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Dissertations / Theses on the topic 'Montessori, Maria, Montessori method of education'
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Sirois, Sonia. "La méthode Montessori en regard de la cohérence et de la continuité d'un projet éducatif /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1998. http://theses.uqac.ca.
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Bérubé, Constance. "Le développement des habilités entourant la lecture et l'écriture par des ateliers inspirés de la méthode Montessori, chez des enfants de maternelle /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1989. http://theses.uqac.ca.
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White, Tracy. "Practical Application of Montessori Philosophy and Practice in a Public School Setting." Honors in the Major Thesis, University of Central Florida, 2000. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/679.
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Erskine, Peter, and n/a. "Montessori : method or response : a practitioner's investigation into Montessori pre-school education." University of Canberra. Teacher Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060707.143251.
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This thesis argues that the practice and discourse of Montessori education should be
explicitly concerned with the creation of a culture of response rather than with the
implementation of a method. It is argued that in order for a culture of response to occur
there must be within Montessori discourse and practice an explicit recognition of the need
for teachers to engage critically and continuously with the assumptions that underpin
Montessori thought and practice.
This is difficult, however, because there is a tension between Montessori as a method and
Montessori as response. An attempt is made to examine Montessori discourse in order to
understand the nature of this tension. This involves looking at Montessori discourse from
a perspective that borrows from Poststructuralist thinking.
It is suggested that in Montessori discourse there exists a relationship between certain
elements of the discourse and its practices that may bind tightly together the subjectivity,
or identity, of the teacher; the claims to legitimacy and truth of the discourse itself; and
particular, positivist, notions of the individual, of truth, nature, change, society, and
knowledge.
From a Postructuralist perspective this constellation of relationships begins to unravel
when Montessori discourse is seen to arise from specific beliefs and assumptions that
underpin apparently common sense understandings regarding children, learning, society
and change. These understandings may result in the maintenance of the dichotomy
between the observer and the observed, the teacher and the child, the knower and the
known and the inevitable power relations that accompany such dichotomies. This
Poststructuralist concern with the issue of power is thus a significant issue for educators
who are attempting to provide a learning environment that is responsive to children's
diverse attempts to make sense of the world and to find a voice. A critical engagement
with Montessori discourse, and practice, thus requires an engagement with the ways in
which it may construct a relationship between teacher and child that may be inimical to the
development of a culture of response in Montessori schools.
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Dieter, Anne. "Maria Montessori und das Recht der Kinder auf Bildung." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2007/1508/.
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Vor einhundert Jahren eröffnete die Wissenschaftlerin und Sozialreformerin Dr. med. Maria Montessori in Rom ihre erste Kindertagesstätte, das „Casa dei Bambini”. Inzwischen gibt es allein in Deutschland ca. eintausend Kindergärten und auch Schulen, die nach ihrem Konzept arbeiten. Der Beitrag will auf die Zusammenhänge zwischen dem Menschenrecht auf Bildung, dem pädagogischen Konzept der Maria Montessori und ihrem natur- und verhaltenswissenschaftlich begründeten Ansatz der Lernforschung hinweisen.One hundred years ago the scientist and reformist Dr. med Maria Montessori established her first kinder garden, called “Casa dei Bambini” in Rome. By now there are approximately one thousand kinder gardens and schools established in Germany which follow the concept of Maria Montessori. The article tries to point out the connection between the human right to education, the pedagogical concept of Maria Montessori and her nature- and behaviour-science-based approach of learning-research.
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Gynther, Per. "Möjligheter och begränsningar : Om lärares arbete med montessoripedagogiken i praktiken." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-132533.
