Thematische Bibliographien / Pedagogy of Montessori

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Auswahl der wissenschaftlichen Literatur zum Thema „Pedagogy of Montessori“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 5. Februar 2022

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Zeitschriftenartikel zum Thema "Pedagogy of Montessori"

Hryhorieva, Natalia. „M. MONTESSORI’S IDEAS ABOUT THE ROLE AND FUNCTIONS OF THE TEACHER OF PRESCHOOL EDUCATION INSTITUTION AND THEIR USE IN THE CONDITIONS OF REFORMING THE DOMESTIC PRESCHOOL EDUCATION“. Psychological and Pedagogical Problems of Modern School, Nr. 1(5) (27.05.2021): 79–85. http://dx.doi.org/10.31499/2706-6258.1(5).2021.235188.

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Today, the unconditional value and uniqueness of Montessori’s ideas is recognized. Preschool teachers are recommended to build the educational process focusing on humanistic philosophy and pedagogy. That is why it becomes important to study and comprehend the potential of pedagogical systems and methods of personality-oriented nature, which have taken leading positions in the world educational space and proved their importance and effectiveness. One of the brightest representatives of humanistic pedagogy is the Italian pedagogue, psychologist, author of the pedagogical system that bears her name ‒ M. Montessori. The article mentions the names of teachers who studied the pedagogical heritage of the Italian teacher. The article considers the requirements of personal and professional nature to the modern educator in the context of reforming preschool education in Ukraine. On the basis of the theoretical analysis the basic pedagogical ideas of the outstanding Italian pedagogue-humanist M. Montessori concerning the role and functions of the teacher in educational process are revealed. The relevance of their application to the professional development of a teacher in a traditional preschool institution is substantiated. The author noticed the main functions of the Montessori teacher,which were first specified by M. Sorokova in the textbook for students “M. Montessori system: theory and practice”. It is determined that further research is needed to create a structured program of professional and personal self-development of the teacher, which will help to adapt freely to non-standard situations of life in general and professional activity in particular. Keywords: child, M. Montessori pedagogical system, Montessori teacher, personality-oriented concept, humanism, preschool age, preschool education, functions of the teacher.

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Sumnitel'nyy, K. „Is the Child Free in M. Montessori's Class?“ Profession-Oriented School 8, Nr. 3 (31.07.2020): 42–48. http://dx.doi.org/10.12737/1998-0744-2020-42-48.

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The article is devoted to the views of M. Montessori on the freedom of the child. It is already well known that she believed that freedom is not permissiveness. But how this principle is implemented and why in its system there is no conflict between freedom and discipline, which also distinguishes children in Montessori classes. What the ideas look like laying in Montessori's pedagogy in the context of modern psychology, which recognized that freedom is not an unambiguous and unquestioned value, and adaptation can be of a different nature and have different consequences.

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Holmes, Catherine Claire. „Introduction of Montessori Education to a remote Indigenous Early Childhood program: A study of the ways in which Aboriginal students respond“. Journal of Montessori Research 4, Nr. 2 (13.11.2018): 33–60. http://dx.doi.org/10.17161/jomr.v4i2.6715.

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This article explores the ways Ngaanyatjarra students in Australia respond to Montessori pedagogy in a remote Aboriginal early childhood context. The article initially presents key literature pertaining to early childhood education, Aboriginal education, and Montessori education in Australia. The qualitative methodology underpinning the research is subsequently outlined. The approach emphasized in this research is that of interpretivism. The data analysis process highlighted three headings: concentration and engagement, student autonomy, and student independence. The findings of this research indicate the potential for Montessori pedagogy as a viable alternative practice of education for remote Aboriginal early childhood contexts, as Montessori pedagogy may align more harmoniously with the cultural dispositions of Ngaanyatjarra students. Finally, recommendations are presented in light of the research.

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Sosnowska, Joanna. „The Reception of Maria Montessori’s Pedagogical Theory in Pre-School Education in Interwar Poland“. Nauki o Wychowaniu. Studia Interdyscyplinarne 11, Nr. 2 (06.11.2020): 106–24. http://dx.doi.org/10.18778/2450-4491.11.09.

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The innovative tendency in pedagogy, called “new education”, which appeared in many European countries in the first half of the 20th century, aimed at reviving schooling, the conditions of education, and the process of learning; it also set a new role for the teacher and emphasized a new approach to the child. Maria Montessori (1870–1952), an Italian physician and educationalist, was one of the representatives of “new education”. Knowledge of the pedagogical theory developed by Montessori was spread in Poland through her books and the pedagogical-psychological literature of Polish educationalists, which referred to the Montessori educational concept. The purpose of this work is to present the reception of Montessori’s pedagogical theory in pre-school education in 1918–1939.

