Abstract/Notes: Maria Montessori è una delle pedagogiste italiane più conosciute e celebrate in tutto il mondo. Come è noto, il suo pensiero ha avuto una diffusione che per rapidità e ampiezza geografica si può senza dubbio definire straordinaria. Fu Il Metodo della Pedagogia Scientifica applicato all’educazione infantile nelle Case dei Bambini, pubblicato in Italia nel 1909, a portare la Montessori alla ribalta della scena mondiale. Dal 1912, le traduzioni si moltiplicarono, fino a coprire, prima della fine della prima Guerra mondiale, il panorama europeo e americano. Inoltre, i corsi internazionali per la formazione d’insegnanti stranieri (il primo fu organizzato in Italia nel 1913), permisero la diffusione del metodo anche in India, in Sud America, in Australia e in Asia. La mia ricerca si concentra sull’analisi comparata delle prime traduzioni del Metodo, in particolare l’edizione americana (1912), l’edizione inglese (1912), l’edizione svizzera (1912) e l’edizione francese (1916), calate nel contesto storico, sociale, cultura e pedagogico di riferimento. Per meglio comprendere le modalità di diffusione dell’opera, ho scelto di dare ampio spazio anche alle figure che hanno circondato Maria Montessori e si sono operate per diffondere e promuovere tanto l’opera quanto la filosofia della pedagogista nelle realtà elencate. Il progetto ha voluto mettere a fuoco il processo di costruzione di un lavoro scientifico e culturale costantemente influenzato da una pluralità di culture, tradizioni, lingue e voci differenti, nonché il faticoso impegno dell’autrice di difendere il proprio pensiero da qualsiasi intromissione esterna volta a snaturarlo. [Maria Montessori is one of the most famous and celebrated Italian pedagogists in the world. Due to its speed and geographical extent, the spread of her scientific pedagogy can surely be described as extraordinary, even more since we talk about a woman’s work in the beginning of the twentieth century. It was Il Metodo della Pedagogia Scientifica applicato all’educazione infantile nelle Case dei Bambini, published in Italy in 1909, that brought Montessori to the forefront of the world scene, allowing her to be acclaimed internationally as one of history’s great pioneering educators. Since 1912, the number of translations multiplied, to the point of covering, before the end of the First World War, the European and American scene. In addition, international courses for the training of teachers (the first was organized in Italy in 1913), allowed the spread of the method in India, South America, Austrialia and Asia. My research focuses on the comparative analysis of the Metodo’s first translations, in particular the American edition (1912), the English edition (1912), the Swiss edition (1912) and the French edition (1916), placed in the historical, social, cultural and pedagogical context of reference. Furthermore, great part of the research is dedicated to the many figures who surrounded Maria Montessori and worked as hard as she did to help in the spreading of both her thought and book internationally. Indeed, editors, translators, journalists and intellectuals, as well as politicians and ambassadors played an essential role in her successful career. The project aimed to focus on Montessori’s process of building a scientific and cultural work constantly influenced by a plurality of different cultures, traditions, languages and voices, as well as on the hard work of the author to defend her philosophy from any external interference aimed at distorting it.]

Language: Italian

Published: Bologna, Italy, 2020

Abstract/Notes: There are currently Montessori schools in 33 African countries, primarily in early childhood education. This brief overview examines the diversity of Montessori practice throughout the African sub-continent, from the 1920s to today including private, philanthropic and government-funded efforts, as a racist, colonial project as well as part of efforts to decolonize education, to make it culturally responsive and empower communities, particularly in African rural areas. There are elite, private Montessori schools around Africa and Montessori practitioners have also developed innovative, affordable models for expanding Montessori, including sponsoring training and creating materials locally. In addition, they have demonstrated how key Montessori components can be aligned with aspects of African culture, including respecting the child, building independence, and cultivating peace, community, and a connection with nature. The chapter concludes with brief case studies of contemporary Montessori practice in South Africa, Nigeria, Egypt and Morocco.

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

Language: English

Abstract/Notes: Presents tips that seasoned teachers in Great Britain found most useful as newly qualified teachers. Gap between theory and practice of teaching; Montessori theory; Teaching music; Importance of tight preparation.

Language: English

ISSN: 0040-7887

Abstract/Notes: This document was created through The Montessori Public Policy Initiative (MPPI), a collaborative effort between the American Montessori Society and the Association Montessori International/USA to provide a coordinated voice and engage in advocacy on policy issues affecting the future of Montessori schools in America.

Language: English

Published: 2018

Abstract/Notes: Rationale for summer study offering.

Language: English

Language: English

ISSN: 1071-6246

Abstract/Notes: The purpose of the inquiry was to understand how children in primary grades (i.e., preschool, kindergarten, and second grade) engaged with affordances and constraints of features in a Base-10 Blocks virtual manipulative mathematics app designed to promote learning opportunities. Researchers conducted one-to-one interviews with 100 primary grade children as they interacted with the Montessori Number Base-10 Blocks iPad app. The video data were qualitatively analyzed using open descriptive, thematic, and structured coding. Results show that children’s actions when interacting with app features can affect their engagement with designed mathematics constraints and affordances. Results also identified three emergent themes around children’s engagement with the app’s simultaneous linking features: verification, self-correction, and making connections. Findings suggest the importance of helping children identify and reflect on affordances within virtual manipulative mathematics apps. These findings also indicate that as designers, educators and researchers design or select virtual manipulative mathematics apps for classroom use; they should to consider children’s prior achievement as well as in-app perceptions and engagement with design features in the apps.

Language: English

DOI: 10.1007/s13394-019-00257-2

ISSN: 2211-050X

Language: English