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Journal articles on the topic 'Maria Montessori'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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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.

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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.

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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.

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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.

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3

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.

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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.

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Smart, Julie. "Maria Montessori." Practical Pre-School 2012, no. 137 (June 2012): 18–19. http://dx.doi.org/10.12968/prps.2012.1.137.18.

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5

Nießeler, Andreas. "Maria Montessori." Vierteljahrsschrift für Wissenschaftliche Pädagogik 79, no. 4 (December 18, 2003): 522–24. http://dx.doi.org/10.30965/25890581-079-04-90000012.

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6

Röhrs, Hermann. "Maria Montessori." Prospects 24, no. 1-2 (March 1994): 169–83. http://dx.doi.org/10.1007/bf02199014.

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7

van Niekerk, Jacqueline. "Maria Montessori." Kinderopvang 34, no. 4 (May 2024): 8–10. http://dx.doi.org/10.1007/s41189-024-2410-6.

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8

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.

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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.

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9

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.

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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.

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10

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.

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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.

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11

Leparulo (book author), William E., and Marcel Danesi (review author). "Maria Montessori scrittrice." Quaderni d'italianistica 6, no. 1 (April 1, 1985): 158–59. http://dx.doi.org/10.33137/q.i..v6i1.11102.

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12

Greene, Paula K. "Dear Maria Montessori." Kappa Delta Pi Record 41, no. 4 (July 2005): 164–66. http://dx.doi.org/10.1080/00228958.2005.10532064.

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13

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.

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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

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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.

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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.

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15

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.

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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.

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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.

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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.

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17

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.

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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.

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18

Savoye, Antoine, and Dominique Ottavi. "Connaissez-vous Maria Montessori ?" Les Études Sociales 175, no. 1 (July 22, 2022): 9–10. http://dx.doi.org/10.3917/etsoc.175.0009.

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19

Fournier, Martine. "Maria Montessori. Enseigner autrement." Les Grands Dossiers des Sciences Humaines N° 49, no. 12 (December 1, 2017): 24. http://dx.doi.org/10.3917/gdsh.049.0024.

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20

Biswas-Diener, Robert. "Manipulating happiness: Maria Montessori." International Journal of Wellbeing 1, no. 2 (July 20, 2011): 214–25. http://dx.doi.org/10.5502/ijw.v1i2.4.

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21

Bittner, Günther, and Dominique Gelin. "Maria Montessori et l’inconscient." Cliopsy N° 29, no. 1 (April 11, 2023): 119–35. http://dx.doi.org/10.3917/cliop.029.0119.

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22

Fournier, Martine. "Maria Montessori (1870-1952)." Sciences Humaines Les Essentiels, HS3 (April 1, 2018): 86. http://dx.doi.org/10.3917/sh.hs3.0086.

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23

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.

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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.

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24

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.

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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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25

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.

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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.

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Zdanowicz-Kucharczyk, Kamila. "Zastosowanie elementów metody Marii Montessori w tradycyjnym przedszkolu. Refl eksja nad badaniami w działaniu z pozycji zewnętrznego obserwatora." Problemy Wczesnej Edukacji 28, no. 1 (March 31, 2015): 92–103. http://dx.doi.org/10.5604/01.3001.0008.5673.

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In this text I present, from the perspective of an external observer, research which shows, how using the Maria Montessori method helps teachers to work with children individually. The research method, which is action research, makes it possible to observe how the researcher-teacher involves children in all activities and enhances their self-esteem. At the same time the teacher`s engagement, independence and creativity become active while using the Maria Montessori method. I also present diffi culties, which could happen, when the Maria Montessori method is used in the traditional kindergarten.

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27

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.

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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.

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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.

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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.

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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.

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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.

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McGregor, Sue L. T., and Gail T. Ryan Longo. "Where Visions Meet: Ellen Swallow Richards and Maria Montessori." Journal of Family & Consumer Sciences 114, no. 3 (September 1, 2022): 34–37. http://dx.doi.org/10.14307/jfcs114.3.34.

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Home economics (now called family and consumer sciences [FCS] in the United States) and the Montessori education method were both started by strong women pioneers. American-born Ellen Swallow Richards (home economics founder) graduated from Vassar College (chemistry) the same year that Maria Montessori was born in Italy–1870. Both women were scientists and Richards was the first woman to graduate from the Massachusetts Institute of Technology (MIT) (sanitary engineering). Montessori was interested in engineering but completed studies in medicine (pediatrics) and psychology. She was one of the first female doctors in Italy (Association Montessori Internationale, 2020; Kramer, 2017; McGregor, 2020).

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Bednarczuk, Beata, and Renata Bednarz-Grzybek. "Maria Montessori. Życie określone pracą na rzecz dziecka." Biografistyka Pedagogiczna 8, no. 2 (December 30, 2023): 307–33. http://dx.doi.org/10.36578/bp.2023.08.48.

