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Book Section

Lecture IV - World Unity Through the Child [The San Remo Lectures, August, 1949]

Book Title: Citizen of the World: Key Montessori Readings

Pages: 103-110

Conferences, Europe, International Montessori Congress (8th, San Remo, Italy, 22-29 August 1949), Italy, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Peace, Peace education, Southern Europe, Trainings

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Abstract/Notes: The 8th International Montessori Congress took place in San Remo, from 22-29 August, 1949. The title of the Congress was 'La formazione dell’uomo nella ricostruzione mondiale.'

Language: English

Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2019

ISBN: 978-90-79506-44-6

Series: The Montessori Series , 14

Book Section

Lecture III - The Absorbent Mind [The San Remo Lectures, August, 1949]

Book Title: Citizen of the World: Key Montessori Readings

Pages: 91-101

Child development, Conferences, Europe, International Montessori Congress (8th, San Remo, Italy, 22-29 August 1949), Italy, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Southern Europe, Trainings

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Abstract/Notes: The 8th International Montessori Congress took place in San Remo, from 22-29 August, 1949. The title of the Congress was 'La formazione dell’uomo nella ricostruzione mondiale.'

Language: English

Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2019

ISBN: 978-90-79506-44-6

Series: The Montessori Series , 14

Book Section

Lecture II - Human Solidarity in Time and Space [The San Remo Lectures, August, 1949]

Book Title: Citizen of the World: Key Montessori Readings

Pages: 83-90

Conferences, Europe, International Montessori Congress (8th, San Remo, Italy, 22-29 August 1949), Italy, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Southern Europe, Trainings

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Abstract/Notes: The 8th International Montessori Congress took place in San Remo, from 22-29 August, 1949. The title of the Congress was 'La formazione dell’uomo nella ricostruzione mondiale.'

Language: English

Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2019

ISBN: 978-90-79506-44-6

Series: The Montessori Series , 14

Article

Alternativni pedagoski koncepti i obrazovna politika u Crnoj Gori

Available from: Hrčak - Portal of Croatian scientific and professional journals

Publication: Acta Ladertina, vol. 14, no. 1

Pages: 27-40

⛔ No DOI found

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Abstract/Notes: Prije Prvog svjetskog rata u Crnoj Gori je bila dominantna Herbartova paradigma pedagogije. Medutim, tamosnje prosvjetne vlasti su bile u odredenoj mjeri tolerantne prema nastavnicima koji se toga u praksi nisu u potpunosti pridrzavali. Do njih su u to doba poceli dopirati raznovrsni novi pedagoski koncepti iz Europe i sire, sto je jos vise dobilo na intenzitetu ulaskom Crne Gore u sustav Kraljevine Jugoslavije. Ipak, ideje reformskih pedagoskih pokreta u Crnoj Gori izmedu Dva svjetska rata nisu nasle svoju primjenu, iako su stjecale sve vecu afirmaciju u strucnoj javnosti. Tadasnja pedagoska znanstvena misao bila je nedovoljno razvijena, a obrazovna politika se nije razvijala samostalno i neovisno od ostatka zajednicke drzave, kao i kasnije u vrijeme SFR Jugoslavije i dominantne socijalisticke pedagogije. Raspadom zajednicke drzave pojavio se brisani prostor koji je u Crnoj Gori omogucio obnavljanje i osvijestio potrebu za preispitivanje i otvorenost za dotada drugacije pedagoske koncepte, nove i stare nedovoljno istrazene. Poslednjih par desetljeca postoje pokusaji provedbe odredenih ideja i koncepata iz okvira reformske pedagogije, kao sto su najcesce ideje Marie Montessori u predskolskim ustanovama. Prakticno se najcesce reafirmacija pojedinih ideja reformske pedagogije predstavlja kao alternativa prethodnim paradigmama obrazovanja. Skoro da nema privatnih inicijativa i skola koje bi imale obiljezja altenativnog pedagoskog koncepta. Ipak, kao alternativa staroj skoli realiziraju se brojni projekti, odnosno programi strucnog usavrsavanja nastavnika i druge aktivnosti koje imaju za cilj unaprjedivanje nastave i ucenja u skolama, kao sto su Aktivno ucenje primjena metoda aktivne nastave/ucenja, Korak po korak, Citanje i pisanje za kriticko misljenje, itd. Navedene aktivnosti i pojedine ideje reformske pedagogije su sve vise prisutne i u sluzbenim dokumentima strategije obrazovne politike Crne Gore. Medutim, u tim dokumentima moguce je pronaci i ne razumijevanja. [Before the World War I the educational system in Montenegro was officially dominated by Herbart’s paradigm of pedagogy. However, the educational authorities tolerated, to a certain extent, the practice of those teachers who did not apply it in strict terms. Namely, at that time, new and various pedagogical concepts created in Europe began to reach the Montenegrin teachers as well, which was intensified when Montenegro became part of the Kingdom of Yugoslavia. Still, the ideas of the reform pedagogical movements in Montenegro between the two world wars were not applied despite their increasing popularity in the professional circles. The pedagogical expertise of that period was not advanced enough, and the educational policies were not developed independently from the rest of the state, as subsequently when Montenegro become member of the SFR of Yugoslavia and dominant socialist pedagogy. After the dissolution of the state, a clear new space for revisions and a re-start was created, raising the consciousness about the necessity of opening towards different pedagogical concepts, new but also the old ones that had not been sufficiently explored. In the last couple of decades, there have been certain attempts to implement some of the ideas and concepts of the reform pedagogy, such as those by Maria Montessori that have been used in the preschool institutions. Reaffirmation of some ideas of reform pedagogy is often presented as an alternative to the previous educational paradigms. Private initiatives and schools oriented towards alternative pedagogical concepts hardly exist. Also, as an alternative to the “old school“, numerous new projects have been carried out, as well as programmes of the vocational training of teachers and other activities aiming at improvement of teaching and learning process, such as Active learning – applying of active teaching/learning method, Step by Step, Reading and writing for critical thinking, etc. All these activities and some of the ideas of reform pedagogy are increasingly more present in the official documents for education strategies in Montenegro. In those documents and strategies, however, there can be found miscomprehensions and problematic interpretations, which is potentialy reflected on the programs for implementation of the reform pedagogy and contemporary alternative pedagogical concepts.]