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This study examines processes connected to teacher’s transformation of the Montessori theory and it's described application to a daily practice. The aim is to create knowledge about what constitutes possibilities and limitations for teachers in their daily work with Montessori education. This does not only refer to what constitutes opportunities and limitations in teachers' everyday work with teaching, but also to what constitutes opportunities and limitations for teachers to learn at work. The theoretical framework is based on action theory and theories on adult learning and connects to a tradition called workplace-learning in which learning is considered to take place in, but also between, individuals. This approach indicates that the contextual conditions which the teachers were imbedded in are important to identify. The study was conducted in four different Montessori-environments and involved nine Montessori teachers. The methods used were participant observation, interviews, informal conversations and review of teacher produced material and documents. Possibilities and limitations in teachers work were related to if they had access to Montessori materials or not. In work with Montessori materials teachers identified the children's abilities to a greater extent than they did when other materials were in use. This identification directed their interventions. When the teachers did not have access to Montessori material their method often appeared to be the same as “individual work” with the provided material. Furthermore, interventions of the teacher were then significantly often procedural rather than content-related, although the teachers clearly expressed that they wanted to go into a dialogue with children about the treated subject area. The survey therefore contradicts with the opinion that Montessori-teachers withdraw in favor of Montessori materials that sometimes has been brought up by interpreters of the pedagogy. Rather, teachers stepped back when other materials were in use. The study also shows how a prerequisite for a collective development-oriented learning among the teachers was dependent on whether teachers made their own private understanding of the pedagogy available to each other. At times, however, teachers took the use of the materials for granted. Some of the teachers also deliberately refrained from making their personal understanding available to others due to the fact that they then could be seen as a less competent Montessori-teacher. This maintaining of a “false” collective understanding is seen as an expression of an institutionalization of teaching practice which was maintained by sanctions from the environment if the individual didn´t recognize the institutionalization in question. Since teacher’s “space for action” in this way was limited, the institution created conditions that prevented a possible development of the working methods in use. In those cases when conditions for a collective development-oriented learning were more favorable, it was clear that the teachers did not perceive Montessori education as a given method but rather saw it as a "model" for teaching in which the teachers had to interpret and define their own method from. The teachers thus came to take advantage of a potential “space for action” which was not noticed when the pedagogy was seen as a method.
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Zankowksy, Linda Stewart. "School-wide reading assessment in a Montessori program." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 271 p, 2007. http://proquest.umi.com/pqdweb?did=1257803891&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Poirier, William. "The Montessori methodology as applied to students with disabilities." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005poirierw.pdf.
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Wolfe, Sheila G. "A guide for implementation of the Montessori theory of education in the lower elementary curriculum." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SWolfe2007.pdf.
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Cisneros, Márelou Medrano. "Multiple Measures of the Effectiveness of Public School Montessori Education in the Third Grade." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278832/.
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The problem of this study was to measure the effectiveness of a public school Montessori program. The purpose of this study was to measure and compare student academic achievement and self-concept, attendance and promotion rates, and level of parental involvement in the schools of students enrolled in public school Montessori and traditional programs. The 95 subjects in this study were third-grade subjects selected from the student populations in Montessori and traditional school sites. The Iowa Test of Basic Skills (ITBS) was used as the pre-test scores, and the Norm-referenced Assessment Program for Texas (NAPT) was used as the post-test scores to compare academic achievement in reading and mathematics. Multiple regression was used to compare the levels of academic achievement and self-concept. Multiple regression was also used to test for possible relationship between the Montessori and traditional programs and gender and ethnicity.
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Yen, Shu-Chen. "Children's temperament and their behavior adjustment in montessori and constructivist preschools /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9904875.
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Tenser, Manuel, and Malin Bergsland. "Jakten på det goda lärandet : Montessoripedagogers reflektioner kring pedagogik." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11371.
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Syftet med arbetet var att klarlägga vad pedagoger anser är skillnaderna mellan så kallad traditionell pedagogik och Montessoripedagogik, samt belysa för och nackdelar mellan dem. Empiri har insamlats med djupintervjuer av tolv Montessoripedagoger som även har erfarenhet av traditionell pedagogik. Det resultat vi fick fram var att Montessorilärare har många gemensamma drag såsom synen på barn, arbetssätt, engagemang och att de anser att Montessoripedagogiken är lätt att anpassa till Lpfö 98 och Lpo 94. Resultatet har visat att Montessoripedagogerna i studien uttrycker gemensamma uppfattningar om fördelar med Montessoripedagogiken samt nackdelar med den traditionella pedagogiken. De har dessutom svårt att finna några nackdelar med Montessoripedagogiken. Studiens slutsats är att det återfinns många likheter mellan verksamma Montessoripedagoger i allt från deras syn på lärande och Montessoripedagogikens styrkor och svagheter. Bristen på självkritik kring Montessorimetoden skulle kunna leda till att Montessoripedagogiken inte utvecklas. Däremot innebär pedagogernas engagemang och barnsyn till ett gott lärande där barnets individuella behov sätts i fokus.
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Parker, Deborah Evans. "Navigating the social/cultural politics of school choice why do parents choose montessori? a case study /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1445/umi-uncg-1445.pdf.
