches of Montessori, which is alsosupported and substantiated by contemporary educational neuroscience.Key words: didactics; Montessori pedagogy; neurodidactics; neuroscience. - U ovom radu daje se uvid u osnovne postulate Montessori pedagogije i definicijesuvremene obrazovne neuroznanosti, orijentirajući se prema potrebama i rješenjimaza suvremene didaktičke pristupe. Prikazom rezultata suvremenih istraživanja radpovezuje dostignuća Montessori pedagoških metoda i strategija sa znanstvenimpokazateljima obrazovne neuroznanosti o načinima pozitivnoga utjecaja na razvojpojedinca. Rezultati istraživanja obrazovne neuroznanosti potkrijepit će postulateMontessori pedagogije da je za odgojni pristup važno razumijevanje razvojnih fazaodrastanja, individualnosti kompetencija i specifičnosti odgajanika. Specifičnimprimjerima naglasit će se da je uz kognitivne, bitno razvijati psihomotorne iafektivne kompetencije, odnosno da je razvoj ovih sfera ličnosti povezan imeđuovisan. Ponuđenom pedagoškom perspektivom rad ukazuje na potrebudaljnjega razmatranja kako pristupiti oblikovanju optimalnih kurikula. U radu sesugerira da je upravo zbog različitih društvenih i tehnoloških promjena potrebnorazmišljati o pedagoškim metodama, strategijama i pristupima Montessoripedagogije, što podržava i potkrepljuje suvremena obrazovna neuroznanost.Ključne riječi: didaktika; Montessori pedagogija; neurodidaktika; neuroznanost.

Language: English

DOI: 10.15516/cje.v22i4.3751

ISSN: 1848-5189, 1848-5197

Article

Montessori 자유에 기초한 교육원리와 방법적 적용 [Application of Educational Principles and Methods Based on Montessori Freedom]

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 5

Pages: 107-149

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Language: Korean

ISSN: 1226-9417

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