Journal articles on the topic 'Montessori'
To see the other types of publications on this topic, follow the link: Montessori.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Montessori.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Politi, Alexandra. "Maria Montessori: A Visionary Whose Insights Align With Neuroscience." Cortica 2, no. 2 (September 19, 2023): 203–22. http://dx.doi.org/10.26034/cortica.2023.4218.
Full textAbstract:
Maria Montessori’s approach, based on observation of and experimentation with children’s learning processes, remains one of the longest-standing and widely embraced forms of alternative education. Contemporary neuroscience research increasingly validates Montessori’s principles, yet a robust bridge between these two fields remains elusive. Factors such as differing goals, terminology and the lack of a collaborative framework hinder their synergy. This literature review explores the intersection between neuroscience findings and Montessori’s educational philosophy, structured into five key areas. The Perspective first presents various neuroscience insights: an exploration of aspects related to learning, brain development and cognition. Second, a brief background on Maria Montessori’s contributions: a historical overview of Maria Montessori's life, work and educational methodology. Third is the identification of the areas where neuroscience and Montessori principles intersect, including the importance of movement, emotional development, social learning, the role of the prepared environment, the transition from concrete to abstract concepts, self-regulation, sensitive periods and memory. Finally, while acknowledging the challenges and limitations in researching Montessori education, this review emphasises the growing evidence that supports the alignment of Montessori principles with neuroscience findings. This underscores the enduring relevance of Montessori’s holistic education approach and highlights the potential benefits of a deeper collaboration between these fields, to enhance educational practices and promote comprehensive learning experiences for children.
2
Bednarczuk, Beata. "Maria Montessori`s pedagogy in the Lublin region. Thirty years of educational activities and perspectives of development." Studia z Teorii Wychowania XIV, no. 4 (45) (December 6, 2023): 107–23. http://dx.doi.org/10.5604/01.3001.0054.1198.
Full textAbstract:
The aim of the paper is presentation of the history of thirty-year activities including dissemination of Maria Montessori's alternative system of education in the Lublin region. In the 1992 – 1994 years the project of Individualized Education based on the Montessori method assumptions became realized in the Institute of Pedagogy of the Maria Curie-Skłodowska University in Lublin. This resulted in development of an alternative way of thinking about education, creating mixed grade classrooms whose work is based on the Montessori approach as well as initiating a new trend in the educational and research activities in the Institute of Pedagogy, Maria Curie-Skłodowska University in Lublin. But first of all educational activities proved to be essential for the children`s developmental achievements and popularization of the ideas of Montessori pedagogy in Poland. The paper presents multi-concept activities and their documentary evidence in the synthetic way. The development perspectives and challenges for the Montessorian educators in the region are outlined.
3
Yonezu, Mika. "History of the Reception of Montessori Education in Japan." Espacio, Tiempo y Educación 5, no. 2 (July 9, 2018): 77. http://dx.doi.org/10.14516/ete.227.
Full textAbstract:
This paper focuses on the history of the reception of Montessori Education, and sheds light on the development of childhood education in Japan. From its first adoption in the 1910s until today, the Montessori style of Education has been both praised and criticised. Nevertheless, this period has seen three distinct phases of theory and practice. The first stage (1910s-1930s) saw, from its initial adoption, a rapid acceptance of Montessori Education, due to its promise of early education and new teaching methods promoting freedom for children. However, the method soon lost popularity because some educators criticized the weakness of Montessori’s theory. In the second stage (1930s-post-World War II), interest in the method continued to grow, albeit gradually, and several books published on the Montessori Method in Europe and America were translated into Japanese. The third stage (1950s-present) saw the so-called «Montessori revival», in which the method caught on again with many educators. Many original works were translated, numerous studies on Montessori appeared, and the number of kindergartens and nursery schools using the Montessori Method increased. Much has been said both for and against Montessori’s concept of «freedom for children». Recently, however «learning from the environment» has become an important topic in early childhood education in Japan. Montessori attaches importance to children’s freedom to interact with each other and their environment, leading to a renewed interest in the Montessori method and the theory behind it. This paper seeks to clarify the transitions in the popularity of Montessori Education and analyse its value to Japan.
4
Hien, Tran Thi Thuong. "Applying Montessori Education Philosophy in preschool education in Vietnam." International journal of social sciences 7, no. 1 (February 24, 2024): 36–43. http://dx.doi.org/10.21744/ijss.v7n1.2247.
Full textAbstract:
The Montessori educational philosophy, founded by Maria Montessori, emphasizes the holistic development of preschool children, focusing on their innate abilities and fostering independence and self-regulation. In Vietnam, the application of Montessori principles in preschool education has gained traction, albeit with several challenges. This paper assesses the implementation of Montessori education in Vietnamese preschools, examining successful cases and existing hurdles. Drawing from a range of sources, including scholarly articles, books, and dissertations, the analysis highlights the shortage of adequately trained Montessori teachers, high tuition fees, and misconceptions about the Montessori approach. The study proposes solutions such as enhancing teacher training, international collaboration, and improving infrastructure and financial support for Montessori preschools. Furthermore, the paper underscores the significance of applying Montessori principles in Vietnamese early childhood education and suggests future directions for development. By adhering to Montessori's core principles and addressing the identified challenges, this approach has the potential to optimize preschool children's capacities and contribute to the nation's future development.
5
Stevović Havaić, Ena. "Montessori metoda odgoja i obrazovanja - pregled istraživanja od 2017. do 2022. godine." Napredak 164, no. 1-2 (June 21, 2023): 121–44. http://dx.doi.org/10.59549/n.164.1-2.7.
Full textAbstract:
Montessori metoda odgoja i obrazovanja jedna je od najpoznatijih alternativnih metoda u svijetu, naročito u institucijama predškolskog odgoja. Znanstveno-istraživački radovi od 2017. do 2022. pokazuju napredak u pogledu uzorkovanja te odgovora na pitanja koji su to točno elementi Montessori metode i pedagogije koji utječu na postizanje boljih rezultata djece koja pohađaju ustanove Montessori pedagogije (polaznici Montessorija) u odnosu na tradicionalno školovanu djecu. Iako su rezultati istraživanja još uvijek kontradiktorni u pogledu izvršnih funkcija, kreativnosti i matematičkih vještina, vidljivo je da polaznici Montessorija postižu bolje rezultate u područjima kognitivnog, socijalnog i emocionalnog razvoja. U ovom se radu kritički promatraju nedostatci u istraživanjima i nude se prijedlozi za poboljšanje i posljedično smanjenje kontradiktornosti u određenim varijablama rezultata.
6
Hien, Tran Thi Thuong. "Efficient management in the Montessori Educational environment for preschool children." International research journal of management, IT and social sciences 11, no. 1 (January 23, 2024): 49–57. http://dx.doi.org/10.21744/irjmis.v11n1.2414.
Full textAbstract:
This paper explores the critical role of efficient management in the Montessori educational environment for preschool children. Rooted in Maria Montessori's philosophy, the Montessori method emphasizes child-centric learning, independence, and holistic development. The paper examines management principles, their relationship with promoting independence and creativity in preschoolers, and the organization of the Montessori learning environment. It further discusses the training and development of human resources, effective management of physical resources, and challenges faced in Montessori education, offering strategic solutions. By reflecting on effective management practices, the paper highlights the significance of maintaining consistency, teacher understanding, and resource management. The conclusion underscores the challenges and opportunities in Montessori education, emphasizing the need for ongoing research, collaboration, and a commitment to the principles of this unique educational approach.