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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Oct. 22, 2007). Directed by C. P. Gause and Ulrich Reitzug; submitted to the School of Education. Includes bibliographical references (p. 151-157, p. 169-171).
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Paterniti, Anthony Peter. "The Feasibility of Using an Adaptation of the Montessori Method to Teach Basic Nursing Skills to Beginning Generic Baccalaureate Nursing Students." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277921/.
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The purposes of this study are to determine the extent to which nursing education administrators accept the use of an adapted Montessori method in teaching basic nursing skills and to determine the feasibility of implementing such a method.
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Briffett, Aktas Carla. "Listening to young learners : applying the Montessori method to English as an Additional Language (EAL) education." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/86962/.
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With the current immigration and migration trends in Europe and worldwide, English as an Additional Language (EAL) education is becoming a prominent area of educational research. The discourse around EAL and social justice education has, until now, largely focused on primary, secondary, and post compulsory aged students. Preschool aged EAL children have been left out of the academic discourse. Pedagogical approaches need to be explored to marry EAL and social justice for preschool children. Maria Montessori’s pedagogical approach may be able to achieve this unity without compromising the language development that is desired. The following study is a piece of action research, applying the Montessori Method to a group of nine EAL children in the Canton of Zürich, Switzerland. The data gathered suggests that applying Montessori’s approach to EAL education, that of listening to the child and being attentive to his\her needs, gives autonomy to the student, and can promote social justice in preschool EAL education. Listening to the child occurs through ‘observation’ (attentiveness to the child), critical reflection of practice, and experimentation in education. In this way each child receives a customized education that has, at its foundation, respect for the child. Using ‘observation,’ field notes, and researcher reflections, it became apparent that young children are able to communicate their educational needs. TESOL outcomes were used to monitor the rate at which English was learned. Each language journey was vastly different, but regardless of the initial outcomes met, all children demonstrated increases in their comprehension and spoken English. It is important to recognize that children must be listened to and should be considered valued members in their education.
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Feez, Susan. "Montessori's mediation of meaning a social semiotic perspective /." Connect to full text, 2007. http://hdl.handle.net/2123/1859.
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Thesis (Ph. D.)--University of Sydney, 2007.Title from title screen (viewed 28 March 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of English, Faculty of Arts. Includes bibliographical references. Also available in print form.
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Valentine-Casertano, Ann Elizabeth. "The effects of structure in instructions and materials on Montessori and traditional preschool children's creativity." Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-03242009-040737/.
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Bowersock, Helen A. "Drawing from Montessori and Jensen's brain-based learning in adult ESL factory-based classes." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/681.
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O'Neil, Morgan. "“ALL EDUCATION BUT NO SCHOOLING”: EDUCATION REFORM IN CHARLOTTE PERKINS GILMAN’S HERLAND." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1888.
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When critics consider utopian literature, they often claim that the utopian imagination is limited in its ability to provide practical instruction for societal reform. In Archaeologies of the Future, Fredric Jameson extends this critique by arguing that the utopian imagination only exists “to demonstrate and to dramatize our incapacity to imagine the future” (288-289). By returning to an early twentieth century utopian novel, Charlotte Perkins Gilman’s Herland (1915), we can put pressure on Jameson’s ideas about the ultimate function of the utopian imagination. By analyzing the education system in Herland, we are able to see how Gilman integrated the contemporary educational philosophy of John Dewey and methods of Maria Montessori to provide an intellectual and institutional foundation for her utopian education system. Therefore, Gilman provides a set of ‘instructions’ to suggest how we might reform current methods of education to fit within her utopian vision. Gilman’s Herland allows us to see how a highly imaginative utopian text can promote social change to build a ‘better’ future.
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ASSAF, DANIELLE LUETH. "A ESCOLARIZAÇÃO DO ALUNO COM SÍNDROME DE DOWN E O ENSINO ESPECIALIZADO." Universidade Metodista de Sao Paulo, 2017. http://tede.metodista.br/jspui/handle/tede/1664.
