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Ms. Montessori and Her New Teaching Method
Publication: Chinese Education Review, vol. 1
Archival Material Or Collection
Maria Montessori: Montessori Method teaching tools, circa 1920-1950
Available from: UMass Boston
Abstract/Notes: This collection consists of wooden boxes, shapes, sticks, and metal rings used by teachers following the Montessori Method. Some of the items were described by a member of UMass Boston's Education Department for a Healey Library exhibit in 1989. The collection also includes: Maria Montessori, The Montessori Method (New York: Schocken Books, 1964; and a 1980's Nienhuis Montessori USA catalog of teaching tools
Archive: University of Massachusetts, Boston (Boston, Massachusetts)
Evaluative Study: The Effectiveness of Montessori Method
Available from: Universitas Pakuan
Publication: Journal of Humanities and Social Studies (JHSS), vol. 7, no. 2
Abstract/Notes: Evaluative Study: The Effectiveness of Montesorsi [sic] Method / This study reports a qualitative study using descriptive analytics method that finding out the effectiveness of Montessori Method for young learners. Montessori Method is a method that rarely used in Indonesia and there are only some of the schools that apply this method. Teachers who decide to work in the Montessori school basis should be ready with the challenges that might be appear when teaching children to learn using a specific method. The subjects of this research are Cita Harmoni Montessori Teacher. The data were collected through interview, observation and documentation. The study showed that teacher face several challenges when teaching using Montessori Method. Some children still unfamiliar with the Montessori Materials, got some difficulties in understanding abstract concepts even though they have used Montessori materials, children who are solitaire and is difficult to blend in group, some teachers who are not fully understand in working with Montessori Materials and the lack of maximum use of the Montessori apparatus in learning are the challenges that found in this study. In conclusion, teaching using a Montessori Method will be effective to be applied when the materials are involved and mastered. Additionally, it will be the challenge of Montessori teachers in the future.
ISSN: 2598-120X, 2598-117X
A utilização do Método Montessori como ferramenta para contribuição do desenvolvimento socioemocional na primeira infância / The use of the Montessori Method as a tool to contribute to early childhood socio-emotional development
Available from: European Publications
Publication: Cuadernos de Educación y Desarrollo, vol. 15, no. 9
Abstract/Notes: When intrapersonal conflicts are observed in the resolution of everyday setbacks in most children who are experiencing early childhood (2 to 6 (two to six years)), there was a need to elaborate this research in order to find ways that can contribute to the processes of building socio-emotional knowledge. Therefore, we want to analyze whether and how the Montessori Method can contribute to this development of the subject when it needs to resolve conflicts. In view of this, the application of the Montessori method may be a methodology capable of helping to alleviate, or even to resolve, the problem. This method seeks to make children more independent as to the mastery of their emotional and social stability. The general objective of this article is to analyze the contribution of the Montessori Method to the independence of children, in the area of their socio-emotional aspects. The specific objectives are: to clarify what intrapersonal conflicts are and to exemplify situations; to understand the Montessori Method when it comes to autonomy and independence in childhood and to ratify the contribution of the method to socio-emotional development. The sequence of discussion sessions of the article deals with subjects that can clarify the aforementioned objectives, which are called: Intra-personal conflicts and example of situations; Montessori method - autonomy and independence of children and contribution of the Montessori method to socioemotional development in early childhood. The methodology used for this research is qualitative and bibliographic, since concepts and reflections that already exist on the theme will be analyzed. The expectation of the authors is that adults who read this article can promote actions and behaviors that contribute to the independence and autonomy of children, mainly in relation to the domain of emotional stability, so that children learn to deal with their intrapersonal conflicts in a natural, reflective, calm and direct way; demonstrating the possible contribution of the method in the maturation of this domain. / Ao serem observados conflitos intrapessoais na resolução de contratempos cotidianos em grande parte das crianças que estão vivenciando a primeira infância (2 a 6 (dois a seis anos)), houve a necessidade de elaborar esta pesquisa a fim de encontrar maneiras que possam contribuir para os processos de construção de conhecimentos socioemocionais. Portanto deseja-se analisar se, e como, o Método Montessori pode contribuir para este desenvolvimento do sujeito quando este necessita resolver conflitos. Em vista disso, a aplicação do Método Montessori pode ser uma metodologia capaz de contribuir para amenizar, ou até mesmo, para uma possível resolução da problemática. Este método procura tornar as crianças mais independentes quanto ao domínio de suas estabilidades emocionais e sociais. O objetivo geral deste artigo consiste em analisar a contribuição do Método Montessori para a independência das crianças, quanto ao domínio dos seus aspectos socioemocionais. Quanto aos objetivos específicos destaca-se: esclarecer o que são os conflitos intrapessoais e exemplificar situações; compreender o Método Montessori quando se trata de autonomia e independência na infância e ratificar a contribuição do método para o desenvolvimento socioemocional. A sequência de sessões de discussão do artigo trata de assuntos que possam esclarecer os objetivos supracitados, os quais são denominados: Conflitos intrapessoais e exemplo de situações; Método Montessori – autonomia e independência infantil e contribuição do Método Montessori para o desenvolvimento socioemocional na primeira infância. A metodologia utilizada para esta pesquisa é qualitativa e bibliográfica, pois serão analisados conceitos e reflexões que já existem a respeito do tema. A expectativa das autoras é que os adultos que lerem este artigo possam promover ações e condutas que contribuam para a independência e autonomia das crianças, principalmente, com relação ao domínio da estabilidade emocional, para que as crianças aprendam a lidar com seus conflitos intrapessoais de maneira natural, reflexiva, calma e direta; demonstrando a possível contribuição do método na maturação deste domínio.