7
Lillard, Angeline S., and Virginia McHugh. "Authentic Montessori: The Dottoressa’s View at the End of Her Life Part I." Journal of Montessori Research 5, no. 1 (May 16, 2019): 1–18. http://dx.doi.org/10.17161/jomr.v5i1.7716.
Full textAbstract:
Maria Montessori developed a form of education in the first half of the last century that came to be called by her surname, and research indicates it often has positive outcomes. In the years since its development, tens of thousands of schools worldwide have called their programs Montessori, yet implementations vary widely, leading to confusion about what Montessori education is. Although there are varied opinions, here we use Dr. Montessori’s books and transcribed lectures to describe the conclusions of her work at her life’s end. We term this final conclusion authentic in the sense of “done in the traditional or original way,” (the primary definition of the adjective in Oxford English Dictionary, 2019). We do not claim that the original is superior to variants; this is an issue for empirical science. Our overarching goal is to provide researchers, policy makers, administrators, teachers, and parents with a benchmark from which to measure and evaluate variations from the education method Dr. Montessori bequeathed at the end of her life. In the ongoing search for alternative educational methods, the time-honored and burgeoning Montessori system is of considerable interest. Dr. Montessori conceptualized the system as a triangle for which the environment, the teacher, and the child formed the legs. Part I of this two-part article examines Dr. Montessori’s view of what constitutes the environment, in terms of its material, temporal, and social features. An appendix to Part II summarizes the features.
In the ongoing search for alternative educational methods, the time-honored and burgeoning Montessori system is of considerable interest. Dr. Montessori conceptualized the system as a triangle for which the environment, the teacher, and the child formed the legs. Part I of this two-part article examines Dr. Montessori’s view of what constitutes the environment, in terms of its material, temporal, and social features. An appendix to Part II summarizes the features.
8
Osias Kit T. Kilag, Marsha Heyrosa-Malbas, Se P. Villar, and Susan L. Arong. "Maria Montessori's Pedagogy and its Potential to Promote Peace Education in the Philippines." International Journal of Scientific Multidisciplinary Research 1, no. 6 (July 30, 2023): 591–606. http://dx.doi.org/10.55927/ijsmr.v1i6.3544.
Full textAbstract:
E This study aims to explore the potential of Montessori's pedagogy in promoting peace education in the Philippines. Using a qualitative research design, the study collected data from 10 participants, including teachers, parents, and Montessori school administrators. The findings of the study suggest that Montessori's approach can contribute to peace education by promoting a child-centered and experiential learning environment, which can foster critical thinking skills and empathy towards others. Moreover, the study identified several challenges to implementing Montessori's pedagogy in the Philippine context, such as the lack of awareness and understanding of the approach among educators and parents, limited availability of trained Montessori teachers, and the lack of resources and support for implementing the approach in schools. The study also proposed strategies for adapting and implementing Montessori's pedagogy in the Philippine context, such as providing training and professional development for teachers, building awareness and understanding of the approach among parents and educators, and developing partnerships and collaborations between Montessori schools and other educational institutions in the Philippines
9
Whitescarver, Keith, and Jacqueline Cossentino. "Montessori and the Mainstream: A Century of Reform on the Margins." Teachers College Record: The Voice of Scholarship in Education 110, no. 12 (December 2008): 2571–600. http://dx.doi.org/10.1177/016146810811001202.
Full textAbstract:
Background/Context Montessori education has flourished as an alternative approach to schooling for a hundred years. In the century since the first Montessori school opened in the slums of Rome, the movement has undergone sustained growth while simultaneously enduring efforts to modify the method in order to reach a wider audience. Despite Montessori's endurance and reach, the movement remains largely unstudied by educational researchers. This article presents a historical treatment of the method and the movement by treating Montessori as a case study of enduring and ambitious educational reform. Purpose/Objective This article is an examination of the American Montessori movement as it has evolved over the course of the past one hundred years. Situated within an international context, the study traces the development of the movement from its failed introduction to the United States in 1991, to its rebirth in the 1960s, to its current resurgence as a time-tested alternative to conventional public schooling. Key questions revolve around Montessori's ongoing status as an influential yet marginal force in American educational reform. Research Design This is a historical case study drawn from archival data, interviews with Montessori leaders and practitioners, and secondary sources (biographies, memoirs) generated between 1906 and 2007.
10
Debs, Mira, and Katie E. Brown. "Students of Color and Public Montessori Schools: A Review of the Literature." Journal of Montessori Research 3, no. 1 (May 15, 2017): 1. http://dx.doi.org/10.17161/jomr.v3i1.5859.
Full textAbstract:
Students of color comprise a majority in public Montessori school enrollments around the United States, and practitioners are often asked for evidence of the Montessori Method’s benefits for these students. This article examines the relevant literature related to the experiences of students of color in public Montessori schools. Research finds Montessori education offers both opportunities and limitations for students of color in attending diverse schools, developing executive functions, achieving academically, accessing early childhood education and culturally responsive education, minimizing racially disproportionate discipline, and limiting overidentification for special education. Public Montessori education’s efficacy with students of color may be limited by several factors: the lack of diversity of the teaching staff and culturally responsive teacher education, schools that struggle to maintain racially diverse enrollments, and the challenge of communicating Montessori’s benefits to families with alternative views of education. The review concludes with directions for future research.
11
Gabusi, Daria. "The Milan 1911 Conference on Methods: a ‘node’ in the history of diffusion of the Montessori Method." Rivista di Storia dell’Educazione 8, no. 2 (November 4, 2021): 37–48. http://dx.doi.org/10.36253/rse-10376.
Full textAbstract:
This contribution is a first attempt to look at a step of the history of the diffusion of the Montessori method in Italy. It looks at a phase between 1910 and 1911, strictly connected to the evolution of Maria Montessori’s relationships with members of secular and radical-masonic elites. In particular, in April 1911 an important conference – For an Italian Method in Kindergartens – was organised in Milan: it represented the zenith of the debate on childhood pedagogy, nurtured by the experiences (within the Froebelian approach) of Agazzi and Montessori methods of education. Originally organized – probably – to promote the knowledge and diffusion of the Montessori method, the conference – in parallel with the breakup of Montessori’s relationship with the radical political movements close to the pedagogist Luigi Credaro – then took another direction, leading subsequently to very different results from the desired ones.
12
Stasiewicz, Katarzyna Anna. "THE MONTESSORI METHOD AND ITS CONTEMPORARY CONTEXTS." Polish Studies of Kyiv, no. 35 (2019): 436–43. http://dx.doi.org/10.17721/psk.2019.35.436-443.
Full textAbstract:
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.
13
Li, Kaiyi. "A FAILED CIRCULATION: THE MONTESSORI METHOD AND TEACHING MATERIALS IN REPUBLICAN CHINA (1912-1949)." Revista Tempos e Espaços em Educação 11, no. 26 (June 28, 2018): 77–90. http://dx.doi.org/10.20952/revtee.v11i26.9011.
Full textAbstract:
Montessori method arrived in China at the time when Chinese scholars wanted to established Chinese version kindergartens with modern and scientific teaching method and tools. Through translation and expert coming to China, Chinese scholars introduced Montessori thought into China. However, the study on Montessori method only stopped at the step of translating Montessori’s theory and trying to reshape the didactic materials. In spite of two short-lived success examples in the 1920s and 1930s, it was never large-scale applied in China. Except the expensive of the didactic tools, lacking spokesman and teachers were the main reason for the failure of the method.