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This research aims to expand the understanding about a theme that is gaining prominence in our society, day after day: the inclusion of people with disabilities. With the new public policies, a constant updating is necessary, aiming at the improvement of the quality of the experience of disabled people in the school environment and the expansion of their learning capacity. Although the theme is not new, with the advent of the Magna Carta, and the fundamental rights and guarantees of the citizen, a new systematics has been inevitable to deal with this issue. It is a controversial topic and therefore specific field research was required. There is great divergence among professionals: in favor, against or partially against total or partial inclusion. There are, therefore, those who stand up for the insertion of these children into specialized institutions or the presence of specific classrooms for all students who have some type of disability. Thus, the present work aimed at the following objectives: to reflect on the public policies of inclusive education and its applicability in the reality of Brazilian education; Understand aspects inherent to Down Syndrome, such as etiology and characteristics, as well as aspects of development and learning; To seek, understand and reflect on pedagogical practices that aim to aid in the learning process of students with Down Syndrome; And reflecting on the learning conditions offered to these students by regular education and how specialized education can contribute. For the development of the following work, it was necessary a bibliographic review in the desired area, field research in a specialized school, collection of historical data, collection of data through interviews and testimonies and, finally, the analysis of the data obtained in the research with the school, emphasizing that the methodology used was the qualitative method, through interviews conducted with semi-structured questionnaire and observation of the context, as mentioned above. It is important to mention that the montessorian pedagogy was investigated, bringing significant benefits to the learning of the students with Down's syndrome, through the adaptation of the method.
A pesquisa realizada visa ampliar a compreensão a respeito de um tema que, dia a dia, ganha força em nossa sociedade: a inclusão de pessoas com deficiência. Com as novas políticas públicas, é necessária uma constante atualização, visando o aprimoramento, a melhoria da qualidade da experiência de pessoas deficientes no ambiente escolar e a ampliação de sua capacidade de aprendizado. Embora a temática não seja nova, com o advento da Carta Magna, e os direitos e garantias fundamentais do cidadão, fez-se inevitável uma nova sistemática para lidar com essa questão. É uma temática controversa e por isso foi necessária pesquisa de campo específica. Existe grande divergência entre os profissionais: a favor, contra ou parcialmente contra a inclusão total ou parcial. Há, portanto, aqueles que defendem a inserção dessas crianças em instituições especializadas ou a presença de salas de aula específicas para todos os alunos que possuem algum tipo de deficiência. Assim, o presente trabalho pretendeu os seguintes objetivos: refletir acerca das políticas públicas de educação inclusiva e sua aplicabilidade na realidade da educação brasileira; compreender aspectos inerentes à Síndrome de Down, tais como etiologia e características, bem como aspectos do desenvolvimento e aprendizagem; buscar, compreender e refletir acerca de práticas pedagógicas que visem auxiliar no processo de aprendizagem dos alunos com Síndrome de Down; e refletir acerca das condições de aprendizagem oferecidas a esses alunos pelo ensino regular e de que maneira o ensino especializado pode contribuir. Para o desenvolvimento do trabalho que se segue, foi necessária uma revisão bibliográfica na área pretendida, pesquisa de campo em escola especializada, levantamento de dados históricos, coleta de dados através de entrevistas e depoimentos e, por fim, a análise dos dados obtidos na pesquisa junto à escola, ressaltando que a metodologia empregada foi o método qualitativo, por meio de entrevistas realizadas com questionário semiestruturado e observação do contexto, como mencionado acima. Importante mencionar que a pedagogia montessoriana foi investigada, trazendo benefícios significativos à aprendizagem do aluno com Síndrome de Down, por meio de adaptação do método.
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Moreno, Méndez Ana Rosa. "Teacher-student interaction in a Mexican Montessori school : exploring the construction of gender identity in young children." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79989.
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The present study is centered on understanding the gender concepts teachers have, and the form in which their gender perspective is related to the way teachers of a Mexican Montessori elementary school interact with their students according to the child's gender in the early elementary school years. The type of messages teachers are sending to children when they are in the classroom in relation to the concepts of masculinity and feminity are discussed. The analysis is rooted in qualitative research methodology and the gender category. Gender is seen as a social phenomenon.The paper deals with the work that has been done in gender and schools, especially related to the role teachers have when dealing with gender in the classroom. It discusses how a different method of education, in this case the Montessori method, differs from the traditional system of education when dealing with gender issues.
The way teachers deal with gender issues at school is deeply connected to the viewpoint of gender they have. The narratives of the teachers help us understand this relation. It is hoped that by examining their own practice toward gender issues teachers will take a first step towards a non-sexist education. It is true that the Montessori system breaks from many of the conventional gender-biased practices of traditional schools; even so, a total change cannot be seen until our own perspectives on gender evolve.
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Brinck, Angelica, and Paulina Pasma. "Vad händer sen? : Om Montessorielevers förutsättningar vid fortsatta studier i grundskolans senare år." Thesis, Växjö University, School of Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-926.