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Rozwój psychologii i pedagogiki oraz przemiany społeczne i kulturowe przełomu XIX i XX w. ukierunkowały sposób myślenia o organizacji opieki i wychowania dzieci. Wskazywano, że procesy kształcenia dzieci należy poddać kontroli ekspertów, albowiem dzieci stanowią swoisty kapitał społeczny. W tym czasie o prawo do indywidualnego rozwoju każdego dziecka w system edukacji upominała się Maria Montessori, włoska lekarka i pedagog, twórczyni oryginalnego podejścia do organizacji pracy pedagogicznej. Celem niniejszego artykułu jest przeanalizowanie, w jaki sposób osobiste doświadczenia i wybory doprowadziły Montessori do podjęcia pracy na rzecz poznania natury dziecka i w konsekwencji, opracowania założeń nowatorskiego systemu edukacji. Zrekonstruowano proces kształtowania się i ewolucji poglądów pedagogicznych Montessori. Wyeksponowano podejmowane przez nią działania na rzecz propagowania filozofii edukacyjnej, organizacji placówek edukacyjnych oraz ośrodków szkolenia nauczycieli. W sposób syntetyczny zarysowano koncepcję rozwoju dziecka, aby zinterpretować istotę procesu edukacji. Wiedza o wychowanku, znajomość praw jego rozwoju stała się fundamentem pracy pedagogicznej Montessori, polegającej na wspieraniu jednostkowego potencjału oraz pomocy dziecku w podejmowaniu i prowadzeniu aktywności tak, aby stawało się niezależne. W tekście zaakcentowano charakterystyczny rys biografii Montessori, zdolność i gotowość na zmiany w dążeniu do celu.

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Gynther, Per, and Eva-Maria Tebano Ahlquist. "Education for Sustainability and Global Citizenship for 6-12-year-olds in Montessori Education." Journal of Education for Sustainable Development 16, no. 1-2 (March 2022): 5–18. http://dx.doi.org/10.1177/09734082221118336.

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The aim of this article is to understand how Montessori education, according to Maria Montessori, will enable 6–12-year-olds to meet future challenges and to care for and contribute to the wellbeing of society and the planet as a whole. This article reports on a qualitative content analysis of four books written by Maria Montessori. The analysis shows how the structure in Montessori´s curriculum for these ages lays the foundation to cultivate an understanding of the interdependence of living and non-living elements in the ecosystem and the collective responsibility for human coexistence. Further, the analysis shows how children are provided with an emotional tie to the universal approach she advocates and opportunities to develop a sense of empowerment. The topicality of Montessori education is discussed in relation to different teaching traditions. We argue that Montessori education constitutes a concrete example of a teaching tradition whose democratic mission is evident.

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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.

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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.

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Oravecz, Adrienn. "GYÓGYPEDAGÓGIA KÉT MEGHATÁROZÓ MÁRIÁJA: MARIA MONTESSORI ÉS HÁRI MÁRIA." Különleges Bánásmód - Interdiszciplináris folyóirat 2, no. 4 (December 30, 2016): 35–47. http://dx.doi.org/10.18458/kb.2016.4.35.

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Jelen írás a gyógypedagógia történetének két kiemelkedő személyiségét Dr. Montessori Máriát és Dr. Hári Máriát mutatja be. Dr. Montessori Olaszország első orvosnője volt, később végzett pedagógiai tanulmányokat. Dr. Hári Mária fiatal orvostanhallgatóként Dr. Pető András mellett tevékenykedett, aki megteremtette a konduktív nevelés alapjait. A hivatásukon túl további hasonlóság közöttük, hogy munkásságuknak köszönhetően mára mindkét módszer nemzetközi ismertségnek örvend. A két személyiségen keresztül bepillantást nyerünk pedagógiai rendszerükbe, a Montessori Módszerbe és a Pető Módszerbe. A téma azért releváns, mert mindkét fejlesztési eljárás lehetővé teszi a sérültek integrációját, hogy teljes értékű életet élhessenek.

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Fournier, Martine. "Maria Montessori - Les voies de l'autonomie." Les Grands Dossiers des Sciences Humaines N° 45, no. 12 (March 8, 2017): 14. http://dx.doi.org/10.3917/gdsh.045.0014.

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Lischewski, Andreas. "Maria Montessori. Einführung mit zentralen Texten." Vierteljahrsschrift für wissenschaftliche Pädagogik 87, no. 4 (November 25, 2011): 729–32. http://dx.doi.org/10.30965/25890581-087-04-90000015.

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Lischewski, Andreas. "Maria Montessori. Einführung mit zentralen Texten." Vierteljahrsschrift für wissenschaftliche Pädagogik 87, no. 4 (November 25, 2011): 729–32. http://dx.doi.org/10.1163/25890581-087-04-90000015.

