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616 results

Article

The Form Education Must Take to Be Able to Assist in the Critical Times of the World To-Day

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1963, no. 1/2

Pages: 2–6

Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings

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Abstract/Notes: From an unidentified lecture.

Language: English

ISSN: 0519-0959

Article

Paying Attention to Attention: Brain Development and the Critical Period of Focused Attention and Concentration

Publication: Infants and Toddlers, vol. 12, no. 3

Pages: 5–10, 17–20

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Language: English

Article

Unconscious to Conscious: A Critical Transition for Toddlers

Publication: Infants and Toddlers, vol. 7, no. 3

Pages: 6–11, 15–21

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Language: English

Doctoral Dissertation

A Critical Analysis of William Heard Kilpatrick's 'The Montessori System Examined'

Available from: ProQuest - Dissertations and Theses

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Language: English

Published: Urbana-Champaign, Illinois, 1970

Article

Critical Influences in the Origins of Competence

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 3, no. 1

Pages: 57-80

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Language: English

ISSN: 0010-700X

Article

O Systému Montessoriové: Kriticky Náčrt [about the Montessori System: A Critical Sketch]

Publication: Pedagogické Rozhledy [pedagogical Perspectives], vol. 34

Pages: 393-404

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Language: Czech

Article

Interview: Matt Olson: Psychology Professor and Author Takes a Critical Look at Popular Theories of Learning Styles, Personality Styles and Multiple Intelligences

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 9, no. 3

Pages: 20-21

Public Montessori

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

A Critical Social Psychological Contribution to (Global) Citizenship Education: Seeing Oneself Through the Eyes of the 'Other'

Available from: Discourse Unit

Publication: Annual Review of Critical Psychology, vol. 16

Pages: 1330-1358

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Abstract/Notes: Taylor (2004) argues that the Western moral order is characterised by three key forms — the market economy, public sphere, and self-governance. These forms entail contradictory tendencies for the concept of selfhood and our relations with each other. We do endorse an autonomous and free self, who should pursue her goals, but is also expected to act ethically towards others through mutuality, equality, and collectivity. However, we are concerned with being authentic, i.e. being true to ‘ourselves’, as well as with recognising the needs and differences of the ‘other’. This moral order is based on notions of political equality, democracy, freedom, human rights, and privatised economic prosperity. Moving ‘with Holzkamp beyond Holzkamp’ (Teo, 2016), in this paper, we present a method to foster the skill to step out from one’s moral matrix, the invisible normalised moral order, and view oneself through the eyes of the ‘other’. Focusing on food practices, we developed a method for social self-clarification (Holzkamp, 1995). The skill to see oneself through the eyes of the ‘other’ is necessary in realising one’s entanglement in a global institutional order that foreseeably and avoidably produces severe inequalities.

Language: English

ISSN: 1464-0538, 1746-739X

Article

✓ Peer Reviewed

A Critical Enquiry into the Implementation of the Montessori Teaching Method as a First Step Towards Inclusive Practice in Early Childhood Settings Specifically in Developing Countries

Available from: SAGE Journals

Publication: Contemporary Issues in Early Childhood, vol. 9, no. 2

Pages: 178-181

Asia, Australasia, Comparative education, Southeast Asia, Southeast Asia

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Abstract/Notes: The analysis was carried out as part of a master's thesis and it aimed to analyse the extent to which the Montessori educational philosophy and teaching method incorporated inclusive educational qualities. The Montessori Method was first developed for children who were disadvantaged and considered 'idiots', in the slums of Italy's San Lorenzo. With the usage of her didactic materials, Maria Montessori proved that the children in question were indeed educable given the correct type of instruction. The focus of this article is on the inclusive qualities embedded within the Montessori philosophy and teaching method, which can be reason enough for it to be adopted by developing countries that have limited budgets/funding for the purpose of special education. This method could prove to be an easy alternative for the immediate implementation of early childhood inclusive education for countries such as Malaysia which do not yet possess specific legislation governing special education.

Language: English

DOI: 10.2304/ciec.2008.9.2.178

ISSN: 1463-9491

Article

✓ Peer Reviewed

Individual Development Plans From a Critical Didactic Perspective: Focusing on Montessori- and Reggio Emilia-Profiled Preschools in Sweden

Available from: SAGE Journals

Publication: Journal of Early Childhood Research, vol. 9, no. 3

Pages: 247-261

Comparative education, Europe, Northern Europe, Scandinavia, Sweden

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Abstract/Notes: Individual development plans, which are sometimes designed as ‘agreements — contracts’, can be considered the most rigid type of regulation on the individual level in the history of preschool in Sweden. Today we speak about a deregulated school. This regulation seems to have changed its character, gradually drifting from school regulation to individual and self-regulation. The study aims to map and discuss the variation of content and positions for children in the documentation from all preschools in a municipality in the south of Sweden. Documentation and individual development plans (IDP) are studied from preschools with different pedagogical profiles. Materials from Montessori- and Reggio Emilia-inspired preschools are focused on. A critical didactic perspective refers to a discussion and critical scrutiny of the structure of contents, assessment and position of children in different types of documentation. The perspective leads to questions such as: how is content constructed, and what governs the choice of content in IDPs and documentation at the institutional and individual levels? How is content related to pedagogical profile? What identities and positions are formulated for children in relation to various contents and profiles? The empirical data in the study were gathered in 2008 and comprises text in the form of governing documents on different levels: as municipal guidelines, profile descriptions on the municipality’s websites and IDP forms. Tentative results show a variation with both similar and diverse constructions of contents and positions related to pedagogical profiles.

Language: English

DOI: 10.1177/1476718X10389148

ISSN: 1476-718X

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