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Stasiewicz, Katarzyna Anna. „THE MONTESSORI METHOD AND ITS CONTEMPORARY CONTEXTS“. Polish Studies of Kyiv, Nr. 35 (2019): 436–43. http://dx.doi.org/10.17721/psk.2019.35.436-443.

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The article is an attempt to sistetically present Maria Montessori’s activities and scientific achievements through the prism of her biography and to indicate the reception of the Montessori Methods in Poland. The first part indicates the key aspects of life that influence the worldview and research interests, such as the position of director at Casa de Bambini or the likely affiliation to the Theosophical Society. In particular emphasizes theme of migration, resulting on the one hand from geopolitical reasons, and on the other hand from the idea of disseminating its concept of education. It shows the emigration aspect – departure from Italy to Barcelona, associated with the then forming fascist movement, and then, to the Netherlands, determined by the anti-republican coup of General Francisco Franko. The text deals with issues related to the scientific and didactic activity of M. Montessori, including numerous foreign trips, including to the United States and India to popularize the method. It also indicates the main research inspirations influencing changes in education proposed by the researcher, i.e. the Montessori Method – influences of researchers: anthropologist Giuseppe Sergi, psychiatrist Andrea Verga, neuropsychiatrist and pedagogue Jean Marc Gaspard Itard and Édouard Séguin. It characterizes particular stages of the concept, from moral upbringing, through the system of freedom, to the concept of cosmic upbringing. The second part of the article concerns the reception of the Montessori Method in Poland, starting from the pre-war period to modern times. It presents two currents – direct reception and attempts to synthesize freblizism and montessorian- ism in order to create a new, national upbringing system and indicates possible reasons for the rebirth of the idea after 1989, were related to the evolution of the educational ideal in Poland. It presents selected studies on the topic and points to the current activities of institutions and organizations that popularize the idea of Montessori. It presents manifestations of the contemporary, unflagging addressing with the figure of M. Montessori and her concept. The above considerations have been set in the context of today’s Polish pedagogy, determined largely by concepts that contest the current school system, largely congenial with the conservative educational ideology.

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Sumnitel'nyy, K., und T. Palkina. „Formation of Emotional Intelligence in Children of Nido and Toddler Classes“. Profession-Oriented School 9, Nr. 2 (17.05.2021): 48–52. http://dx.doi.org/10.12737/1998-0744-2021-9-2-48-52.

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The article suggests paying attention to the possibilities of teachers to help a child in the formation of emotional intelligence. In particular, the prerequisites for this, which exist in Montessori pedagogy, are considered. It is argued that this pedagogy allows the development of emotional intelligence in children from very infancy. The authors provide proofs of this thesis, relying on the theory and modern practice of ‘Toddler’ Montessori classes.

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Dobrowolska, Ewa, Iwona Błaszczak, Agnieszka Mielnik und Ewa Lisiecka. „A systemic model of furniture meant for stimulating development of a child based on educational aids from M. Montessori“. Annals of WULS, Forestry and Wood Technology 113 (31.03.2021): 13–19. http://dx.doi.org/10.5604/01.3001.0015.2327.

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In furniture design, understood as a kind of evolutionary process, there is room for designer’s creativity, but not in the sense traditionally accepted in the psychology of creation. The creativity of the designer shapes the products of the evolutionary algorithm but does not replace them. This can be illustrated by the genesis of any design, such as furniture that stimulates the development of the child. The Montessori pedagogy leaves a lot of room for new designs of Montessorian teaching aids. The Montessori didactic material forms a logically structured whole. It enables the child to move out of experience and sensual cognition; it serves not only the development of the intellect but also the education of the whole personality. The Montessorian materials take into account the child’s stage of development, corresponding to a given sensitive phase and the very logic of things, so that the child, while learning, can embrace larger cognitive sequences, arouse a sense of aesthetics, motivation, curiosity and interest, thus triggering various forms of activity.

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Topić, Kristina, und Iva Čolak. „Psychology within Montessori pedagogy – theory and practice“. Pedagogika 27, Nr. 2 (2018): 143–55. http://dx.doi.org/10.16926/p.2018.27.45.

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Tomele, Gundega. „Prerequisites for Written Language Acquisition and It’s Disorders Correction in Montessori Pedagogy“. SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (30.05.2015): 222. http://dx.doi.org/10.17770/sie2013vol2.571.

