Bibliografías temáticas / Maria Montessori

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Literatura académica sobre el tema "Maria Montessori"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 12 de junio de 2025

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Artículos de revistas sobre el tema "Maria Montessori"

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Politi, Alexandra. "Maria Montessori: A Visionary Whose Insights Align With Neuroscience." Cortica 2, no. 2 (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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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) (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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Cummins, Sarah. "The making of Maria Montessori." Early Years Educator 24, no. 10 (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 (2012): 18–19. http://dx.doi.org/10.12968/prps.2012.1.137.18.

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

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

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

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Roverselli, Carla. "Giuliana Sorge, Luigia Tincani and dissemination of Montessori method." Rivista di Storia dell’Educazione 8, no. 2 (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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Cummins, Sarah. "Respecting the whole child." Early Years Educator 24, no. 10 (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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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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Tesis sobre el tema "Maria Montessori"

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Ahn, Mansoon. "Die Würde des Kindes : zur Stellung des Kindes in der pädagogischen und religiösen Anthropologie Maria Montessoris /." Berlin ; Münster : Lit, 2008. http://d-nb.info/989511006/04.

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Stiller, Diana. "Clara Grunwald und Maria Montessori die Entwicklung der Montessori-Pädagogik in Berlin." Hamburg Diplomica Verl, 2006. http://d-nb.info/990960692/04.

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Klein-Landeck, Michael. "Freie Arbeit bei Maria Montessori und Peter Petersen /." Münster : Lit, 2001. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=009851387&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Klein-Landeck, Michael. "Freie Arbeit bei Maria Montessori und Peter Petersen." Berlin Münster Lit, 1997. http://d-nb.info/993726933/04.

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

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The diploma thesis is focused on the qualitative analysis of Montessori pedagogy and traditional Czech pedagogy and attempts to highlight some of the problems of the current functioning of the educational process in traditional Czech schools and proposes concrete possibilities of making it more effective. The theoretical part provides a brief picture of the author of the Montessori educational method and the development of this method and defines its principles. The core of the practical part are qualitative analyses of the Montessori and the traditional Czech pedagogy. To process these analyses, survey results contributed. The survey was focused on the perception of benefits and risks of the practical application of Montessori pedagogy which the author conducted among Montessori teachers. The result of the qualitative analysis of both the pedagogical directions is a proposal for teaching guidelines optimization is a traditional Czech school. The proposed measures focus on the transformation of the school environment, changes in the school time organization and teaching methods, class size reduction, changes in the methods of diagnosis and evaluation and the state education funding. The diploma thesis aims to highlight the shortcomings and the need for changes in the current functioning of compulsory school education in the Czech Republic.
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Pynnönen, Sanna, and Emma Sundberg. "Montessorilärares syn på föräldrasamverkan." Thesis, Mälardalen University, School of Education, Culture and Communication, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-9690.

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<p>Syftet med arbetet var att synliggöra Montessorilärares syn på samverkan. Data har samlats in via intervjuer. Urvalet bestod av tio verksamma Montessorilärare. Frågeställningarna handlade om vilka samverkansformer som praktiseras i en Montessoriskola samt vad lärarna har för förväntningar på föräldrarna till elever som går i Montessoriskola. Urvalet bestod av Montessorilärare som var tillgängliga, behöriga och verksamma. Resultat som vi kom fram till handlade om lärarnas höga förväntningar och att synen på samverkan tolkas på många sätt. Likheter och skillnader i synsätt hos våra respondenter jämfört med tidigare forskning lyfts fram i arbetet. Slutsatser som kommit fram i studien är att Montessoriskolor skiljer sig från varandra i hur mycket de förväntar sig av föräldrarna när det gäller samverkan.</p>
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Dieter, Anne, Emilie McConaughey, and Marie Luise Steffens. "Das historische Kalenderblatt : Maria Montessori und das Recht der Kinder auf Bildung ; ein Beitrag zum Montessori-Jahr 2007." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2009/3742/.

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Hanewinkel, Nicole. "Handlungsorientiertes Lernen mit dem Bruchrechenmaterial Maria Montessoris : eine Analyse von Arbeitsweisen und mathematischen Verstehensprozessen bei Grundschulkindern." Berlin [u.a.] Lit, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&docl̲ibrary=BVB01&docn̲umber=016162539&linen̲umber=0002&funcc̲ode=DBR̲ECORDS&servicet̲ype=MEDIA.

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Wilson, Carolie Elizabeth. "Montessori in India : a study of the application of her method in a developing country." Phd thesis, Faculty of Arts, 1987. http://hdl.handle.net/2123/12044.

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Libros sobre el tema "Maria Montessori"

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Sharpe, Paula A. Maria Montessori. Cedar Tree Books, 2010.

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O'Donnell, Marion. Maria Montessori. Continuum, 2007.

