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Master's Thesis
Práticas com inspiração em Maria Montessori no jardim de infância: um estudo de caso [Practices inspired by Maria Montessori in kindergarten: a case study]
Available from: Escola Superior de Educação de Paula Frassinetti
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Abstract/Notes: O presente relatório foi desenvolvido no âmbito da Prática de Ensino Supervisionada em Educação Pré-Escolar, integrada no Mestrado em Educação Pré- Escolar e Ensino do 1.º Ciclo do Ensino Básico. Este estudo realizou-se com um grupo de vinte e quatro crianças com 4 anos de idade e a respetiva educadora, de um jardim-de-infância do distrito do Porto. Enquadrouse numa abordagem qualitativa, através de um estudo de caso, sendo a questão de partida orientadora da investigação: De que forma o método de Maria Montessori está presente na organização do ambiente educativo, ao nível do espaço e dos materiais no jardim de infância? Decorrente desta pergunta foram definidos objetivos e mobilizadas técnicas e instrumentos de recolha de dados: a observação participante, a análise documental, as notas de campo, o portefólio reflexivo e a entrevista à educadora cooperante. Assim sendo, foi possível concluir, que na instituição onde decorreu a pesquisa, a educadora cooperante sustentava algumas das suas intervenções educativas em princípios de Maria Montessori, ainda que de forma não consciente. Recorria, designadamente, a materiais e imagens, as mais reais possíveis e utilizava alguns materiais com inspiração no método Montessori na organização do ambiente educativo. Promovia atividades para trabalhar a educação do silêncio, a educação sensorial e a autonomia das crianças. Estas intervenções valorizavam a participação da criança e atribuíam-lhe centralidade no processo de ensino aprendizagem. Na linha da investigação-ação a estagiária teve uma intervenção junto do grupo de crianças sustentada em princípios do método de Montessori que passaram pela organização do ambiente educativo, utilização de materiais diversificados Montessorianos, nas atividades e situações pedagógicas que desenvolveu. Essa ação promoveu o desenvolvimento de várias áreas e domínios de desenvolvimento da criança, nomeadamente: a educação dos sentidos; a coordenação óculo-manual; a motricidade fina e grossa; a aquisição de habilidades para a vida diária; o desenvolvimento de competências de matemática e de linguagem oral e abordagem à escrita. [This report was developed within the scope of the Practice of Supervised Teaching in Pre-School Education, integrated in the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. This study was carried out with a group of twenty-four 4-year-old children and their teacher, from a kindergarten in the district of Porto. It was framed in a qualitative approach, through a case study, with the starting question guiding the investigation: How is Maria Montessori's method present in the organization of the educational environment, in terms of space and materials in kindergarten? As a result of this question, objectives were defined and techniques and instruments for data collection were mobilized: participant observation, document analysis, field notes, the reflective portfolio and the interview with the cooperating educator. Therefore, it was possible to conclude that in the institution where the research took place, the cooperating educator supported some of her educational interventions in Maria Montessori principles, even if not consciously. She resorted, namely, to materials and images, as real as possible and used some materials inspired by the Montessori method in the organization of the educational environment. She promoted activities to work on the education of silence, sensory education and children's autonomy. These interventions valued the child's participation and attributed centrality to the teaching-learning process. In the line of action-research, the intern had an intervention with the group of children based on the principles of the Montessori method, which went through the organization of the educational environment, use of diverse Montessori materials, in the activities and pedagogical situations that she developed. This action promoted the development of several areas and domains of child development, namely: education of the senses; eye-hand coordination; fine and gross motor skills; the acquisition of skills for daily life; the development of math and oral language skills and approach to writing. Keywords: Method of Maria Montessori; Montessori educational environment; Child conception; Kindergarten in the activities and pedagogical situations he developed. This action promoted the development of several areas and domains of child development, namely: education of the senses; eye-hand coordination; fine and gross motor skills; the acquisition of skills for daily life; the development of mathematics and oral language skills and approach to writing. Keywords: Method of Maria Montessori; Montessori educational environment; Child conception; Kindergarten in the activities and pedagogical situations he developed. This action promoted the development of several areas and domains of child development, namely: education of the senses; eye-hand coordination; fine and gross motor skills; the acquisition of skills for daily life; the development of math and oral language skills and approach to writing.]