14
Roverselli, Carla. "Giuliana Sorge, Luigia Tincani and dissemination of Montessori method." Rivista di Storia dell’Educazione 8, no. 2 (November 4, 2021): 83–95. http://dx.doi.org/10.36253/rse-10374.
Full textAbstract:
Giuliana Sorge (1903-1987) was one of Maria Montessori’s closest disciples. Many parts of her life are linked to the alternating vicissitudes of the spread of the Method in Italy. She is personally involved at the time of the breakdown of the relation between Maria Montessori and fascism. We find her in the immediate postwar period engaged in the reconstruction of the Montessori National Institution and in the dissemination of the Method in Italy. To do this, she weaves a network of relations with exponents of the political and ecclesiastical world assisted by the friendship of Luigia Tincani, a Catholic, Montessori’s friend, founder of what will become the Free University Maria SS. Assunta and a religious congregation. This emerges from an unpublished correspondence between these two women, which also contains interesting news relating to the hostility of prof. Aldo Agazzi towards the spread of the Montessori Method.
15
Widiyanti, Retno, Yumna Rasyid, and Darmahusni Darmahusni. "THE USE OF ENGLISH INTRODUCTION LANGUAGE IN LEARNING IN MONTESSORI INDONESIA PRESCHOOL." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 4, no. 2 (December 31, 2018): 168–71. http://dx.doi.org/10.21009/ijlecr.042.21.
Full textAbstract:
The use of English introduction language in learning has been found in educational institutions. Although this is very contrary to the law of kemendikbud that Indonesian must be used as the language of instruction in national education, but now it has developed rapidly schools that use English as the medium of instruction in the learning process, even starting from the level of preschool. This phenomenon occurs in the Preschool Indonesia is Montessori Preschool Indonesia where the school includes public schools. This school is a school that uses the English language of instruction, located in the sub-district of Matraman Jakarta Timur among other schools. Preschool Indonesia Montessori was established in 2005. Montessori Indonesia's preschool already uses English as the language of instruction in its early learning. Since its inception this school has produced graduates of students who are independent and confident in communicating using English. In addition, Montessori's Indonesian preschool uses Montessori's method of learning. This is what distinguishes with the existing preschool.
16
Phillips, Bernadette. "Montessori Method, and the Neurosequential Model in Education (NME)." Journal of Montessori Research 8, no. 2 (December 19, 2022): 33–43. http://dx.doi.org/10.17161/jomr.v8i2.18419.
Full textAbstract:
The Neurosequential Model in Education (NME) is described as a developmentally sensitive and biologically respectful approach to development and learning. This paper postulates that the NME shares many commonalities with the Montessori Method in that it, too, is developmentally sensitive and adheres to biologically respectful concepts. This paper compares some of the core principles and recommended practices of the NME with those in the Montessori Method and argues that they share many commonalities. The paper also examines Dr. Montessori’s unique use of “sensitive periods” in development for educational purposes, in particular her use of the sensitive periods for movement, the social aspects of life and the sensitive period for order respectively. It argues that in doing this she was actively promoting an approach to human development and education that appears to correlate with what Dr. Bruce Perry calls a developmentally sensitive and biologically respectful approach to learning. The goal of this study is to show the science behind why many of Dr. Montessori’s original practices worked and had such a positive effect on children. This knowledge should empower Montessori educators and give them the confidence to promote authentic Montessori practices in the knowledge that they are in line with current neuroscientific theories that have been shown to be beneficial to children.
17
Cummins, Sarah. "The making of Maria Montessori." Early Years Educator 24, no. 10 (May 2, 2024): 1–2. http://dx.doi.org/10.12968/eyed.2024.24.10.5.
Full textAbstract:
In the first article in a new series all about Maria Montessori, Sarah Cummins, senior lecturer in the School of Education at Leeds Trinity University, shares more about Montessori's background, her history and the origin of her pioneering ideas.
18
Sosnowska, Joanna. "The Reception of Maria Montessori’s Pedagogical Theory in Pre-School Education in Interwar Poland." Nauki o Wychowaniu. Studia Interdyscyplinarne 11, no. 2 (November 6, 2020): 106–24. http://dx.doi.org/10.18778/2450-4491.11.09.
Full textAbstract:
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.
19
Ahlquist, Eva-Maria Tebano, and Per Wilhelm Sven Gustav Gynther. "Teaching in the Montessori Classroom." Journal of Montessori Research 6, no. 1 (May 15, 2020): 33–45. http://dx.doi.org/10.17161/jomr.v6i1.12051.
Full textAbstract:
The theory of Montessori education has been interpreted by some researchers to be vaguely formulated. However, as shown in previous research, Maria Montessori’s didactic approach to teaching and learning mathematics is fully consistent with variation theory and the theory of embodiment. Dr. Montessori used the theoretical concept of isolation of quality, which means that the learning objects have to be kept identical except for one variable, which has to differ to be perceptible. This concept is in alignment with variation theory, which emphasizes variation as a necessary condition for learners to discern aspects of an object of learning. The other theory applied in this article is the theory of embodiment: important cognitive functions are fundamentally grounded in action that is concordant with Dr. Montessori’s view that mind and movement are parts of the same entity.
This article reports on a qualitative single-case study with a formative intention in which we investigated the significance of being acquainted with variation theory and the theory of embodiment when working with Montessori material. The study analyzes a teacher’s mathematics presentations with the Montessori material and the children’s work with this material, using Epistemological Move Analysis, which focuses on how the teacher directs children’s learning. The analysis was shared with the teacher to support her awareness of the ways teaching can be developed from a variation and embodiment theoretical perspective. Results show that the teacher’s awareness of why a specific learning object be treated in accordance with variation theory and embodiment seems to promote a more constructive and effective way to direct children’s learning.
20
Siswanto, Indira Lusianingtyas, and Paulus Kuswandono. "Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 1 (November 17, 2020): 1. http://dx.doi.org/10.21093/ijeltal.v5i1.539.
Full textAbstract:
This study sought to investigate the identity construction of Indonesian Montessori teachers. The research was done in two Montessori schools in Yogyakarta: Cosmic School and Universe School (pseudonyms). The participants involved in this research were eight teachers in total. The data gathering process employed questionnaire, classroom observation, interview, and written reflections. The findings have shed a light on the ways teachers develop their identities within Montessori’s values and principles that they reflect and implement in their daily teaching practice. The findings of the research portrayed that there were four major salient principles influencing the identity formation of becoming Montessori teachers. They were movement and cognition, choice, interest, and teacher ways and child ways. Those principles and values were becoming teachers’ guidance of creating professional working ethos. Montessori principles also influenced the teachers in the ways they perceived and treated the students. This study also revealed the undertaken agencies to hold identity as Montessori teachers. There were three broad themes to explain their agencies. They entailed the essence of building communication between teacher and parents, the significance of community support, and the importance of being well-prepared teachers. Based on the findings and discussion, some recommendations for future studies are also presented.
21
Boscolo, Alessandra, Martina Crescenzi, and Benedetto Scoppola. "Origins and development of the Maria Montessori’s mathematical proposal." Rivista di Storia dell’Educazione 8, no. 2 (November 12, 2021): 9–23. http://dx.doi.org/10.36253/rse-10375.