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The successful acquisition of written language is an important precondition for schoolchildren academic achievement. Written language disorders are usually diagnosed during primary school, although the etiology of them is largely associated to children oral and written language development in the pre-school years. This article presents the need of primary prevention of written language disorders at the preschool level and its realization with a help of Montessori pedagogy. There is summarized theoretical knowledge in the context of language acquisition and reflected Montessori pedagogy prerequisites for the successful written language acquisition and correction of early signs of disorders in the pre-school years.

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Сумнительный, К., und K. Sumnitel'nyy. „What Does M. Montessori Offer for Modern Education?“ Profession-Oriented School 7, Nr. 4 (24.09.2019): 44–50. http://dx.doi.org/10.12737/article_5d678bd7d21021.78152978.

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The article discusses the features of the pedagogical system of M. Montessori. The importance of its system for the development of modern education is revealed. Attention is paid to the bias of the concept of M. Montessori that has developed in Russian pedagogy and the risks of its development within the framework of the national pedagogical and sociocultural context. The main problems associated with the use of the Montessori method in the domestic pedagogical space are analyzed. The features of the methodological and didactic support of the pedagogical process in the Montessori classes for diff erent age groups are considered. The pedagogical and psychological sense of the teacher’s activity in the Montessori classroom is revealed. The problem of training teachers for M. Montessori classes and the possible reactions of students to the shock of the proposed change in professional stereotypes are discussed.

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Dissertationen zum Thema "Pedagogy of Montessori"

Baum, Saskia. „Språkutveckling i Montessori- respektive Waldorfförskolan : En jämförelse av det pedagogiska arbetet med barns språkutveckling i Montessori- respektive Waldorfförskola“. Thesis, Högskolan i Gävle, Pedagogik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29071.

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Språkutvecklingen hos barn har fångat en nyfikenhet hos mig under min studietid och hur det vardagliga arbetet kan utveckla barnens språkutveckling. Ett intresse för olika pedagogiska inriktningar har vuxit fram och vilka strategier som används inom dessa för att stimuleras den verbala språkutvecklingen. Syftet med studien är därför att jämföra två pedagogiska arbetssätt, ett grundat i Montessoripedagogik systemet och ett grundat i Waldorfpedagogik systemet. Studiens frågeställning är vilka strategier som förskollärarna använder sig av och vilka likheter och skillnader som finns inbördes och mellan de två olika pedagogiska inriktningarna. Genom semistrukturerade intervjuer med fyra olika förskollärare, två inom respektive pedagogisk inriktning, där deltagarna svarar på frågor om vilka arbetssätt som respektive förskola använder sig av för att stimulera språkutvecklingen hos barn. Detta medför att resultatet nödvändigtvis inte behöver bero på respektive pedagogisk ideologi. Utan det kan även förekomma strategier utan specifik pedagogisk inriktning. Studien visar att barnens första språkutveckling är något som är en del av den vardagliga verksamheten på förskolan. Strategierna som används skiljer sig däremot emellan de pedagogiska inriktningarna. I Montessoriförskolan nyttjas pedagogiskt material för att lära barnen de mer specifika delarna av språkutvecklingen. Inom Waldorfförskolan nyttjas den fria leken och ett mer generellt lärande, där lärandet anpassas efter barnets egna förmågor.

Fastställt via akademichefsbeslut HIG-STYR 2019/7 den 2019-01-07

Daniel Petterson, fil dr, univ. lekt Pedagogik och Erika Björklund, fil dr, univ. lekt Pedagogik går in som examinatorer på PEG700 under veckorna 1 till och med 3, 2019 då Peter Gill, prof. Pedagogik, gått i pension från och med 2019-01-01.

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Petrovová, Petra. „Montessori pedagogika, její přínosy a rizika“. Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-198069.

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The diploma thesis is focused on the qualitative analysis of Montessori pedagogy and traditional Czech pedagogy and attempts to highlight some of the problems of the current functioning of the educational process in traditional Czech schools and proposes concrete possibilities of making it more effective. The theoretical part provides a brief picture of the author of the Montessori educational method and the development of this method and defines its principles. The core of the practical part are qualitative analyses of the Montessori and the traditional Czech pedagogy. To process these analyses, survey results contributed. The survey was focused on the perception of benefits and risks of the practical application of Montessori pedagogy which the author conducted among Montessori teachers. The result of the qualitative analysis of both the pedagogical directions is a proposal for teaching guidelines optimization is a traditional Czech school. The proposed measures focus on the transformation of the school environment, changes in the school time organization and teaching methods, class size reduction, changes in the methods of diagnosis and evaluation and the state education funding. The diploma thesis aims to highlight the shortcomings and the need for changes in the current functioning of compulsory school education in the Czech Republic.