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Syftet med arbetet är att undersöka vad Montessorimetoden har för betydelse för de elever som gått sexårig skola med Montessoriprofil, när de sedan fortsätter till grundskolans senare år utan denna profil. Metoden för denna undersökning har varit en kvalitativ forskningsmetod, där vi använt elev- och lärarintervjuer som underlag för vår undersökning. Vi har tolkat elev- och lärarintervjuerna utifrån den hermeneutiska tolkningsmetoden. Personer som har inspirerat Maria Montessori till att utveckla Montessorimetoden utgör en teoretisk bakgrund. Undersökningen visar att Montessorielever som insett att det endast är de själva som kan påverka sin egen lärandesituation vad gäller kunskapsinhämtning, klarar sig väldigt bra vid studier i grundskolans senare år.
What happens next?
A study about Montessori students conditions when studying at a senior level
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Zell, Stacy Kay. "Characterizing the Conversation: A Historical Re-view of Maria Montessori's Visits to the United States 1913-1918." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30319.
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This historical re-view of the events and interactions of Maria Montessori's visit to the United States between the years 1913 and 1918 begins by examining Montessori's personal history, with an emphasis on her educational background leading up to her becoming the first female physician in Italy. After discussing her scientific background briefly, the document specifically addresses several of Montessori's educational concepts. Next, this study examines specific nuances of organization, power and intent found in the educational system of the United States at the time of her visits. Particular emphasis is placed on the implications of industrialization, increasing immigration and the response of the educational establishment to these issues. Interactions and events from her visits in the United States follow. Montessori's influences on and experiences with prominent figures in the U.S. at that time are accentuated through the events that highlight her travels. After detailing each visit in the historical context in which it occurred, the piece continues with the author's discussion of how the dissertation applies to teaching history in the foundations. The piece concludes with conceptual suggestions of ways to increase diverse social awareness and encourage community-based responses of pre-service and in-service public school educators.Ph. D.
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Rudge, Lucila T. "Holistic Education: An Analysis of its Pedagogical Application." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213289333.
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Molon, João Vicente. "Uma releitura dos princípios montessorianos para o ensino de matemática nos anos finais do Ensino Fundamental." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/140076.
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Em 1870, na Itália, nasce Maria Montessori. De uma criança e adolescente curiosa, surge uma mulher corajosa e com ideias à frente de seu tempo. Ingressa na Faculdade de medicina, tornando-se a primeira mulher a concluí-la em toda a Itália. Estuda filosofia, psicologia experimental e pedagogia na Faculdade de Filosofia da Universidade de Roma, voltando todos os seus esforços para a Educação. Após escrever livros e ministrar palestras sobre Educação, suas ideias percorrem o planeta e, hoje, são utilizadas em várias escolas, em diferentes países. Percebe-se nessas escolas que, em algum momento da vida do escolar, ocorre uma ruptura das ideias montessorianas, que param de ser usadas, normalmente, nos anos iniciais do ensino fundamental. O objetivo deste trabalho é apresentar a pesquisa que teve como questão norteadora: é possível fazer uma releitura da perspectiva montessoriana de modo a abordar alguns conteúdos que são trabalhados nos anos finais do ensino fundamental na disciplina de matemática? Diante de tal questão, foram elencados os seguintes objetivos: contextualizar a vida e as obras de Maria Montessori, inseridas no contexto social, político e econômico da Itália no século XIX e início do século XX; fazer uma releitura dos princípios montessorianos de modo a potencializar tais processos de ensino e aprendizagem da matemática nos anos finais do ensino fundamental, no contexto contemporâneo; selecionar, aplicar e analisar uma proposta de atividades fazendo uso dos princípios montessorianos em uma turma dos anos finais do ensino fundamental de uma escola de Porto Alegre, abordando os conteúdos de produtos notáveis e funções, utilizando tecnologias. Para contextualizar a vida e as obras de Maria Montessori, foram feitas leituras de suas obras e de obras a seu respeito, além de leituras que traçam um panorama da Itália na época em que viveu. Também foram consultadas obras que se utilizem do tripé: matemática, didática e tecnologia. Com isso, foi adquirido conhecimento para selecionar, aplicar e analisar uma proposta de ensino, seguindo os princípios montessorianos e fazendo uso de tecnologias, que poderá ser utilizada por professores de matemática nos anos finais do ensino fundamental. Com a pesquisa, verificou-se que é possível, no contexto contemporâneo de tempo e espaço escolar, manter vivos os princípios montessorianos, de modo que a ação do professor de matemática crie situações de aprendizagem que respeitem a individualidade e o ritmo de cada aluno e que promovam sua autoeducação, sem que se perca a conexão com o outro e com o mundo, na perspectiva de uma educação para a paz.In 1870, in Italy, Maria Montessori was born. A curious child became a brave woman with ideas ahead of her time. She joined the Medical School, becoming the first woman to complete it throughout Italy. She studied philosophy, experimental psychology and pedagogy at the Faculty of Philosophy of Rome University, returning all her efforts to Education. After writing books and giving lectures on Education, her ideas roam the planet and are now used in several schools in different countries. It can be seen in these schools that, at some point in the school life, there is a rupture of Montessori’s ideas, when they stop