Full textAbstract:
The introduction of complex mathematical concepts through perceptual and sensorial hands-on experiences is one of the most relevant aspects of the Montessori method proposal. This article aims to investigate the origins of the Montessori’s profound interest for mathematics, studying the history of the education of mathematics, after the unification of Italy, in which her school education took place. Her key concepts and beliefs about the learning of mathematics and, furthermore, the evolution of her proposal will be illustrated through the analysis of her main publications, both the generalist and the specialized ones in the field of mathematics (Psicoaritmetica and Psicogeometria), and handwritten notes about the lessons of XVI° international course, held in Rome in 1931, which the Opera Nazionale Montessori acquired from her students’ archives. Finally, an overview of the actualization of the Montessori method in the contemporary research will be explained, particularly focusing on the neuroscientific discoveries which have proved the effectiveness of the Montessori proposal to empower the cognitive processes involved in the development of mathematical thinking.
22
Mexhuani, Arbnesha. "Metoda montessori në institucionet parashkollore në Kosovë." Kërkime Pedagogjike 8, no. 2 (June 19, 2024): 107–38. http://dx.doi.org/10.62928/kp.v8i2.4883.
Full textAbstract:
Një pjesë e konsiderueshme e praktikës botërore për edukimin e fëmijëve sot udhëhiqet nga metodologjia e Maria Montessorit, elemente të së cilës kanë filluar të zbatohen edhe në disa institucione parashkollore në Kosovë. Metoda Montessori është metodë inovative për edukimin në Kosovë, që bazohet në të nxënit përmes lirisë individuale të fëmijëve, duke përdorur materiale të përshtatshme, të cilat u mundësojnë fëmijëve të bëjnë eksperienca dhe hulumtime gjatë procesit të të nxënit. Ky hulumtim ka për qellim të analizojë zbatimin e metodës Montessori në institucione parashkollore në Kosovë, te fëmijët e moshës 3-6 vjeçare, si dhe të identifikojë nevojat për përkrahje profesionale të edukatoreve në vendin tonë.
23
Sumnitel'nyy, K. "Is the Child Free in M. Montessori's Class?" Profession-Oriented School 8, no. 3 (July 31, 2020): 42–48. http://dx.doi.org/10.12737/1998-0744-2020-42-48.
Full textAbstract:
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.
24
Bednarczuk, Beata Zuzanna. "Montessori Approach to Science Education: Cosmic Vision as a Unique Area of Pupils’ Studies." Edukacja Elementarna w Teorii i Praktyce 16, no. 3(61) (July 23, 2021): 71–86. http://dx.doi.org/10.35765/eetp.2021.1661.05.
Full textAbstract:
The paper aims at recalling Maria Montessori’s essential assumptions about the child development and organization of the educational process as a basic issue considering the concept of science education. In the Montessori pedagogy, it is characterized by the form of the so-called Cosmic Education. Cosmic Education is a unique approach to work with children aged 6 to 12. Thus, the idea of Cosmic Education, the relationship between the child’s needs and the science education curriculum is elucidated. The essence of the Great and Key Lessons as centers of children’s exploration and research is discussed. The Montessorian way of learning about fundamental human needs is presented as an inspiration for school practice. The basis for collecting empirical material is the analysis of the content aiming at the current achievements within the selected topic characterization.
25
Durdas, Alla. "EDUCATIONAL IDEAS OF MARIA MONTESSORI ON THE PAGES OF FOREIGN PERIODICALS." Continuing Professional Education: Theory and Practice, no. 3 (2023): 84–90. http://dx.doi.org/10.28925/1609-8595.2023.3.8.
Full textAbstract:
The article deals with the educational ideas the famous Italian doctor and educator Maria Montessori, her many-sided personality, some aspects of the life, activities and methods highlighted on the pages of foreign periodicals. The relevance of the pedagogue’s ideas in the modern world has been stressed; the demand of the modern society for the education of a free individual, striving for independent active searches and self-realization, has been emphasized. The article reveals the personality of M. Montessori as one of the educators who was able to pose and solve a global problem in philosophical, psychological and pedagogical theory, as well as to implement her concept in practice, creating a pedagogical system named as «Montessori method». M. Montessori; as an educator who gave a new quality to the education development strategy, humanizing it, returning it to the person. The analysis of M. Montessori’s pedagogical activities, positions, views and her life paths, highlighted by foreign researches, have been presented in the article; her role as an architect of the «rediscovery» of the child has been stressed. The educator’s revolutionary ideas about childhood and education for life, rather than education based on obedience and immobility, have been noted as well as their development as a result of M. Montessori’s medical research has been admitted; her new visions of the school by designing strategies that would overcame the barriers to education, have been mentioned. The article also stresses the educator’s desire to show how to save humanity by means of pedagogy: starting with the child and human freedom and, in particular, freedom for women.
26
Cummins, Sarah. "Respecting the whole child." Early Years Educator 24, no. 10 (May 2, 2024): 3–4. http://dx.doi.org/10.12968/eyed.2024.24.10.7.
Full textAbstract:
In the second article in this series all about Maria Montessori, Sarah Cummins, senior lecturer in the School of Education at Leeds Trinity University, outlines some of Maria Montessori’s key theories comprising her pioneering approach.
27
FRIERSON, PATRICK. "The Moral Philosophy of Maria Montessori." Journal of the American Philosophical Association 7, no. 2 (2021): 133–54. http://dx.doi.org/10.1017/apa.2019.41.
Full textAbstract:
AbstractThis paper lays out the moral theory of philosopher and educator Maria Montessori (1870–1952). Based on a moral epistemology wherein moral concepts are grounded in a well-cultivated moral sense, Montessori develops a threefold account of moral life. She starts with an account of character as an ideal of individual self-perfection through concentrated attention on effortful work. She shows how respect for others grows from and supplements individual character, and she further develops a notion of social solidarity that goes beyond cooperation toward shared agency. Partly because she attends to children's ethical lives, Montessori highlights how character, respect, and solidarity all appear first as prereflective, embodied orientations of agency. Full moral virtue takes up prereflective orientations reflectively and extends them through moral concepts. Overall, Montessori's ethic improves on features similar to some in Nietzschean, Kantian, Hegelian, or Aristotelian ethical theories while situating these within a developmental and perfectionist ethics.
28
Epstein, Ann. "Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors." Journal of Montessori Research 1, no. 1 (November 14, 2015): 1. http://dx.doi.org/10.17161/jomr.v1i1.4939.
Full textAbstract:
<p>Teachers of young children work closely with families. One component of teacher-family partnerships is teachers’ understanding of family priorities and stressors. This study examines Montessori early childhood (ages three through six) teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys. Eighty teachers (37% of those who received the survey) and forty-nine family members (representing a 55% response rate) completed the survey. Significant differences were found between teachers’ perceptions of four (of seven) family priorities and families’ actual responses. Teachers ranked “making academic progress” as the most important of seven possible family priorities. However, families stated that “developing kindness” is the most important priority for their young children. No significant differences were found when comparing teacher rankings of family stressors with actual family responses. Montessori early childhood teachers ranked “not having enough time” as the most stressful of six possible stressors. Families confirmed that time pressures cause them the most stress. Maria Montessori’s recommendations for teachers and families are summarized. Recommendations for building stronger family partnerships in the context of Montessori’s philosophy, for example on-going self-reflection, are provided.</p><p> <em>Keywords: Montessori, teacher-family partnerships, early childhood teacher perceptions</em></p>
29
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, no. 1(5) (May 27, 2021): 79–85. http://dx.doi.org/10.31499/2706-6258.1(5).2021.235188.