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Toll, Emma. „Montessorilärares tankar om lek : En kvalitativ studie om utbildade montessorilärares tankar om lekens betydelse och deras roll i barns lek i förskolan“. Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68373.

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Syftet med denna studie är att bidra med kunskap om hur några utbildade montessorilärare ser på lek i montessoripedagogiken. Genom kvalitativa semistrukturerade intervjuer har deltagarna delat med sig av sina tankar om lekens betydelse och deras roll i leken inom montessoriförskolan. Resultatet visar att det finns olika syn på vad som är lek i en montessoriförskola, och ett mer enhälligt resultat när det gäller montessorilärarens roll i leken. De roller som deltagarna lyfter är observatör och passiv roll, vägvisare, aktivt närvarande och stöttepelare samt miljön som ordinarie pedagog. För att förstå mitt resultat har jag använt mig av aktör-nätverksteorin som teoretisk utgångspunkt, då den relaterar bra till resultatet av intervjuerna.
The purpose of the study is to contribute with knowledge of how some educated Montessori teachers perceive play in Montessori pedagogy. Through qualitative semi structured interviews the participants have shared their thoughts about the meaning of play and their role in children´s play in Montessori preschool. The results show that the teachers have different views of the role of play in Montessori, and a more unanimous view regarding the role of the Montessori teacher. The roles that the participants raise are observer and passive role, guide, active present and supporter as well as the environment as a regular teacher. To understand my result, I have been inspired by the actor-network theory as a starting point, as it relates to the results of the interviews.

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Longchamps, Philippe. „Multilingual Immersion in Education for a Multidimensional Conceptualization of Knowledge: A Case Study of Bilingual Montessori School of Lund“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33466.

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I denna studie undersöks hur Bilingual Montessori School of Lund (BMSL):sspråkbadsmetod kan ha en positiv påverkan på begreppsförståelse. Den fokuserar på detkomplexa sambandet mellan flerspråkig pedagogik och dess inverkan på begreppsförvärv.Genom att använda exempel från språkbadsmetoden, testar denna studie hypotesen attspråkbadspedagogik ger en icke försumbar effekt på kreativt tänkande, men viktigast av allt,på konceptualisering av ämnesmässiga innehåll. Genom en noggrann diskussion om vilkenmetod som används har en empirisk analys gjorts ur tre perspektiv: en teoretisk analys avlitteraturen i ämnet, en intervjustudie med fyra semi-strukturerade lärarintervjuer och enenkätstudie där fler än 80 elever mellan årskurs 7 och 9 fick i uppdrag att besvara en enkät för att testa några av de iakttagelser som gjorts av de intervjuade. Syftet med denna forskning är att ta fram en empirisk kvalitativ innehållsanalys baserad på exempel från de intervjuades påståenden och därigenom utveckla en djupare förståelse om begreppsförvärv och hur detta yttrar sig i en stimulerande flerspråkig undervisningsmiljö. Vidare är syftet med denna studie att fastställa om BMSL okonventionella språkbadspedagogiks påverkan på begreppsförvärv kan vara orsaken till skolans höga poäng i de svenska nationella proven i matematik, engelska, svenska, NO och SO i årskurs 9 under de senaste åren. Analysen har lett till slutsatsen att flerspråkiga pedagogiska metoder som BMSL:s språkbadsmetod kan ha en mycket positiv inverkan på elevernas förmåga att tillgodogöra sig begrepp. Analysen hardessutom genererat nya hypoteser som kan utgöra grund för ytterligare fördjupande forskning inom specifika ämnen såsom språkbadsmetodens inverkan på elevens kreativitet,demokratisering av klassrummet, interkulturell medvetenhet och kognitiv utveckling. Denbidrar också till ett nytt kompetensutvecklingsperspektiv och samarbetsperspektiv för enpositiv utveckling av svenska läroplanens pedagogiska lärandemål.
This research focuses on the complex relationship between multilingual immersionpedagogy and its impact on concept acquisition (begrepp). By using the example of BilingualMontessori School of Lund (BMSL)'s språkbad method, this study tests the hypothesis thatmultilingual immersion pedagogy produces a non-negligible impact on creative thinking, butmost importantly, on the conceptualization of topic-specific content. With a careful reflectionon the method used, an empirical analysis has been made from three perspectives: atheoretical analysis of the literature on the subject, an interview study with four semistructured interviews with teachers, and a survey-based study where more than 80 students in grades 7 to 9 were given the task of answering a questionnaire to test some of the observations made by the interviewees. The purpose of this research is to produce an empirical qualitative content analysis based on examples taken from the interviewees’testimonies to develop a deeper understanding about concept acquisition and the way itmanifests itself in a stimulating multilingual immersion teaching environment. Furthermore,the aim of this study is to establish if BMSL’s unconventional multilingual immersionpedagogy’s impact on concept acquisition can be the reason for the school’s outstandinglyhigh scores in the Swedish National Tests in Maths, English, Swedish, NO and SO in grade 9over the past few years. Nevertheless, the analysis led to the conclusion that multilingualimmersion methods like the BMSL språkbad method can have a very positive impact onstudents' ability to assimilate concepts, but also helped generate thesis-seeking rather thanthesis-supporting observations about its impact on the students’ creativity, classroomdemocratization, intercultural-awareness and cognitive development. It also highlights thepedagogical collaboration and competence development perspective promoted by theSwedish National Curriculum for Compulsory School Lgr 11.