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Kramer, Rita. Maria Montessori: A biography. Montessori International Publishing, 1997.

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Sizaire, Anne. Maria Montessori: L'éducation libératrice. 2nd ed. Epi, 1994.

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Kramer, Rita. Maria Montessori: A biography. Hamish Hamilton, 1989.

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Fresco, Grazia Honegger. Maria Montessori: Una storia attuale. L'ancora del Mediterraneo, 2007.

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Shephard, Marie Tennent. Maria Montessori: Teacher of teachers. Lerner Publications Co., 1996.

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ill, Campitelli Sara, ed. Mammolina: A story about Maria Montessori. Carolrhoda Books, 1992.

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Hayes, Rayma S. Maria Montessori: A biography for children. Little Star Montessori School Supply House, 1986.

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Scocchera, Augusto. Maria Montessori: Quasi un ritratto inedito. La Nuova italia, 1990.

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Capítulos de libros sobre el tema "Maria Montessori"

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Frierson, Patrick. "Maria Montessori." In Encyclopedia of Evolutionary Psychological Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-16999-6_2440-1.

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KLL. "Montessori, Maria." In Kindlers Literatur Lexikon (KLL). J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_14965-1.

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Crain, William, and Kathleen E. Fite. "Maria Montessori." In A Critical Pedagogy of Resistance. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-374-4_27.

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Devonis, David C., David L. Seim, Peggy Brady-Amoon, et al. "Montessori, Maria." In Encyclopedia of the History of Psychological Theories. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-0463-8_268.

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Giardiello, Patricia. "Maria Montessori." In Pioneers in Early Childhood Education, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9780429323683-8.

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Povell, Phyllis. "Maria Montessori." In Theories of Early Childhood Education, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003288077-3.

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Frierson, Patrick. "Maria Montessori." In Encyclopedia of Evolutionary Psychological Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_2440.

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Povell, Phyllis. "Maria Montessori." In Theories of Early Childhood Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315641560-2.

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Holland, Wendy. "Maria Montessori (1870–1952)." In Early Years Pioneers in Context. Routledge, 2016. http://dx.doi.org/10.4324/9781315747026-8.

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Gutek, Gerald L., and Patricia A. Gutek. "The Fifth Woman: Maria Montessori." In America's Early Montessorians. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54835-3_2.

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Actas de conferencias sobre el tema "Maria Montessori"

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Fallace, Thomas. "The Racism of Maria Montessori." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2093975.

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Colić, Vana. "POZITIVNE I NEGATIVNE STRANE PET METODIČKIH PRISTUPA U RANOM MATEMATIČKOM OBRAZOVANJU." In Metodički aspekti nastave matematike. University of Kragujevac, Faculty of Education in Jagodina, 2021. http://dx.doi.org/10.46793/manm4.302c.

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There is a tendency today, both in the world and in our country,for children education to start early. In this context, mathematics education begins early as well, even before children start school, wherein different approaches are used. This paper presented five methodical approaches in early mathematics education, highlighting the good and bad sides of each one – the method of Maria Montessori, the method of the Russian author Nikolai Zaitsev, the system of de- veloping games designed by the Nikitins, the Waldorf pedagogy and the increas- ingly popular Suan Pan method. Most of these approaches are applied within institutionalized forms of early education, with the exception of the system of developing games that the Nikitins have designed for use in family conditions. Some of the approaches have had a very significant impact on the development of curricula in preschool institutions, such as the views of Maria Montessori and Waldorf pedagogy, while other approaches are less known and represented in practice. It is considered as very important to know different theories and ap- proaches while working with children, so that the practical pedagogical work is scientifically based. Nevertheless, the integration of various approaches into a single concept is not simple, as some of these theories are not only different, but also contradictory. This only confirms the need and necessity for early education, including mathematical education, to be interdisciplinary, taking into account knowledge in various fields of science, as well as interactive, including all partici- pants in the child’s development, children, experts and parents.
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Fontes, Giane Aparecida Andrade. "EXPERIMENTAÇÃO INVESTIGATIVA DO TEMA FORÇA ÁCIDA: PROPOSTA DIDÁTICA COM CONCEPÇÃO PEDAGÓGICA FUNDAMENTADA NOS PRESSUPOSTOS DE MARIA MONTESSORI." In Anais do Congresso Brasileiro Interdisciplinar em Ciência e Tecnologia. Even3, 2023. http://dx.doi.org/10.29327/1298891.4-189.

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Belikova, Natalia Aleksandrovna. "Protsess formirovaniia inkliuzivnykh kompetentsii montessori-pedagogov kak osnovy effektivnosti ikh professional'noi deiatel'nosti v khode obucheniia po sisteme Marii Montessori." In All-Russian scientific conference, chair Roman Aleksandrovich Samofal. Publishing house Sreda, 2024. http://dx.doi.org/10.31483/r-110743.

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