Full textAbstract:
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.
30
Houdé, Olivier. "Montessori." Cerveau & Psycho N° 93, no. 10 (January 10, 2017): 86–87. http://dx.doi.org/10.3917/cerpsy.093.0086.
Full text
31
Bednarczuk, Beata Zuzanna. "Potential and Actuall Significanance of Montessori Learning Environment." Lubelski Rocznik Pedagogiczny 42, no. 4 (February 14, 2024): 113–30. http://dx.doi.org/10.17951/lrp.2023.42.4.113-130.
Full textAbstract:
Introduction: It is important that people who want to perform their duties in a global and uncertain reality are prepared for changes. Therefore, education can play a significant role in supporting the development of active, competent citizens. The superior task of the contemporary school is to provide an educational environment which would be a source of various experiences with the material, social and cultural world (Todd et al. 2019). The model solution in this regard is offered by the school environment organized according to Maria Montessori’s pedagogical principles. The guiding standard for such an environment is support of the individual’s potential. This is also the key rule on which the lifelong learning paradigm is based (Fleming, 2021). Research Aim: The aim of the paper is to evidence that the Montessori environment favors the development of skills necessary for lifelong learning and to verify empirically the affective significances of the educational experiences of Montessori school graduates. Method: In order to discover the emotional significance of school experiences, the partly modified Hermans’s Confrontation With Yourself method was applied (Hermans, Hermans-Jansen, 2000). Results: The educational experiences of Montessori school graduates are characterized by one type of emotional climate – strength and union (+HH) – in which the fulfilment of both basic motives of human behavior (of self-enhancement and contact with others) evokes positive feelings. Conclusion: Montessori school former pupils possess intra- and interpersonal skills, necessary in lifelong learning. The Montessori model of education supports the development of the ability to harmonize one’s interests with the goals of other people as well as personal and social responsibility.
32
Fajarwati, Indah. "KONSEP MONTESSORI TENTANG PENDIDIKAN ANAK USIA DINI DALAM PERSPEKTIF PENDIDIKAN ISLAM." Jurnal Pendidikan Agama Islam 11, no. 1 (February 8, 2017): 37–52. http://dx.doi.org/10.14421/jpai.2014.111-03.
Full textAbstract:
Education is the business of adults to prepare children to be able to live independently and is able to perform the duties of his life as well as possible. The toddler years are a golden period for the growth and development of children. Development of each child must be observed, education and teaching needs to be ailored to the child’s development. Montessori is early childhood education leaders who opened the eyes of their sensitive period in children, Montessori asserted that education is self-education. Montessori then use the freedom and liveliness of the child with the best in the method, so that each child had the opportunity to evolve according to the nature and talent. In Islam, God entrusted the child is to be protected and educated with the best. Therefore, addressing the development and early childhood education, the need for an educational program that is designed in accordance with the child’s developmental level.
This study aims to describe and analyze the Montessori concept of early childhood education in the perspective of Islamic education. Data collection through literature study is based on primary and secondary data. Data analysis using analytic descriptive with inductive thinking patterns. The results showed: 1) Montesssori shift from teacher-education center central (teachers as a source of learning) be child-central (protégé as a center of learning); 2) Sensitive Periods expressed early age is a sensitive period; 3) The freedom and independence according to the Montessori system is not real freedom, but freedom is limited; 4) Child’s Self-Construction stating that children construct their own development of his soul; 5) At the time of early childhood have a soul absorbent range of knowledge and experience in his life. Montessori concept in Islamic educational perspective, the emphasis is on the child’s intellectual is right. However, it should pay attention to other aspects such as emotional aspects and skills.
33
Walls, Jill K. "To What Extent Do Parents of Montessori-Educated Children “Do Montessori” at Home? Preliminary Findings and Future Directions." Journal of Montessori Research 4, no. 1 (May 15, 2018): 14–24. http://dx.doi.org/10.17161/jomr.v4i1.6737.
Full textAbstract:
Few, if any, empirical studies have explicitly examined the home environments of Montessori-educated children, and specifically whether or not Montessori parents reinforce or undermine their children’s Montessori education at home. With a sample of 30 parents of Montessori-educated toddlers and preschoolers attending a private Montessori school in the Midwest, this cross-sectional study examined Montessori parents’ knowledge of Montessori methods and their parenting beliefs and behaviors at home. Results suggested that Montessori parents from the targeted school were knowledgeable about and valued Montessori methods, even though few had a Montessori education themselves. Parents in this sample varied in their parenting behaviors and choices at home, with some parents who intentionally reinforced Montessori principles and others whose behaviors were inconsistent with a Montessori approach. Findings from this preliminary study provide a first glimpse into the beliefs and behaviors of Montessori parents from which future studies can build upon. Montessori educators and administrators will benefit from future research involving Montessori parents, particularly for those who offer Montessori-based parent education sessions to the families they serve.
34
Laksmi, Ni Made Sri, I. Made Suardana, and Imron Arifin. "Implementasi Pembelajaran dan Penilaian Berbasis Metode Montessori." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 6, no. 5 (May 24, 2021): 827. http://dx.doi.org/10.17977/jptpp.v6i5.14862.
Full textAbstract:
<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> The purpose of this research is to describe the implementation of learning and assessment based on the Montessori method in the Girikarnika Montessori Preschool. Research shows that the implementation of learning and assessment based on the Montessori method at the Girikarnika Montessori Preschool is adjusted to the basic principles of the Montessori method. These basic principles are (1) Montessori views that every child is unique; (2) Montessori builds self-confidence, discipline, independence, and appreciates differences; (3) Montessori is a method that makes the child the center; (4) Montessori is education that involves all senses and body movements; (5) Montessori encourages responsible freedom; (6) Montessori applies cross-age classes.</p><p class="Abstract"><strong>Abstrak:</strong> Tujuan penelitian ini adalah mendeskripsikan implementasi pembelajaran dan penilaian berbasis metode Montessori di Girikarnika Montessori Preschool. Penelitian menunjukkan bahwa implementasi pembelajaran dan penilaian berbasis metode Montessori di Girikarnika Montessori <em>Preschool</em> disesuaikan dengan prinsip-prinsip dasar metode Montessori. Prinsip-prinsip dasar tersebut, meliputi (1) Montessori memandang bahwa setiap anak unik; (2) Montessori membangun kepercayaan diri, disiplin, kemandirian, dan menghargai perbedaan; (3) Montessori adalah metode yang menjadikan anak sebagai pusatnya; (4) Montessori adalah pendidikan yang melibatkan semua indra dan gerakan tubuh; (5) Montessori mendorong kebebasan yang bertanggungjawab; (6) Montessori menerapkan kelas lintas usia.</p></td></tr></tbody></table></div>
35
Dobrowolska, Ewa, Iwona Błaszczak, Agnieszka Mielnik, and 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 (March 31, 2021): 13–19. http://dx.doi.org/10.5604/01.3001.0015.2327.
Full textAbstract:
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.
36
Prokofyeva, Elena N. "Motivation in a Montessori school as an important component of independence." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 6, 2019 (2019): 248–56. http://dx.doi.org/10.31862/2218-8711-2019-6-248-256.