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Samuelsson, Elin, und Beatrice Bertilsson. „Miljöns utformning och barns delaktighet i montessoriförskolor : En kvalitativ studie om barns agentskap i montessorimiljön med inspiration från ett normkritiskt perspektiv“. Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49832.

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Syftet med studien är att skapa kunskap kring vilka normer som styr montessoripedagogers uppfattningar på barns agentskap, hur barn får makt och delaktighet över sitt lärande, samt hur miljö och material utformas för att gynna barns lärande och utveckling i montessoriförskolor. Forskningsfrågorna i studien är: Vilken betydelse ger montessoripedagoger inom montessoriförskolor utformningen av den pedagogiska miljön för barns utveckling och lärande? Hur uppfattar montessoripedagoger barns möjlighet till delaktighet i den pedagogiska miljön i montessoriförskolor? Studien genomfördes med individintervjuer med sex montessoripedagoger, som har stor kunskap om montessoripedagogiken. Efter analys av empirin kunde två tydliga teman utskiljas: Miljön strukturerar lärande och utveckling och Frihet att välja inom givna ramar. Resultatet i studien bidrog till att urskilja tydliga strukturer som råder på fyra olika montessoriförskolor gällande inomhusmiljöns utformning och hur barn blir delaktiga.

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Van, Acker Teresa A. „From boutique to big box| A case study concerning teacher change transitioning to a public Montessori elementary school“. Thesis, The University of North Carolina at Greensboro, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609604.

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Public Montessori schools have grown in number significantly in the United States. This case study chronicles the journey of teachers as they navigate the tension of balancing the Montessori approach with an accountability Standards model. Although Montessori may be in demand among parents in the nation, exhibited by the increase in public Montessori schools, this approach remains in the niche, or boutique, versus the big box of standards education. In this case study, teachers from a large standards-based school in transition to becoming a public Montessori school answered self-reflective survey questions and were observed in their classrooms to verify their responses. Using this approach, the teachers' practice and reflections were compared and contrasted against the teachers' proclaimed continuum for balancing the dual curriculums of Montessori and Standards-based instruction. Twelve teachers were then interviewed and observed to examine their ability to change. The descriptive feedback from these teachers gave insight into the challenges and successes of implementing complex instructional change. Among significant findings was that some teachers in a short time were able to successfully balance the two curriculum mandates. This study's results revealed that given a complex criteria of support, motivated and experienced teachers could implement this change. This study opens the possibility that under certain circumstances, Montessori boutique education could be replicated in a public Big Box way.

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Feez, Susan Mary. „Montessori's mediation of meaning: a social semiotic perspective“. University of Sydney, 2007. http://hdl.handle.net/2123/1859.