being used, usually in the early years of elementary school. The aim of this work is to present the research that had as its guiding question: is it possible to make a rereading of Montessori’s approach in order to address some contents that are worked in the final years of elementary school in mathematics? Faced with this question, the following objectives were listed: contextualize life and work of Maria Montessori, inserted in the social, political and economic development of Italy in the nineteenth and early twentieth century; make a rereading of Montessori’s principles in order to enhance these processes of teaching and learning of mathematics in the final years of elementary school, in the contemporary context; select, implement and analyze a proposal of activities making use of Montessori’s principles in a class of final years of elementary education at a school in Porto Alegre, addressing the contents of remarkable products and functions, using technology. To contextualize the life and the work of Maria Montessori, were made readings of her works and of works about her, and readings painting a panorama of Italy at the time in which she lived. Were also consulted works that use the tripod: mathematics, teaching and technology. With these, it was acquired knowledge to select, implement and analyze an educational proposal, following the Montessori’s principles and making use of technologies that can be applied by math teachers in the final years of elementary school. Through this research, it was verified that it is possible, in the contemporary context of time and school space, to keep alive the Montessori’s principles, so that the math teacher's action creates learning situations that respect the individuality and the rhythm of each student and promotes his self-education, without losing the connection with each other and with the world, in a perspective of education for peace.
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McHugh, Brendan Thomas. "Architecture as a cognitive teaching device." Thesis, Georgia Institute of Technology, 1995. http://hdl.handle.net/1853/23206.
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Kaufman, Kent R. "Beyond the atrium a case study for the development of adult participation in the Catechesis of the Good Shepherd /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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Thesis (D. Min.)--Catholic Theological Union at Chicago, 2003.A case study conducted in a Chicago Catholic parish exploring adult participation in the Catechesis of the Good Shepherd. Vita. Includes abstract. Includes bibliographical references (leaves 209-213).
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Curran, Eugene. ""Go and open the door" initial steps towards a future project in adult formation in London /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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ŠIMEČKOVÁ, Veronika. "Využití prvků alternativní pedagogiky Maria Montessori pro děti ulice v Zambii." Doctoral thesis, 2010. http://www.nusl.cz/ntk/nusl-53612.
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Dissertation thesis - "The use of elements of alternative education system of Maria Montessori for street children in Zambia" - is dedicated to the education of vulnerable children and "street children" in Zambia. In the introduction to the theoretical part of the thesis, the author describes Zambia itself and thereafter in following chapters, she outlines the main issues on which a detailed analysis of poverty, HIV / AIDS and its impact especially on children is presented. She gives more detailed information concerning the questions of the Zambian education; she introduces its main characters and to summarise this chapter, she deals with the particular division of the Zambian education. Given that the author in her work in Zambia found out that the reason of inefficiency in education is caused by lack of financial resources and inefficiency in educational system itself, she focused exactly on this issue. Furthermore, she treats the area devoted to volunteering and its regularities. The problem of vulnerable children and "street children" can be understood as one of the many consequences of poverty in Zambia. Street children are divided into two groups Children in the Street and Children of the Street. The difference in these two groups is essential; and that the first group spends the free time on the street and the second group lives on the street. In conclusion of the theoretical part, the author introduces the alternative pedagogy of Maria Montessori and she indicates the most important and the most basic principles, elements and specific areas of learning. The research section presents results in relation to the objectives of the dissertation thesis, which she set at the beginning and then got in the research effectuated in the years 2006 - 2009 in Zambia where she focused on the implementation of education and leisure time activities for vulnerable children (OVC / Orphans and vulnerable children) and "street children" of preventive social project of educational and leisure time activities in compaundu (slum) Kalingalinga. The author chose four goals to complete her research. The first objective was to determine whether is possible to use some elements of the pedagogy of Maria Montessori for the education and leisure time activities of vulnerable children (OVC / Orphans and vulnerable children), and "street children"; the second aim was to develop methodological tools and handouts, which will be adapted according the internal culture of the country and social status of children. The third goal was to create a suitable leisure time activities for children of the street, which will again correspond to the nature of children. The fourth goal was to improve cooperation, coordination among the trainees who go to Zambia effectuate the social project. Methodical handouts and instructions, worked out by the author, for working with these children are also a part of this chapter. All the goals of the work had been fulfilled and the author proved that the elements of alternative education of Maria Montessori in education and creation of leisure time activities can be used for vulnerable children and "street children".