Montessori Method of Education in Terms of Philosophical Anthropology
Available from: ERIC
Publication: International Journal of Progressive Education, vol. 18, no. 2
Abstract/Notes: Since its existence, the subject of man has been difficult and painful to understand. Philosophical anthropology comes to the fore as the field that deals with the essence and function of man to make sense of him. Philosophical anthropology tries to evaluate man from his birth to death. By doing so, philosophical anthropology draws on various philosophers. The process of understanding man, which started with Kant, is shaped by names such as Scheler, Cassirer, Mengüsoglu, and Hartmann. In philosophical anthropology, besides these names, Maria Montessori, who assessed man as a child, is also significant. She contributed to philosophical anthropology by actualizing theoretical structures with the Montessori method of education, which is based on the understanding of a child who stands on his/her own feet and which presents a new perspective on the man. This study is considered important in terms of grounding the aforementioned contribution and guiding future studies on the subject.
Analysis Of The Montessori Method In Beginning Reading Skills Of Indonesian Subjects In Of Students Sd Negeri 1 Jatiwaringin
Available from: Universitas Pendidikan Indonesia
Publication: International Conference on Elementary Education, vol. 5, no. 1
Abstract/Notes: The Montessori method is a method in the realm of child development education and is formulated based on Montessori theory. This method emphasizes the activities that are raised by the child by emphasizing the process of adapting the child's learning environment according to the stage of development. Mastery of reading skills in schools is one of the language competencies that must be taught. This study aims to describe how the Montessori method improves beginning reading skills in SD Negeri 1 Jatiwaringin students. This research method uses descriptive qualitative with data collection techniques in the form of oral, written test results, interviews and direct observation. The Montessori method seeks to help students develop cognitive, psychomotor, and affective abilities in students, by enabling children to learn according to their level of development.
ISSN: 2808-8263, 2829-0976
Teaching Young Learners (6-7 Years) Grammar Using Montessori Method
Available from: Innovative Academic Journals
Publication: Web of Synergy: International Interdisciplinary Research Journal, vol. 2, no. 7
Abstract/Notes: This exploratory action research article overviews the implementation of using the Montessori method in teaching young learners experienced by the 15 students of the 39th school in Namangan region and its conclusions.
Dr. Montessoris eigenes Handbuch: Grundsätze und Anwendung der Montessori-Methode zum Selbstlernen der Kinder
Abstract/Notes: Dies ist ein Leitfaden für die Verwendung der Montessori-Materialien im Klassenzimmer. Es zeigt, wie man ein "Kinderhaus" einrichtet - eine Lernumgebung, in der die Kinder ihre eigenen Meister sein können und frei sind, in ihrem eigenen Tempo zu lernen. Die Materialien sind von Natur aus logisch und ästhetisch ansprechend und wurden entwickelt, um die visuellen, auditiven und taktilen Wahrnehmungen des Kindes zu schärfen. Die Rolle des Erwachsenen ist es, das Kind experimentieren zu lassen, seine eigenen Fehler wahrzunehmen und seine eigenen Risiken beim Lernen einzugehen.
Published: Norderstedt, Germany: Books on Demand, 2023
ISBN: 978-3-7347-1239-5 3-7347-1239-4
Kondō makoto no 'kosodate no maki” ni miru Montessori − Method no hōga / 近藤真琴の 「子育の 巻』にみ るMontessori −Method の 萌芽 [The sprout of Montessori-Method in Makoto Kondo's "Children's Volume"]
Available from: National Diet Library (Japan)
Publication: Nihon hoiku gakkai taikai kenkyū ronbun-shū / 日本保育学会大会研究論文集 [Proceedings of the Annual Meeting of the Japan Society of Childcare], no. 52
Acceptability and Knowledge of Montessori Method of Education Among Early Years’ Practitioners in Lagos State.
Available from: University of Lagos Library (Nigeria)
Publication: UNILAG Journal of Curriculum and Instruction, vol. 1, no. 1
Date: Sep 2019
Abstract/Notes: This study investigated the acceptability and knowledge of the Montessori Method of education among early years' practitioners in Lagos State. Four research questions and one hypothesis were raised for the study. A descriptive survey research design was adopted for the study. The population for the study consisted of all early years' practitioners in Lagos State while the sample comprised 126 early years practitioners which were stratified as 102 early years' practitioners (teachers) and 24 school operators (school heads/owners). In the first stage, proportionate sampling technique was used in selecting four Nursery schools from each of the six educational districts of Lagos State out of which two were Montessori Schools and the other two were non-Montessori schools. The total number of Nursery schools used for the study were twenty-four; whyile a random sampling technique was used in selecting four teachers from each Montessori school and five teachers from non-Montessori schools. Forty-eight Montessori teachers and fifty-four non-Montessori teachers were used for the study. The two researcher's designed instruments that were used to gather data for the study were Early Years' Practitioners Knowledge of Montessori Method (EYPKOMM) and School Operators Perception of Montessori Method (SOPOMM). EYPKOMM measured teachers' knowledge about the Montessori Method and it consisted of 20 close-ended items while SOPOMM consisted of 25 items on 4 point Likert scale. The study revealed that the majority of the teachers had average qualifications to work in early years' classrooms and that their knowledge of the Montessori Method is a little above average. It it also revealed school operators were enthusiastic and preferred the Montessori Method to conventional method but noted that the method is expensive to implement and too rigid to be adopted in conventional schools. It is therefore recommended that: (i) teachers seeking employment in a Montessori school should have professional training and experience; (ii) more awareness programme should be organized for early years' practitioners; (iii) The Montessori method should be adapted so that all stakeholders of education can benefit from it.