Language: Portuguese
Published: Porto, Portugal, 2021
Article
Defining Best Practices: A Goal for 21st Century Montessori Education
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 4
Date: Fall 2004
Pages: 28-29
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Language: English
ISSN: 1054-0040
Book Section
Experiential Learning Pedagogies and Practices
Available from: Springer Link
Book Title: Learning to Live Together Harmoniously: Spiritual Perspectives from Indian Classrooms
Pages: 129-153
Asia, Classroom environments, Comparative education, India, South Asia, Spirituality, Teachers
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Abstract/Notes: This chapter explores classroom practices for education for harmony. It emphasises the role of pedagogy (how to teach) over curricula (what to teach). It explores a range of pedagogical practices, including dialogic teaching, peer- and project-based learning, meditation, reflection, and social action. Thereafter, the chapter highlights the importance of a lived experience-based pedagogy as a means of bringing about an intrinsic form of education for harmony. Such pedagogy relies on embodied education, recognition that everything and everyone is a potential educator, as well as awareness that education is a continuous process that extends beyond textbooks, curricula, and schools’ four walls.
Language: English
Published: Cham, Switzerland: Springer International Publishing, 2023
Edition: 1st ed.
ISBN: 978-3-031-23538-2 978-3-031-23539-9
Series: Spirituality, Religion, and Education , 6
Book Section
Montessori Language Practices Meet the Needs of All Learners: The Montessori Early Childhood Inclusive Classroom: Creating a Cherished Experience
Available from: Rowman and Littlefield
Book Title: The Inclusive Classroom: Creating a Cherished Experience through Montessori
Pages: 83-102
Children with disabilities, Classroom environments, Inclusive education, Language acquisition, Montessori method of education, Montessori schools, Prepared environment, Special education
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Language: English
Published: Lanham, Maryland: Rowman and Littlefield Publishers, 2021
ISBN: 978-1-4758-5635-4
Document
Concepts and Practices in Montessori Teaching for Early Childhood Children / แนวคิดและแนวทางปฏิบัติในการสอนแบบมอนเตสซอรี่สําหรับเด็กปฐมวัย
Available from: Pacific Early Childhood Education Research Association (PECERA) Thailand
Asia, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Teachers, Southeast Asia, Teachers, Thailand
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Language: Thai
Published: Jan 2014
Book Section
Montessori's Writings Versus Montessori Practices
Available from: Books to Borrow @ Internet Archive
Book Title: Montessori in Contemporary American Culture
Pages: 17-47
Maria Montessori - Philosophy, Montessori method of education
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Language: English
Published: Portsmouth, New Hampshire: Heinemann, 1992
ISBN: 0-435-08709-6 978-0-435-08709-8
Master's Thesis (Action Research Report)
The Effects of Mindfulness Practices and Activities on Student Attention and Work Engagement in a Multi-age 4th to 6th grade Montessori Classroom
Available from: St. Catherine University
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Abstract/Notes: The purpose of this research was to test whether the implementation of mindfulness exercises would increase focus and work engagement of students. This study incorporated breathing and visualization exercises three times a week. The 5-week study involved 44 children between the ages of 9 and 12 years in a private Montessori school in Northern Michigan. Data collection included daily tallies of on and off task behavior, daily observations of work engagement, pre and post questionnaires about mindfulness completed by each child, and oneon- one discussions with each participant. Results showed an increase in the number of students on task and more students engaged in work over time. The pre and post questionnaire showed an increase in the number of students who liked mindfulness exercises and thought they were helpful, but expressed mixed opinions related to statements regarding focus and distraction. Eighty-two percent of students responded that they found mindfulness exercises helpful. Thirtysix percent mentioned the words “focus” or “concentrate” in their descriptions of how the mindfulness exercises were helpful. Eighty percent responded that they would use the mindfulness techniques independently. The data showed a positive correlation between the implementation of mindfulness exercises and focus in children ages 9 to 12. Suggestions for further research include increasing conversations about ways students can practice mindfulness exercises independently and an extended research period.
Language: English
Published: St. Paul, Minnesota, 2016
Article
Identifying Best Practices: What You See Is What You Get
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 4
Date: Fall 2004
Pages: 20-22
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Abstract/Notes: NAEYC standards and Montessori
Language: English
ISSN: 1054-0040
Article
Sharing Our Best Practices
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 4
Date: Fall 2004
Pages: 19
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Language: English
ISSN: 1054-0040
Master's Thesis
Differentiation of instructional and curricular practices for gifted students in Montessori classrooms
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The major purpose of this study was to determine if and how Montessori classrooms differentiate instructional and curricular practices for gifted and talented students. The Classroom Practices Record (Westberg, Dobyns, Archambault, 1990) was used to determine the degree of differentiation. Observations were made of gifted and average children in four private elementary AMS affiliated Montessori classrooms in Indiana. The collected data were analyzed descriptively. The results indicate that little differentiation occurred in verbal or curricular practices for gifted and talented students within the observed classrooms.
Language: English
Published: Waco, Texas, 2000