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Doctor of Philosophy (PhD)
The distinctive objects designed by Dr Maria Montessori as the centrepiece of her approach to pedagogy are the topic of this study. The Montessori approach to pedagogy, celebrating its centenary in 2007, continues to be used in classrooms throughout the world. Despite such widespread and enduring use, there has been little analysis of the Montessori objects to evaluate or understand their pedagogic impact. This study begins by outlining the provenance of the Montessori objects, reaching the conclusion that the tendency to interpret them from the perspective of the progressive education movement of the early twentieth century fails to provide insights into the developmental potential embodied in the objects. In order to appreciate that potential more fully, the study explores the design of the objects, specifically, the way in which the semiotic qualities embodied in their design orient children to the meanings of educational knowledge. A meta-analytic framework comprising three components is used to analyse the semiotic potential of the Montessori objects as educational artefacts. First, Vygotsky’s model of development is used to analyse the objects as external mediational means and to recognise the objects as complexes of signs materialising educational knowledge. In order to understand how the objects capture, in the form of concrete analogues, the linguistic meanings which construe educational knowledge, systemic functional linguistics, the second component of the framework, is used to achieve a rich and detailed social semiotic analysis of these relations, in particular, material and linguistic representations of abstract educational meanings. Finally, the pedagogic device, a central feature of Bernstein’s sociology of pedagogy, is used to analyse how the Montessori objects re-contextualise educational knowledge as developmental pedagogy. Particular attention is paid to the Montessori literacy pedagogy, in which the study of grammar plays a central role. The study reveals a central design principle which distinguishes the Montessori objects. This principle is the redundant representation of educational knowledge across multiple semiotic modes. Each representation holds constant the underlying meaning relations which construe quanta of educational knowledge, giving children the freedom to engage with this knowledge playfully, independently and successfully. The conclusion drawn from this study is that the design of the Montessori objects represents valuable educational potential which deserves continued investigation, as well as wider recognition and application. To initiate this process, the findings in this study may provide insights which can be used to develop tools for evaluating and enhancing the implementation of Montessori pedagogy in Montessori schools. The findings may also be used to adapt Montessori design principles for the benefit of educators working in non-Montessori contexts, in particular, those educators concerned with developing pedagogies which promote equitable access to educational knowledge.

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Andrén, Malin, und Hanna Lilja. „Från cylinderblock till kottar och limpistol : En litteraturstudie om barns delaktighet och inflytande inom Montessoripedagogiken, Waldorfpedagogiken och Reggio Emilia filosofins miljö och material“. Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41112.

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All Sweden´s preschools are part of the schoolsystem and, according to the School Act, must follow the Curriculum for Preschool: Lpfö18 (2018), whether they are independent, municipal or have different orientations. However, the curriculum does not contain specific goals about what the children should have achieved at a certain age or what knowledge they should have developed during their time in preschool but should be seen as a basis for planning the activities. With this, the curriculum can be perceived as interpretable and different areas of pedagogy become possible. The purpose of this literature study is to find out how the pedagogical orientations of Montessori pedagogy, Waldorf pedagogy and Reggio Emilia philosophy create prerequisites and opportunities for preschool children to be involved and influence the environment and the educational material. What similarities and differences can be learned based on scientific texts by Swedish authors? The child is seen as the central point when it comes to the environment and material placement in the various configurations. Participation and influence are created by the child being able to reach and take care of himself. Therefore, the child does not need to ask for help, which increases the child´s power to take care of the material that is desired to be used. The fact that the play is important can be deduced that the different educational orientations agrees at. Likewise, the material should create and stimulate the imagination and creativity. Differences that emerged during the study are the type of materials and toys found within the various configurations. Common to the results of the studies is that it is about the teachers' attitude and approach to the children's perspectives. The adult holds the power to decide how much influence and participation the children have, and everything has to do with the teacher's interest in creating meaning and a shared reality.

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Bråth, Petersson Therese. „Speciell pedagogik = Specialpedagogik? : En studie i synsättet på dyslexi inom två alternativa pedagogiker“. Thesis, Karlstad University, Faculty of Arts and Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5427.

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The purpose of this report is to contribute with knowledge about the views within special education. I want to explore and compare the way students with special needs are approached within two different pedagogies in Sweden: Waldorf pedagogy and Montessori pedagogy.

I have closely studied these pedagogies, read the literature from existing research and also by conducting two interviews with a representative from each pedagogy Both pedagogies claim that their teaching methods are most suitable for children with reading and writing difficulties..

The Waldorf pedagogy was founded in 1919 in Germany by Rudolf Steiner. The pedagogy believes in the development of the students into independent children who can use their bodies as a tool for the learning of knowledge. The Montessori pedagogy was also founded in the beginning of the nineteenth century and stands for developing the students into independent individuals. However, the pedagogical approach to reading, writing and dyslexia is different. The Waldorf teachers avoid the term dyslexia because many of them have the opinion that these children are being diagnosed too easily. The method of teaching is relatively relaxed and to be able to read and write is not necessary during the first years in school. On the other hand, the Montessori teachers are planning their students education so that they learn how to read and write during the first year, when they are only six years old. They believe that all students have different backgrounds and that a child who is attending a Montessori school is no different than the children who are studying within the traditional school system in Sweden.