Full textAbstract:
The article is devoted to the motivation in the Montessori Elementary School. This topic was previously discussed by A. Murray, F. Koh, S. Kendall and others. There have not been any related studies in Russia yet. The USA researchers consider motivation in Montessori Elementary through the lens of self-determination theory. A part of selfdetermination theory is called the Organismic integration theory. The Montessori Elementary School allows children not only to develop their intrinsic motivation but also self-motivate to study less favorite subjects. Maria Montessori’s approach to the Elementary school is called Cosmic Education. Cosmic Education is a holistic development of a child. The child is free to follow his/her interests, the teacher always shows the relation between subjects and helps the child to find his/her cosmic task. This article considers the stages of the Organismic integration theory and their relation to the Montessori Elementary procedure. The last stage of the Orgainsmic integration theory is integrated regulation which means that a person is able to enjoy doing something that initially didn’t evoke their intrinsic motivation. Integrated regulation occurs when people realize the value of the particular actions for themselves and for others. The theoretical analysis leads to the following conclusion: Cosmic Education not only develops intrinsic motivation but also assists development of the integrated regulation. This article is theoretical and proposes a hypothesis to be tested.
37
Kolly, Bérengère. "Maria Montessori, pedagogical orthodoxy, and the question of correct practice (1921-1929)." Rivista di Storia dell’Educazione 8, no. 2 (November 4, 2021): 49–58. http://dx.doi.org/10.36253/rse-10350.
Full textAbstract:
The issue of correct practice (i.e., according to Henri Louis Go, practice that reflects the spirit and letter of a pedagogy), concerns every pedagogue, and Maria Montessori certainly took correct practice very seriously from the outset. Indeed, her emphasis on this crucial issue explains some of the strategic choices she made, as well as the ways she promoted her method abroad, and the relationships she maintained with her contemporaries (analyzed here via the early years of the journal Pour l’Ère nouvelle). These all led to accusations of dogmatism or pedagogical orthodoxy that continue to be leveled at the Montessori network today. This article sets out to explore the controversy surrounding the issue of correct practice in the field of pedagogy, taking Montessori as its example. Focusing on the 1920s, it considers the questions raised by attempts to protect a life’s work within a heterogeneous array of philosophical and political practices and positions. It also explores the reticence that some of Montessori’s contemporaries (particularly Decroly and Ferrière) showednot toward her pedagogy per se, but toward the way she conceived of and applied this pedagogy.
38
Drigas, Athanasios, and Eugenia G. Gkeka. "ICTs and Montessori for Learning Disabilities." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 5, no. 3 (October 10, 2017): 77. http://dx.doi.org/10.3991/ijes.v5i3.7384.
Full textAbstract:
This paper concentrates on the Montessori philosophy and examines how this learning theory currently gives credence to cognitive processes of the mind, as suitable intervention used to the training of children with learning disabilities. Furthermore, Montessori’s system and materials in combination with the support of new technologies as well as their implementation on various kinds of Information and Communication Technologies (ICTs) have great successes regarding the support of disability and the enhancement of learning process.
39
Hiles, Elisabeth. "Parents’ Reasons for Sending Their Child to Montessori Schools." Journal of Montessori Research 4, no. 1 (May 15, 2018): 1–13. http://dx.doi.org/10.17161/jomr.v4i1.6714.
Full textAbstract:
Although the Montessori Method of education is more than 100 years old, the number of Montessori schools in the United States has exponentially increased since 1990. Montessori methods and practices can be complex and difficult for parents to understand, even among parents whose child attends Montessori schools. Moreover, it is unclear why parents decide to enroll their child in Montessori schools. This study presents the results of a survey administered to 124 parents whose children were enrolled in 3 Montessori schools in Massachusetts. Findings indicate that 4 reasons motivated parents’ choice of Montessori education: attraction to Montessori principles, perceived fit with the Montessori philosophy or school, anticipated outcomes, and attraction to the Montessori classroom. These findings indicate that, to support parents’ decision-making, Montessori administrators should invest in parental and public awareness about Montessori education and provide prospective families with specific information related to school fit, classroom environment, and long-term student outcomes.
40
Abdullah, Norillah, Mohd Abbas Bin Abdul Razak, and A. Nazilah. "A Comparative Analysis of Al-Ghazali and Montessori’s Principles of Child Education (Analisis Komparatif terhadap Prinsip-prinsip al-Ghazali dan Montessori dalam Pendidikan kanak-kanak )." Journal of Islam in Asia (E-ISSN: 2289-8077) 15, no. 2 (December 24, 2018): 453–76. http://dx.doi.org/10.31436/jia.v15i2.759.
Full textAbstract:
Childhood education goes with a lot of innocence, searching and exploring the environment that surrounds the young learners. The amount of energy and inquisitiveness displayed by children at this tender age is a marvel to many parents and teachers alike. This small-scale research represents a sincere attempt to contrastively analyze Montessori and Al-Ghazali’s ideas on child education. The ideas of the two scholars, one from the West and the other from the East, till these days have great significance to their respective communities. In a way, this study should be seen as an initiative undertaken in the absence of a study discussing the differences and commonalities found in the ideas of the two scholars pertaining to child education. By employing the textual analysis method and using Montessori’s principles of child education as the framework, the researchers conducted a comparative analysis. In the course of analyzing the data, the researchers had identified six emerging themes in the ideas of Montessori and Al-Ghazali. The findings have also indicated that the principles of these two prominent scholars either intersect with each other or stand in total isolation.
Keywords: Child education, Montessori, Al-Ghazali, Contrastive Analysis, Emerging Themes.
Abstrak
Pendidikan kanak-kanak berlaku malalui proses pencarian dan penerokaan terhadap persekitaran mereka. Keceriaan dan sifat ingin tahu yang dipamerkan oleh kanak-kanak dalam proses tersebut amatlah penting bagi para ibubapa dan guru. Pandangan-pandangan Montessori dan Al-Ghazali tentang pendidikan kanak-kanak telah meninggalkan kesan yang amat penting dalam komuniti Barat dan Timur hingga ke hari ini. Kajian ini dilakukan untuk membandingkan pandangan kedua-dua cendekiawan ini tentang pendidikan kanak-kanak. Secara tidak langsung, ia boleh dilihat sebagai usaha untuk mengisi kekurangan dalam bidang kajian. Kajian ini menggunakan kaedah analisa tekstual dan prinsip pendidikan kanak-kanak Montessori sebagai rangka kajian. Daripada kajian ini, terdapat enam tema yang boleh digarapkan daripada pandangan kedua-dua cendekiawan yang didapati secara bersilang atau terpisah di antara satu sama lain.
Kata Kunci: Pendidikan kanak-kanak, Montessori, Al-Ghazali, Analisa Perbandingan (Kontrastif), Tema-tema yang Terhasil.
41
Romanazzi, Grazia. "The Resistance of Montessori Education to Social-Media Regimentation." EDUCATION SCIENCES AND SOCIETY, no. 2 (December 2023): 207–18. http://dx.doi.org/10.3280/ess2-2023oa16560.