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Khan, Janet A. "Louise Dixon Boyle and Maria Montessori." Journal of Baha’i Studies 16, no. 1-4 (March 2006): 61–87. http://dx.doi.org/10.31581/jbs-16.1-4.3(2006).

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Frierson, Patrick R. "The Virtue Epistemology of Maria Montessori." Australasian Journal of Philosophy 94, no. 1 (May 12, 2015): 79–98. http://dx.doi.org/10.1080/00048402.2015.1036895.

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Gunderman, Richard B. "Portraits in pediatric leadership: Maria Montessori." Pediatric Radiology 50, no. 3 (November 5, 2019): 327–28. http://dx.doi.org/10.1007/s00247-019-04560-9.

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Bosna, Vittoria. "Maria Montessori uno sguardo diverso sull’infanzia." Foro de Educación 13, no. 18 (2015): 37–50. http://dx.doi.org/10.14516/fde.2015.013.018.002.

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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.

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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.

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Kelam, Ivica, and Dora Grejza. "Kozmički odgoj u kontekstu integrativne bioetike." JAHR 13, no. 1 (2022): 65–82. http://dx.doi.org/10.21860/j.13.1.4.

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Osnivačica metode i filozofije Montessori, Maria Montessori, razvila je u okviru metode Montessori takozvani kozmički odgoj koji se smatra centralnim dijelom njezinog podučavanja. Kozmički odgoj nastao je u teškim vremenima ljudske povijesti kao nada i odgovor za bolju budućnost čovječanstva. Temelji se na razumijevanju međusobne povezanosti čovječanstva s prirodom i svim živim i neživim svijetom. U centru kozmičkog odgoja, kao i u centru cijele metode Montessori, nalazi se dijete kojega je potrebno poučavati odgovornosti svojeg djelovanja prema planetu i svim živim bićima, ne bi li tako ljudsko biće ispunilo kozmički zadatak koji je dodijeljen svakomu od nas. Put prema ostvarenju kozmičkog zadatka, između ostalog, čine takozvane velike (kozmičke) priče koje se pričaju djeci mlađeg uzrasta kao temelj za razumijevanje funkcioniranja svijeta i motivacija za daljnje učenje i istraživanje. Ciljevi i zadaće kozmičkog odgoja Montessori odgovaraju ciljevima integrativne bioetike, što se očituje kroz zajedničku želju za odgovorom na ključne probleme čovječanstva i planeta, poput klimatskih promjena, ugroženosti biljnog i životinjskoga svijeta i same ugroženosti ljudskog postojanja u daljnjoj budućnosti. U radu će se ukratko prikazati osnovne ideje kozmičkog odgoja, kakav je osmislila Maria Montessori, i ukazati na dodirne točke kozmičkog odgoja i integrativne bioetike u svjetlu odgoja za bioetički senzibilitet.

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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.

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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.

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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.

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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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Livingston, Louise. "Funded childcare should prioritise quality." Children and Young People Now 2024, no. 5 (May 2, 2024): 19. http://dx.doi.org/10.12968/cypn.2024.5.19.

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Paulo de Souza Silva, João. "Entre expectativas e representações." Revista Chão da Escola, no. 12 (December 31, 2014): 14–23. http://dx.doi.org/10.55823/rce.v12i12.89.

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Este artigo busca analisar o período inicial da história da Escola Experimental Maria Montessori, atual Escola Estadual Maria Montessori. Buscamos apresentar as representações da escola que serviu de laboratório para as práticas pedagógicas das estudantes normalistas para o trabalho nas escolas rurais. A instituição se caracterizou como uma das experiências de modernização educacional dos anos 1950, caracterizadas pela transição entre a educação baseada em fundamentos filosóficos, desenvolvida por eruditos educadores, e a educação baseada em fundamentos científicos, realizada por especialistas.

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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.

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<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>

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Lillard, Angeline S., and Virginia McHugh. "Authentic Montessori: The Dotteressa’s View at the End of Her Life Part II." Journal of Montessori Research 5, no. 1 (May 16, 2019): 19–34. http://dx.doi.org/10.17161/jomr.v5i1.9753.

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Part II of this two-part article continues the discussion of what Maria Montessori viewed to be the important components of her educational system. Because she developed the system over her lifetime, we prioritized later accounts when contradictory accounts were found. Whereas Part I focused on the environment, Part II examines the second and third components of the Montessori trinity: the teacher and the child. This article includes descriptions of Montessori teacher preparation, children’s developmental stages, and the human tendencies on which Montessori education capitalizes. It ends with child outcomes as described by Dr. Montessori and as shown in recent research, and provides an appendix summarizing features of authentic Montessori described in Part I and Part II.

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Justice, Benjamin. "Bringing Montessori to America: S. S. McClure, Maria Montessori, and the Campaign to Publicize Montessori Education." Journal of American History 104, no. 2 (September 2017): 515–16. http://dx.doi.org/10.1093/jahist/jax237.

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