Language: Croatian

ISSN: 1845-3392, 1849-1243

Article

Honoring Montessori's Work with Children with Special Needs

Available from: ProQuest

Publication: Montessori Life, vol. 28, no. 3

Pages: 9

Children with disabilities, Inclusive education, People with disabilities, Special education, ⛔ No DOI found

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Abstract/Notes: In the report summarizing the results, Jackie Cossentino, MLC member, indicated that the area of professional development most requested by teachers is working with children with learning differences, including children on the autism spectrum.(Other areas of professional development Montessori teachers expressed a need for were reading and writing, observation, math, science, parent/community engagement, nature/ environment, peace education, social studies, Grace and Courtesy, Practical Life, Sensorial, art, gifted students, English-language learners, serving lowincome students, and state standards.) The Special Education Endorsement Task Force is preparing a survey, expanding upon the MLC survey, that we hope will provide more information regarding perceptions among our AMS community of 14,000 members about working with students with special needs in our Montessori classrooms as well as professional-development needs related to special education.The area of professional development most requested by Montessori teachers is working with children with learning differences, including children on the autism spectrum.

Language: English

ISSN: 1054-0040

Book Section

Schlüsselqualifikationen und ihre Grundlagen nach Montessori früh fördern: Erstlesen und -schreiben

Book Title: Montessori-Pädagogik und frühe Kindheit: eine Revolution in der Erziehung?

Pages: 106-111

Child development, Conference proceedings, Conferences, Europe, Germany, Maria Montessori - Philosophy, Montessori method of education, Reading, Western Europe, Writing

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Language: German

Published: Münster, Germany: Lit, 2004

ISBN: 3-8258-7890-2 978-3-8258-7890-0

Series: Impulse der Reformpädagogik , 9

Article

Supporting the Dyslexic Child in the Montessori Environment

Available from: Montessori Center Minnesota website

Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2012, no. 1-2

Pages: 54-75

Children with disabilities, Dyslexic children, Inclusive education

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Abstract/Notes: Awes, AMI trainer at the elementary level, carefully explains how children inherit the potential for language and how its acquisition is virtually guaranteed. All typical children, regardless of culture, will at a given moment come to speak their native language. Montessori found that the absorbent mind, sensitive periods, and human tendencies assist in this acquisition. In contrast, written language does not come naturally to human beings. Children will not develop writing and reading without some degree of direct experience, preparation, and instruction—and this is where obstacles experienced may manifest themselves as dyslexia.

Language: English

ISSN: 1877-539X

Article

The Historical Genesis of the Parts of Speech

Publication: NAMTA Journal, vol. 26, no. 2

Pages: 121-129

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Abstract/Notes: This essay explores the history of the parts of speech and how individual acquisition of grammar may recapitulate history's discovery of the parts of speech and their related patterns. This history of grammar has been incorporated into a program called "Keepers of Alexandria" that is used with at-risk 4th-6th graders to improve reading, writing, and thinking skills. (TJQ)

Language: English

ISSN: 1522-9734

Article

Literary Approaches for the Child Under Six

Publication: NAMTA Journal, vol. 26, no. 2

Pages: 61-72

Child development, Early childhood education, Ginni Sackett - Writings, Language acquisition, Montessori method of education, Prepared environment, Reading, Writing

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Abstract/Notes: Discusses the first plane of development in the context of language work of the age 3-6 classroom. Examines the connections between spoken and written language and explains how literary images reflected in prose and poetry all contribute to a child's development as a reader and a writer. (TJQ)

Language: English

ISSN: 1522-9734

Article

Geometry and Erdkinder

Publication: NAMTA Journal, vol. 26, no. 3

Pages: 469-504

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Abstract/Notes: Chronicles a teacher's first year teaching geometry at the Hershey Montessori Farm School in Huntsburg, Ohio. Instructional methods relied on Euclid primary readings and combined pure abstract logic with practical applications of geometry on the land. The course included geometry background imparted by Montessori elementary materials as well as technical names found in current textbooks and college entrance examinations. (Author/KB)

Language: English

ISSN: 1522-9734

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