Full textAbstract:
Maria Montessori's educational proposal had a revolutionary significance since its origins. It freed childhood from the raising social marginalization to a "golden age". In a period marked by widespread national-popular illiteracy, a "New Education" originated exactly among the poorest social classes, represented a valuable tool for the literacy and regimentation of the masses to the rising fascist ideology. Montessori avoided it, paying with obstructionism and discredit. However, even today, Montessorian theory keeps on gaining credit as a "pedagogy of resistance" to the technical and technological revolution of information and communication. She is not even adverse to the use of technology in daily life or in education. Far from stopping the technical progress and the social technological literacy, it is a question of stemming the educational deprivation of the young people experience, rediscovering an active, direct and participative learning, with a specific attention to the early childhood. Experience offers a good and attractive alternative to the standstill caused by the overuse of the mass communication means. Preserving the 0-3 years children from the early abuse of technology, provides a "dilating education" of childhood's fields of experience and evolutive possibilities. In this way the child is ready to approach the technologies, in order to enjoy without suffering their growing capacities.
42
Dinh, Tuyen Thanh, and Lan Thi Hoang. "Building Vietnamese Language System for Children 5-7 Years of Age with Montessori Method." Journal of Studies in Education 9, no. 4 (October 28, 2019): 42. http://dx.doi.org/10.5296/jse.v9i4.15579.
Full textAbstract:
Language is a very socially important and basic structure of thought. It allows the child to integrate into society and dealing with abstract concepts. The principle of language education is that Montessori language is attached to human life; language is a form of sound or image that represents human perception of objective or subjective life. Thus, Maria's principle of language development is attached to things, from abstract objects to linguistic sounds, and from linguistic sounds to symbolic characters. This article systematizes Maria Montessori's core views on children’s language acquisition as well as the principles affecting this process. Subsequently, it analyzes the development principles of the Montessori method as a basis for lesson and teaching tools development for Vietnamese language education.
43
GRIGORIEVA, N. "PREREQUISITES FOR THE CREATION OF THE CONCEPT SPACE EDUCATION IN THE PEDAGOGICAL SYSTEM OF M. MONTESSORI." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 6, 2022): 81–90. http://dx.doi.org/10.31494/2412-9208-2022-1-2-81-90.
Full textAbstract:
The article considers the prerequisites for the creation of the concept of «space education» in the pedagogical system of M. Montessori. The necessity of its introduction into the work practice of preschool institutions of Ukraine is argued. The 21st century education paradigm is aimed at finding such an education system that would teach a person to live and act in accordance with the universal laws of Nature and the Cosmos. The versions of the researchers of the life and scientific work of the Italian teacher are presented regarding the time frame of the appearance of the term «space education», the formation and generalization of the material, which took shape in a separate educational course. The meaning of the concept of «space education» is revealed. It was found out that the work on the formation of the theory took place in stages and lasted for a long time. The influence of the Indian period of M. Montessori's life on the formation of her philosophical and pedagogical views in the last years of her life was studied. The closeness of the ideas and worldview of M. Montessori with the representatives of the Indian intelligentsia of those times – J. Arundale, A. Besant, M. Gandhi, J. Nehru, R. Tagore is traced. They admired her method, were like-minded and belonged to the Theosophical Society, which, as it turned out, actively helped M. Montessori during his stay in India. Attention is focused on a detailed analysis of the philosophical and pedagogical views of A. Besant, M. Gandhi, and R. Tagore. Three conditions are named that contributed to the creation of the concept of «space education» during his stay in India. The indisputable role of Mario Montessori's son and Lena Wickramaratne's student in creating a class of children of various ages (6-12 years old), selection and production of didactic materials, implementation of Maria Montessori's theory of «space education» in practice is emphasized. The publication outlines a topic that needs further research. Key words: M. Montessori's method, humanistic pedagogy, theosophy, cosmic education, preschool age, Indian period.
44
Zhussipbek, Galym, and Zhanar Nagayeva. "The social state, active citizen and empowering education: contribution of Montessori’s humanistic philosophy of education." Adam alemi 94, no. 4 (December 30, 2022): 78–86. http://dx.doi.org/10.48010/2022.4/1999-5849.08.
Full textAbstract:
The social state, the phenomenon of the active citizen, and empowering education are the actual goals of what ‘New Kazakhstan’ has to achieve. Maria Montessori is a globally known, leading thinker and practitioner of humanistic education philosophy and positive social transformations. Montessori believed in and practiced the principles of developing non-commercialized and accessible to all quality education, which is not just child-centric but is also conducive to creating global citizens with an inclusive outlook who perceive themselves as the integral parts of the whole, called Universe. Montessori’s education philosophy helps children develop a way of thinking based on the unity of the Universe, awakens and sustains in them an unrestrained interest in exploring the Universe, evokes creativity, and induces them to see everything in interconnectedness. Overall, an analysis of Cosmic education, a fundamental concept in Montessori’s humanistic philosophy of education, which also can be depicted as empowering education, shows some concrete ways how to form active citizens, create a vital social state and build an inclusive society.
45
Chen, Amber, and Shu Jun Guo. "A study on the outcomes of Montessori education in China." International Journal of Innovative Research in Education 10, no. 1 (June 5, 2023): 11–25. http://dx.doi.org/10.18844/ijire.v10i1.8977.
Full textAbstract:
Montessori education has been acclaimed as one of the best methods of training students. Despite its widespread, little is known about Montessori education and its effects in mainland China. This research aims to spur more research on Montessori education outcomes in China. A quasi-experimental method was applied in this study, to compare the executive function (EF) development of children who had attended Montessori preschool to their non-Montessori peers. The study used a behavior rating inventory of executive function, second edition (BRIEF2) Parent Form to compare parents' observations of their child's executive functions (EF). Parents of Chinese elementary-aged children (6-8 years old) at the time of the study of both Montessori and non-Montessori preschool backgrounds participated in the survey. According to the results, children of Montessori preschool backgrounds had some statistically significant better-scored EF indexes than their non-Montessori peers. While the remaining indexes were not statistically significant, mean scores were still better for children who had attended Montessori preschool overall.
Keywords: Educational software; executive function; Montessori; perceptions; teacher.
46
Köpcke-Duttler, Arnold. "Maria Montessori und Janusz Korczak: Kinderrechte sind Menschenrechte." Zeitschrift für Sozialpädagogik ZfSp, no. 2 (July 28, 2023): 205–21. http://dx.doi.org/10.3262/zfsp2302205.
Full textAbstract:
Diese Abhandlung wird eingeleitet mit einem Blick auf die weltweite Vulnerabilität der Kinder (Armut, klimatische Verschärfung, Kriege). Menschenrechte und Kinderrechte antworten auf diese Erfahrungen fundamentalen Unrechts. Es folgt eine Darstellung des die Pädagogik Maria Montessoris grundlegenden pädozentrischen Enthusiasmus. Von hier aus deutet Montessori die Rechte des Kindes als die des „vergessenen Bürgers“, der von ihr als Schöpfer einer neuen Menschheit vergöttlicht wird. Ganz anders geht Janusz Korczak, ebenfalls Mediziner und Pädagoge, als Pionier der Kinderrechte von elementaren Not- und Gefahrensituationen aus in der Zeit der Vernichtungspolitik des Nationalsozialismus, des Massenmords auch an den Kindern. In dieser Situation lebte Korczak die Rechte des Kindes (auch das Recht auf den eigenen Tod) mit ihnen. Anders als Montessori leugnete er nicht die Ohnmacht des Pädagogen, die ihm zugleich die Einsicht in die Unerschöpflichkeit des Kindes ermöglichte (schöpferisches Nichtwissen). Die Abhandlung schließt mit der zärtlichen Hoffnung auf die Verwirklichung des Rechts der Kinder auf ein menschliches Leben.