Syftet med detta examensarbete är att bidra med kunskap inom synen på specialpedagogik. Jag vill se och jämföra bemötandet av elever med speciella behov inom två pedagogiker i Sverige; Waldorfpedagogik och Montessoripedagogik.

Jag har studerat dessa pedagogiker närmare, gjort en litteraturstudie av den tidigare forskningen och även genomfört två intervjuer med en representant från vardera pedagogik. Båda pedagogikerna hävdar att deras undervisningssätt är mest lämpat för elever med läs- och skrivsvårigheter, detta trots de stora skillnaderna i deras sätt att undervisa.

Waldorfpedagogiken grundades 1919 i Tyskland av Rudolf Steiner. Pedagogiken står för att utveckla eleverna till själständiga människor som kan använda sin kropp som ett verktyg för kunskapsinlärning. Montessoripedagogiken uppkom även den i början av 1900-talet och står också den för att utveckla eleverna till självständiga individer. Dock skiljer sig synsättet på läs- och skrivinlärning samt dyslexi betydligt. Waldorfpedagogerna drar sig för att använda begreppet dyslexi i skolan då många anser att eleverna diagnostiseras allt för lätt. Undervisningssättet har ett relativt lugnt tempo och att kunna bruka läsning och skrivning är inget som krävs under de första åren i skolan. Montessoripedagogerna å andra sidan lägger upp arbetssättet så att eleverna lär sig läsa och skriva redan i förskoleklassen och arbetar utefter det. De menar att alla har olika bagage med sig och att det inte är någon skillnad på eleverna som läser enligt Montessoripedagogik jämfört med den traditionella skolgången.

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Rudge, Lucila T. „Holistic Education: An Analysis of its Pedagogical Application“. Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213289333.

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Mehr Quellen

Bücher zum Thema "Pedagogy of Montessori"

Educazione dell'infanzia e pedagogia scientifica da Froebel a Montessori. Roma: Bulzoni, 1990.

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The Montessori Method (Scientific Pedagogy as Applied to Child Education in "The Childrens Houses"). Barnes & Noble, 2003.

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Montessori, Maria. The Montessori method: Scientific pedagogy as applied to child education in "the Children's Houses". Roger A. McCaffrey Pub, 2000.

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Montessori, Maria. The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses with Additions and Revisions. Franklin Classics Trade Press, 2018.

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Montessori, Maria. The Montessori Method; Scientific Pedagogy as Applied to Child Education in the Children's Houses with Additions and Revisions by the Author. TheClassics.us, 2013.

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MAJA, PITAMIC. JEUX D APRES LA PEDAGOGIE MONTESSORI POUR FAVORISER L EVEIL DE VOTRE ENFANT DE: POUR FAVORISER L'EVEIL DE VOTRE ENFANT DE 0 A 3 ANS. EYROLLES, 2015.

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Buchteile zum Thema "Pedagogy of Montessori"

Crain, William, und Kathleen E. Fite. „Maria Montessori“. In A Critical Pedagogy of Resistance, 105–8. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-374-4_27.

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Isaacs, Barbara. „Principles of Montessori pedagogy“. In Understanding the Montessori Approach, 46–66. Edition two. | New York : Routledge, 2018. | “First edition published by Routledge 2012”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781315536880-5.

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Strauß, Manfred. „Montessori, Maria: Il metodo della pedagogia scientifica“. In Kindlers Literatur Lexikon (KLL), 1–2. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_14966-1.

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Montessori, Maria, J. McV Hunt und Jaan Valsiner. „A Critical Consideration of the New Pedagogy in its Relation to Modern Science“. In The Montessori Method, 1–27. Routledge, 2017. http://dx.doi.org/10.4324/9781315133225-1.

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Mechler, Hannah Mills. „The Instructional Context of Critical Thinking Development in Early Childhood Education“. In Handbook of Research on Critical Thinking and Teacher Education Pedagogy, 331–45. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7829-1.ch018.

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This chapter will outline the roles of teachers within early childhood learning environments and how they may promote children's critical thinking skills. Further discussions about how children's cognitive development may be fostered is also addressed. Theoretical frameworks are integrated as well to further decipher and understand how children's critical thinking skills may be promoted within early childhood learning environments. In addition, several curriculum models in early childhood education that are focused on the Montessori, Reggio Emilia, Tools of the Mind, High Scope, and Waldorf approaches are presented and applied to how they may enhance children's critical thinking skills as well as their overall development.