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Olšanská, Lenka. "Využití Montessori pedagogické metody na základní škole." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-404716.
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The thesis is focused on the use of the Marie Montessori method at the second stage of the primary school. The first part explains the principles of Montessori education and training, including the introduction of appropriate didactic recommendations. There are mentioned possibilities of project teaching and description of the cooking project that is the subject of the research. The aim of this work was to find out what changes pupils perceive after completing the annual cooking project. The results showed that pupils learned how to cook, work in a team and how to resolve conflicts. They started eating more vegetables. Cooking is fun. In the future, pupils want to choose whether or not to participate in the project.
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HÁKOVÁ, Lada. "Specifika výuky anglického jazyka na druhém stupni základní školy s výchovně vzdělávacím programem podle Marie Montessori." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-316037.
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This thesis deals with teaching English at Secondary school level considering the educational theory of Maria Montessori. The aim of the thesis is to find out specifics of teaching English. The theoretical part presents Maria Montessori, who is considered to be a founder of Montessori pedagogy, her methods, principles and specifics. In the next part the thesis is focused on the role of the teacher and the pupil in this educational system. Next part is focused on the language teaching and on the acquisition of mother tongue and foreign language. In the conclusion of the theoretical part there is an introduction of General Educational Program of English language. The practical part describes teaching English at the Secondary school level considering the General Educational Program and thus by observing the classes and thanks to conversations with the teacher of English and pupils.
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Lee, Yung Jen, and 李永真. "Religious Education of Adolescents : A Study of the Educational Theory of Maria Montessori and its complementary." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/40949622041641112045.
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Zhang, Jing. "Early reading and writing development among Chinese kindergarten children in Montessori and traditional Chinese schools." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=95082&T=F.
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CHEN, PI-YUN, and 陳碧雲. "The Implication on Life Education in Early Childhood based on “Freedom” Education of Maria Montessori – A Study about Developing Wellbeing Early Children." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/n8z6bb.
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碩士經國管理暨健康學院
健康產業管理研究所
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Early childhood education is the foundation of all basic education and plays an important role of individual development, and causes important impacts in the future. There is less academic pressure at the learning stages of early childhood than any others, and it is more suggestive time of life education can be performed at this stage. Early children in the learning stage often have curiosity about anything. If we can give reasonable beliefs of life education, in further to cultivate gratitude heart of things and the soul of goodness seeds sprout in early childhood mind, I believe the personality traits would be grow certainly be helpful into the future. It would also promote to affect the people around homeopathy; otherwise, it would become a hidden damage in the society and the world. Therefore, this article aims to explore Maria Montessori "freedom" education and discuss the implications of life education in early childhood. The implications of the study were divided into three parts: learning environment, teachers and early children. Implications for the learning environment, such as the development educational environment of "freedom" based on life education in early childhood so that children develop their basic personality; in further, children learn for life responsibility in a "freedom" environment. Secondly, for the enlightenment of teachers is that teachers should let children develop the life-care character in the freedom of choice and decision process. Teachers should develop the goodness of heart according to the children's natural heart, and give more love to the children, and teachers should understand and respect the independence of children natural growth without interference plus. Ultimately, the revelations of the children are children who enjoy the freedom in the disciplines within a reasonable range, and develop independent personality. Early children remove obstacles to the normal development of life on their own free will, so that children can carry natural life. Early children conform natural law of development, and adopt the correct and meaningful action to their life. The study hopes to discuss these issues to be practiced as a kindergarten teacher education in the light of life, and become more well care for children. Then the study hopes to take this refined curriculum and teaching quality of life education in early childhood in Taiwan. It’s beneficial to open the vision of early childhood education in life, and then develop wellbeing of early children. Keywords: Early Children, Life Education in Early Childhood, Maria Montessori
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Madelaine, Anne-Sophie. "La diffusion des idées pédagogiques de Maria Montessori en France durant l’entre-deux-guerres à travers l’analyse de la revue pédagogique la Nouvelle éducation." Thèse, 2019. http://hdl.handle.net/1866/22838.