47
Debs, Mira Catherine. "Racial and Economic Diversity in U.S. Public Montessori Schools." Journal of Montessori Research 2, no. 2 (November 15, 2016): 15. http://dx.doi.org/10.17161/jomr.v2i2.5848.
Full textAbstract:
As public Montessori schools rapidly expand through the United States, the question then arises: What population of students do the schools serve? This study presents a new empirical data set examining the racial and economic diversity of 300 whole-school, public Montessori programs open in 2012–2013, where the entire school uses the Montessori Method. While school-choice scholars are concerned that choice programs like Montessori lead to greater student segregation by race and social class, this study finds a variety of outcomes for public Montessori. Public Montessori as a sector has strengths in student racial and socioeconomic diversity, but it also has diversity challenges, particularly among Montessori charters. The study concludes with recommended strategies for public Montessori schools to enroll a racially and economically diverse student body.
48
Debs, Mira, Jaap De Brouwer, Angela K. Murray, Lynne Lawrence, Megan Tyne, and Candice Von der Wehl. "Global Diffusion of Montessori Schools." Journal of Montessori Research 8, no. 2 (December 19, 2022): 1–15. http://dx.doi.org/10.17161/jomr.v8i2.18675.
Full textAbstract:
Montessori education is distinct for its implementation in 154 countries around the world. Lacking a Montessori trademark or comprehensive overseeing body, the expansion of the Montessori approach has often been diffuse and fragmented among competing organizations. The absence of centralized, accurate, and consistent accounting has made it difficult to document the scope, growth trends, and diverse populations of students served in Montessori schools. The primary objective of this study was to gather evidence to support a robust estimate of the number of Montessori schools worldwide. This estimate relies on national and regional organizations’ broadest definitions of what constitutes a Montessori program. The study included two components: a survey of regional and national Montessori organizations and supplemental sources, including other published estimates and direct inquiries within key countries. Multiple sources allowed for triangulating data to reach a more confident estimate for the number of schools in each country and for synthesizing global perspectives on significant elements of Montessori fidelity worldwide. Through these sources, we document a total of 15,763 Montessori schools around the globe, roughly 9% of which are government funded. Countries with the largest number of Montessori schools are the United States, China, Thailand, Germany, Canada, and Tanzania; the United States, Thailand, the Netherlands, and India have the largest number of government-funded or public Montessori programs. Results of the fidelity analysis identified six practices that emerge consistently as central pillars of Montessori implementation.
49
Nisa, Kurnia Khoirun. "PENGUATAN RELAWAN KELAS LITERASI BACA TULIS MELALUI ASISTENSI METODE MONTESSORI DI RUMAH BACA SAHABATKU." Jurnal AKRAB 13, no. 1 (June 27, 2022): 10–21. http://dx.doi.org/10.51495/jurnalakrab.v13i1.414.
Full textAbstract:
Abstrak: Dampak pandemi Covid-19 menyebabkan para relawan Rumah Baca Sahabatku (RBS) kewalahan menangani anak-anak Sekolah Dasar (SD) dan Madrasah Ibtidaiyah (MI) tingkat awal yang tergabung dalam kelas literasi baca tulis. Sebagian besar anak tersebut mengalami kesulitan belajar membaca dan menulis. Metode konvensional dan monoton yang relawan terapkan tidak mampu mengatasi masalah yang mereka hadapi di kelas. Penelitian ini bertujuan untuk mengetahui proses penguatan relawan melalui asistensi metode Montessori yang dianggap lebih relevan daripada metode sebelumnya. Penelitian ini termasuk jenis penelitian kualitatif dengan menggunakan teknik analisis data secara naratif. Metode purposive sampling digunakan untuk pengambilan sampel. Teknik pengumpulan data dilakukan secara triangulasi, yaitu observasi, wawancara, dan dokumentasi. Hasilnya, proses penguatan relawan di RBS menambah pengetahuan dan meningkatkan keterampilan relawan dalam mengajar. Relawan mendapat asistensi secara bertahap dan konsisten dengan mengikuti kegiatan menyusun modul dan membuat media pembelajaran Montessori, pelatihan mengajar metode Montessori, dan kegiatan evaluasi secara rutin. Dampak asistensi tersebut dirasakan oleh relawan RBS, yaitu mereka mampu mempraktikkan metode Montessori di kelas dengan baik dan mengatasi masalah yang dihadapi saat mengajar. Hal ini dibuktikan dengan berkurangnya keluhan relawan saat mengajar, kepercayaan diri relawan sebagai tutor meningkat, dan adanya perkembangan kemampuan baca tulis anak yang memuaskan. Kondisi tersebut mendorong RBS untuk melakukan kajian lebih mendalam terkait keberlanjutan program penguatan relawan, sehingga kelas literasi baca tulis dengan tingkat yang lebih kompleks bisa dilanjutkan di masa yang akan datang. Kata kunci: relawan, kelas literasi baca tulis, metode Montessori Abstract: The impact of Covid-19 posed a real challenge for the volunteers of Rumah Baca Sahabatku (RBS).They could not handle the reading and writing (literacy) class because most of the children who were lower elementary students had diffi culties in learning reading and writing. The conventional and monotonous methodhad been applied but it could not help to overcome the problems faced by the volunteers in the class. This study aims to know the process of strengthening literacy class volunteers in RBS through the assistance of the Montessori method which was considered more relevant than the previous method. This research is qualitative research using adalah mahasiswa dan mereka menjadi tutor kelas literasi baca tulis tingkat awal. narrative analysis. The purposive sampling was the method used in the study to take the representative sample. The researcher used triangulation to collect the data, namely observations, interviews, and documentation. As a result, the process of strengthening volunteers in RBS increased the volunteers’ knowledge and improved their skills in teaching. The volunteers gradually and consistently received the assistance by doing the activity of creating module and making Montesssori learning media, attending the teaching training using Montessori method, and conducting the regular self-evaluation. The impact of the assistance was felt by the volunteers, namely they could practice the Montessori method in classes well and overcome their problems while teaching. This was evidenced by less volunteer complaints, the improvement of the tutors’ confi dence, and the satisfactory development of the children’s reading and writing skills. This condition prompts RBS to conduct a more in-dept study of sustainability of the volunteer strengthening program. Thus, the volunteers will be ready to handle higher-level literacy class in the future. Key words: volunteers, reading and writing (literacy) class, Montessori method
50
Mendoza, Lucy, Andres Escamilla, and Ana Cristina García-Luna Romero. "Montessori Project." SHS Web of Conferences 102 (2021): 03004. http://dx.doi.org/10.1051/shsconf/202110203004.
Full textAbstract:
The architectural character of a building is based on different aspects. In order to understand the spirit of each building, we must study functional, associated and personal elements of it. Each architectural element differs in each aspect since each one is based on previous analysis and studies to be able to emerge and reach its purpose. The Montessori architectural project is based on research on the method of this system that provides environments prepared for the proper development of children in education. The classrooms, materiality, socialization, environments and spaces are studied in order to be able to generate and gradually form design ideas to generate the project in a successful way. It is decided based on the information obtained by previous studies, to use the neuroarchitecture design guideline to be able to meet the guidelines and objectives of this Montessori method, since this guiding concept goes beyond the study of space, but involves the emotions and feelings of the people who live the spaces. In this way, it is better understood that what guides us to the architectural design of the proposal based on the Montessori method are the studies of neuroarchitecture.