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Florêncio-Wain, Autumn Joy. „Holistic Education“. In Advances in Early Childhood and K-12 Education, 1–24. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4906-3.ch001.

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This chapter explores the theories and histories of the holistic educational paradigm. Beginning with a description of the theoretical structures that underpin the holistic educational viewpoint, it lays the groundwork to understand how pedagogies as diverse as Waldorf, Montessori, Democratic Free Schooling, and homeschooling are connected by a common set of paradigmatic assumptions. Following brief summaries of the origins of these traditions, key aspects of practice and highlights from research carried out in each pedagogy are discussed. Concluding remarks draw connections between the fundamental convictions that gave rise to these pedagogies and the needs of educators in diverse contexts today.

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Hoof, Florian. „Consulting, Cinematic Utopia, and Organizational Restraints“. In Angels of Efficiency, übersetzt von Daniel Fairfax, 186–239. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190886363.003.0005.

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Chapter 4 discusses Frank and Lillian Gilbreth’s understanding of media and the attempts at implementing their consulting model in the business world as a solution for tackling the crisis of corporate control. It describes the strong ties of their film-based motion studies to Montessori pedagogy and how their approach was used to train typewriter operators and employees in corporations. It outlines that for the Gilbreths media technology was more than a mere useful instrument for corporate consulting. They associated the new media of this period, and above all film, with utopian ideas about the efficacy of these new visual forms of representation. The chapter shows that in the corporate reality of a consulting project, these ideas could only be realized to a limited degree. Their approach was part of a whole series of other reform-oriented attempts that were introduced in what was at the time a corporate environment receptive to innovation.

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Christensen, Olivia, und Kelly Gast. „Addressing Classism in Early Childhood Education: How Social-Class Sensitive Pedagogy and the Montessori Method Can Work Together“. In Advances in Early Education and Day Care, 113–35. Emerald Group Publishing Limited, 2015. http://dx.doi.org/10.1108/s0270-402120150000019008.

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„Maria Montessori: Il metodo della pedagogia scientifica“. In Hauptwerke der Pädagogik, 296–99. Verlag Ferdinand Schöningh, 2009. http://dx.doi.org/10.30965/9783657768387_115.

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Guillet, Carène. „Mathematics in the Bulletins de l’enseignement de l’AOF (French West Africa Education Bulletins) (1913-1958)“. In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 151–64. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.12.

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The journal Bulletin de l'enseignement de l’Afrique occidentale française was created in 1913 by Georges Hardy, then director of colonial school for a year, to promote the cohesion of the teaching staff through a system of collaboration. The aim of this paper is to study mathematics teaching in the French West African school system between 1913 and 1958, as seen through this journal. First, this paper will examine the place of mathematics in the African school system, both in importance and level, to compare it with the one of Metropolitan France. In particular, the examination test statements will be studied, and their level will be compared to the Metropolitan French ones. More qualitatively, we will look at impressions expressed by some authors on the level of students and teachers in West Africa. Then, we will focus on the official recommendations of the institutions concerning the content taught, the pedagogical methods and the resources. Among that, it is necessary to analyse the role of the European educational trends of the time (method of “the centers of interest”, Freinet or Montessori’s methods and “active pedagogy”) in the colonies. Finally, practices on the ground will be watched: the observation of the environment and the local population, the possible adaptation of teaching to the specificity of the territory and its inhabitants, and the various experimentations reported in the periodical. We will be careful to Hardy's ambition to see the birth of an “indigenous pedagogy”. This study is a way for us to travel through periods, personalities, and texts, just through reading magazines and staying on French soil. It is also an opportunity to see an example of how mathematics education has been impacted by a very particular historical and sociological context. Keywords: mathematics education, French West Africa, indigenous pedagogy, official instructions, curricula, classroom experiences, level

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Konferenzberichte zum Thema "Pedagogy of Montessori"

Luzginova, Alevtina Ivanovna, und Aleksandr Vladimirovich Luzginov. „Montessori pedagogy and modernity“. In III International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-464763.

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A Madani, Ertewaa Hassan. „Exploring the role of Montessori pedagogy on students in Early Childhood schools with Saudi Arabia“. In International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/educationconf.2019.03.128.

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Hassan A Madani, Ertewaa. „Exploring the role of Montessori pedagogy on students in Early Childhood schools with Saudi Arabia“. In International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/educationconf.2019.03.131.

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Madani, Ertewaa. „EXPLORING THE ROLE OF MONTESSORI PEDAGOGY ON STUDENTS IN EARLY CHILDHOOD SCHOOLS WITH SAUDI ARABIA“. In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1316.

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