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Martin, Clive James. "The feasibility of Montessorian education in the primary school : an historico-educational exposition." Thesis, 1994. http://hdl.handle.net/10500/18135.
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Maria Montessori's work was initiated in 1898 as a result of her
becoming acutely aware of deficient children's learning patterns,
while working at the Psychiatric clinic of the University of
Rome. The principles which dominate the system, however, did not
·'"spring in full panoply from Montessori. Indeed, her inspiration
came largely from early and mid-nineteenth century writings of
two French physicians, Itard and Seguin, who were Also involved
in the teaching of deficient children. Extending on the ideas of
these two educator-physicians, as well as the ideas of Froebe!,
Montessori innovatively brought the child's senses into contact
with carefully selected didactic apparatus in a carefully
structured and ordered environment.
According to Montessori, the liberty of the child is a
prerequisite for self-education and forms the first major pillar
of her didactic theory, and thus becomes the focus of the first
chapter dealing with her didactic approach (chapter three) •
Montessori believed that the function of education was to assist
growth and if the individual child was given the liberty of
movement within a prepared environment, a sense of competence
would be achieved and the learning of the child would come about
almost spontaneously. The principles of individuality and the
training of the senses comprise the other two pillars, and form
the basis for chapter four and five respectively. The principle
of individuality is rooted in the belief that each child has a
uniqueness which cannot be ignored without irretrievable damage
to his personality.
The current educational situation in South Africa, reveals a
diversity of educational problems as a result of different ethnic
and cultural groups all being thrust into a common educational
system. The insidious pressures of conformity to a single
standard of education must of necessity lead to a compromise of
'"standards. The exposure of educational deficiencies inherent in
such a move is characterised by learning impediments and
deficiencies in the educational scenario. Research has therefore
been undertaken in an attempt to extract those aspects that could
provide meaningful pedagogic assistance to meet a present
educational need.Educational Studies
D. Ed. (History of Education)
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Bridgemohan, Radhika Rani. "An analysis of early childhood development programmes in South Africa." Diss., 1996. http://hdl.handle.net/10500/15935.
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This study constitutes an attempt to describe and analyse the quality of
selected early childhood development programmes in South Africa, and
provide criteria by which the quality of programmes could be assessed.
The need for, and importance of, providing quality early childhood
development programmes is highlighted. The influence of educational
pf:lilosophies on programmes is recognised, hence the total development
of the child and educational philosophies related thereto are discussed.
Factors and components within programmes that contribute to high
quality are explored. Moreover, criteria by means of which quality early
childhood development programmes may be assessed, are provided. In
this regard criteria for the formulation of aims, selection and the
organisation of content, assessment, role of the teacher and parent
involvement in programmes are suggested. It is against these criteria
that selected early childhood development programmes in South Africa
are described and analysed.
programmes conclude the study.Curriculum and Instructional Studies
M. Ed. (Didactics)
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HÄUSL, VAD Soňa. "PEDAGOGIKA MARIE MONTESSORIOVÉ A JEJÍ VYUŽITÍ V NÁBOŽENSKÉ VÝUCE." Master's thesis, 2008. http://www.nusl.cz/ntk/nusl-47365.
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Presen work deals with Maria Montessori pedagogy and its application in religious education. The goal of the study is to introduce the basic principles of Montessori-pedagogy and point out the use of those principles within the frame of religious education. The theoretical part is concerned with biography of Maria Montessori, her work, antropological background and the basic principles of Montessori pedagogy. Further, it discusses the issues of her work that are either implicitelly or explicitelly related to religious education. Beside this, the practical part of the thesis introduces the work of Italian catechist Sofia Cavaletti, who was inspired by Montessori pedagogy. In 60´s of the last century, Sofia Cavaletti managed a catechetical centre in Rome. She established atriums in several parishes in Rome, in which the methods of Montessori pedagogy were utilized. Subsequently, Godly Play method is mentioned in present work. The method was developed by Jeron W. Berryman, an american theologist and priest of episkopal church, who was inspired by the work of Maria Montessori as well as by the work of Sofia Cavaletti.