Abstract/Notes: This chapter describes Maria Montessori’s expansion of her educational approach–initially created for young children–into adolescence. Montessori named her program for adolescents Erdkinder (children of the earth) because she believed that learning how to engage in work related to the functions of society, especially through agriculture, allowed for relevant social and economic experiences. Erdkinder programs are often farm school or similar settings which incorporate hands-on work that facilitates learning about resource allocation, scarcity, conflict, technology, and human impact on the world in context. In this way, history, geography, and hard sciences come to life. This chapter provides detailed profiles of three exemplary Erdkinder settings.

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

ISSN: 1354-1498

Language: English

ISSN: 0952-8652

Language: English

ISSN: 1071-6246

Abstract/Notes: Montessori Education is over a century old. Since its inception, Montessori schools have been opened worldwide. While most are pre-schools serving three- to six-year-old children, many people are not aware that Montessori spoke and wrote about middle level education before her death in 1952. Her concept for the Erdkinder, an intentionally designed learning environment for the adolescent ages 12 to 15, is described in this essay.

Language: English

ISSN: 2379-4690

Language: English

Published: New York: American Montessori Internationale of the United States (AMI/USA), 1997

Language: English

Published: Houston, Texas, 1987

Abstract/Notes: Maria Montessori a gyermek szabad tevékenységének tudományos megfigyeléséből kiindulva alkotta meg pedagógiai módszerét. Olyan modern pedagógiai világképet alakított ki, amely alapvető irányelveket fogalmaz meg a gyermek neveléséhez, oktatásához egészen a felnőtté válás idejéig. Ez a módszer minden nevelési-oktatási szinten alkalmazható. Eltérőek azonban a megvalósulásához szükséges feltételek. Ezért nem véletlen, hogy a világon meglehetősen kevés Montessori-középiskola található. Írásunk arról szól, miben más egy Montessori-középiskola, annak működéséhez milyen feltételek, tantervi, pedagógiai szervezési formák szükségesek. [Maria Montessori developed her pedagogical method based on the scientific observation of the child's free activity. She developed a modern pedagogical worldview that formulates basic guidelines for the upbringing and education of a child until he or she becomes an adult. This method can be applied at all levels of education. However, the conditions required for its implementation are different. It is no coincidence, therefore, that there are quite a few Montessori high schools in the world. Our article is about how a Montessori high school is different, what conditions, curriculum and pedagogical forms of organization are needed for its operation.]

Language: Hungarian

ISSN: 1215-1807, 1788-2400

Language: English

Abstract/Notes: Gerard Leonard and Kathleen Allen describe a variety of nature experiences as a part of the Montessori elementary tradition, beginning with a warning about the way contemporary life constrains children's experience of nature. Through a lyrical rendering of the nature-based expressions of children, Leonard and Allen look at a variety of approaches to nature study through the senses, the enrichment of gardening, daily journals of nature observations, poetry writing, bird watching, biographies of natural scientists, drawing, use of the microscope, and classification. Finally, they present a list of curriculum inclusions for the elementary, with concluding remarks summarizing the role and uniqueness of studying the "book of nature." [Reprinted from "The NAMTA Journal" 33,3 (2008, Summer): 81-97. This talk was presented at The Fourth Adolescent Colloquium, Chicago, IL, April 24-27, 2008.]

Language: English

ISSN: 1522-9734