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Book Section
Written Language: The Old Methods of Teaching Reading and Writing; My First Experiments with Defective Children; First Experiments with Normal Children
Book Title: The Discovery of the Child
Pages: 199-216
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Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.
Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017
ISBN: 978-90-79506-38-5
Series: The Montessori Series , 2
Article
Aktion Sonnenschein–Integrated Education of Healthy Children and Children with Multiple and Variable Disorders
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1981, no. 1/2
Date: 1981
Pages: 29
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Language: English
ISSN: 0519-0959
Book
The Advanced Montessori Method: Scientific Pedagogy as Applied to the Education of Children: Spontaneous Activity in Children
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Abstract/Notes: First published in Italian in 1915, the English translation, titled The Advanced Montessori Method, vol. 1: Spontaneous Activity in Education, was first published in 1917.
Language: English
Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2018
ISBN: 978-90-79506-27-9
Series: The Montessori Series , 9
Volume: 1 of 2
Article
Flotsam and Jetsam; Amsterdam - Children at Montessori Primary Schools Perform Better than Other Children in Traditional Schools
Available from: Digital Library of the Caribbean
Publication: Bonaire Reporter (Bonaire, Caribbean Netherlands)
Date: Sep 30, 2013
Pages: 3
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Language: English
Article
Introverted Children, Extroverted Children
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 3, no. 4
Date: Summer 1991
Pages: 4
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Language: English
ISSN: 1071-6246
Article
Education? No, It's Politics, Power and Control
Publication: Public School Montessorian, vol. 16, no. 1
Date: Fall 2003
Pages: 8
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Language: English
ISSN: 1071-6246
Article
Moment of Peril: Fight for Control [question]
Publication: Montessori Observer, vol. 19, no. 4
Date: Nov 1998
Pages: 3
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Language: English
ISSN: 0889-5643
Article
Look to Associations for Quality Control
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 5, no. 2
Date: Winter 1993
Pages: 14
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Language: English
ISSN: 1071-6246
Doctoral Dissertation (Ph.D.)
The Nature of Teacher Control and Children's Freedom in a Child-Centered Classroom
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This dissertation explores the meanings of child-centeredness in early childhood education (ECE), by examining the interrelationship of theory and praxis. This study included theories which underpin the concept of child-centeredness for current ECE teachers, including Piaget's and Vygotsky's child development theories and Dewey's and Montessori's educational philosophies. While these theories all advocate the importance of children's individual interests and needs in education, they diverge somewhat in their perspectives about the teacher's role in education. From these theoretical divergences arises a central question about the idea of child-centeredness: what is the nuanced relationship between teacher control and children's freedom? This study was conducted in a public kindergarten and based on interviews designed to elicit information concerning a teacher's pedagogical philosophy, and on observation of her classroom over a period of three months. The results of this study showed high teacher control and high children's freedom in a holistic teaching process. Teacher control and children's freedom were not exclusive of one another: children's freedom was defined in an active way, as freedom to participate, rather than in a passive way, as freedom from any constraints. Findings may offer some insights helpful to those who have struggled with the tension between teacher control and children's freedom in the context of critical and progressive pedagogy. Adopting multiple theories and reflecting upon or adapting them in order to meet individual children's needs embodies Dewey's advocacy of the intellectual responsibilities of teaching, which value “interaction” and “continuity” in the teaching process.
Language: English
Published: Bloomington, Indiana, 2004
Article
Community over Control
Available from: ProQuest
Publication: Montessori Life, vol. 36, no. 1
Date: Spring 2024
Pages: 24
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Abstract/Notes: [...]Montessori prescribed it. A prepared adult allows children to practice essential executive functions and self-regulation skills like working memory, mental flexibility, and self-control. According to the Harvard University Center on the Developing Child, opportunities to develop these skills have lifelong benefits to the child. According to a study in the Journal cf Child and Family Studies (2012), factors like income and parent education levels did not have a significant impact on children's self-regulation skills.
Language: English
ISSN: 1054-0040