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This bibliography is an extensive collection of Montessori sources that have been built on a solid foundation of bibliographies previously compiled by numerous individuals and organizations. We are simply improving upon this work by updating and adding more source content and providing links to digitized source material, when available.

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the global Montessori movement

Article

✓ Peer Reviewed

Implementasi Metode Montessori dalam Mengembangkan Kemampuan Life Skill pada Area Exercise Practical Life [Implementation of the Montessori Method in Developing Life Skills in the Practical Life Exercise Area]

Available from: Indonesian PAUD Journal Management Association (PPJ)

Publication: Murhum: Jurnal Pendidikan Anak Usia Dini, vol. 5, no. 1

Pages: 1074-1085

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Abstract/Notes: Penelitian ini memuat masalah perkembangan anak pada program life skill yang diterapkan pada area Prcatical Life pada lembaga KG Semesta International School di kota Semarang. Tujuan Penelitian ini adalah untuk mengetahui bagaimana Metode Montessori mengembangkan life skill di KG Semesta International School. Didalamnya mendeskripsikan pembelajaran yang menganut metode Montessori dengan kegiatan life skill yang berada pada area EPL (Excercise practical life). Penelitian ini menggunakan metode deskriptif dengan pendekatan penelitian kualitatif. Jenis Penelitian yang dipakai adalah field research. Subyek penelitian yaitu kelas Kindergarten A1. Data-data yang dikumpulkan melalui teknik wawancara, observasi, dokumentasi. Deskripsi data dilakukan dengan mengumpulkan data, reduksi data (proses memilih, memusatkan perhatian dengan penyederhanaan pengabstrakan serta transformasi data kasar), penyajian data dan penarikan simpulan. Keabsahan data diperoleh menggunakan triangulasi. Hasil penelitian menunjukan EPL yang diajarkan di Kinderganten Semesta International school seperti mencuci tangan sendiri, memakai sabun, mengelap tangan, makan sendiri, sampai membereskan tempat makan. Life Skill yang diajarkan adalah kemandirian dan problem solving. Hambatan yang ditemukan anak masih lelet dan sering dimanja saat di rumah. Untuk menanggulangi hambatan tersebut, pendidik memberikan reward berupa bintang dan poin. [This research covers the problem of child development in the life skills program implemented in the Practical Life area at the KG Semesta International School institution in the city of Semarang. The aim of this research is to find out how the Montessori Method develops life skills at KG Semesta International School. It describes learning that adheres to the Montessori method with life skills activities in the EPL (Excercise practical life) area. This research uses a descriptive method with a qualitative research approach. The type of research used is field research. The research subject is Kindergarten class A1. Data collected through interview techniques, observation, documentation. Data description is carried out by collecting data, data reduction (the process of selecting, focusing attention by simplifying abstraction and rough data transformation), presenting data and drawing conclusions. The validity of the data was obtained using triangulation. The research results show that the EPL taught at Kinderganten Semesta International School includes washing your own hands, using soap, wiping your hands, eating alone, and cleaning up the place to eat. The Life Skills taught are independence and problem solving. The obstacles encountered by children are still slow and they are often spoiled at home. To overcome these obstacles, educators provide rewards in the form of stars and points.]

Language: Indonesian

DOI: 10.37985/murhum.v5i1.434

ISSN: 2723-6390

Article

✓ Peer Reviewed

The Impact of Montessori Method on Early Mathematical Competence of Young Children

Available from: Intelektual Pustaka Media Utama

Publication: Journal of Education and Learning (EduLearn), vol. 19, no. 1

Pages: 257-264

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Abstract/Notes: The Montessori method offers an alternative approach to public and independent schooling. In the Greek educational system, the Montessori method is mainly applied in preschool and primary educational contexts. The main research objective was to investigate the early mathematical competence of students aged 4-7 years old attending a Montessori preschool educational center with those of students aged 4-7 years old attending educational institutions where traditional teaching techniques and methods are being implemented at the Eastern Thessaloniki, Greece. The overall research sample was 142 students, 68 taught in the Montessori institution and 74 attending typical ones, as well as 119 parents of the children that were measured. A questionnaire was administered electronically to the parents that agreed to participate in the research, while the measurements of the early mathematical competence were carried out via the Utrecht Early Mathematical Competence Scales. Overall findings showed that the scores of the students attending the Montessori educational institution were higher than those of the ones attending typical educational institutions, especially those of pre-kindergarten, kindergarten and first grade children.

Language: English

DOI: 10.11591/edulearn.v19i1.21364

ISSN: 2302-9277, 2089-9823

Article

✓ Peer Reviewed

Analisa Efektivitas Metode Montessori terhadap Kemampuan Atensi Anak ADHD [Analysis of the Effectiveness of the Montessori Method on the Attention Ability of ADHD Children]

Available from: Aulad: Journal on Early Childhood

Publication: Aulad: Journal on Early Childhood, vol. 7, no. 2

Pages: 434-444

Attention in children, Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Disabilities, Montessori method of education – Criticism, interpretation, etc.

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Abstract/Notes: Tingkat prevalensi ADHD selalu meningkat setiap tahunnya. Permasalahan ini perlu ditangani dengan tepat agar tidak menjadi indikator yang menghambat perkembangan lain. Penelitian ini bertujuan untuk mengetahui efektivitas metode Montessori dan menganalisis proses intervensi melalui metode Montessori terhadap kemampuan atensi anak ADHD. Jenis penelitian ini adalah kualitatif deduktif. Data diperoleh melalui riset kepustakaan (library reserach). Teknik pengumpulan data pada penelitian ini yaitu studi kepustakaan. Teknik analisis data pada penelitian ini dengan menggunakan teknik analisis kualitatif deduktif. Hasil penelitian yang didapatkan bahwa metode pembelajaran montessori memiliki pengaruh yang efektif terhadap perkembangan atensi anak ADHD. Keterkaitan atensi anak ADHD melalui intervensi metode Montessori yaitu dengan karakteristik utama metode Montessori yakni lingkungan yang terstruktur, bebas dalam batasan, anak lebih tertarik dengan aktivitas pilihannya sehingga mampu memiliki durasi konsentrasi yang lebih lama. Tindakan intervensi metode Montessori berbasis aktivitas menggunakan sensorial material, sehingga anak akan lebih terlibat dan berkonsentrasi serta berpartisipasi secara aktif dalam pembelajaran. [The prevalence rate of ADHD always increases every year. This problem needs to be handled properly so that it does not become an indicator that inhibits other developments. This study aims to determine the effectiveness of the Montessori method and analyze the intervention process through the Montessori method on the attention skills of children with ADHD. This type of research is qualitative deductive. Data were obtained through library research . The data collection technique in this study was a literature study. The data analysis technique in this study used a qualitative deductive analysis technique. The results of the study showed that the Montessori learning method has an effective influence on the development of attention in children with ADHD. The relationship between the attention of children with ADHD through the Montessori method intervention is with the main characteristics of the Montessori method, namely a structured environment, free within limits, children are more interested in the activities of their choice so that they are able to have a longer concentration duration. Montessori method intervention actions are based on activities using sensory materials, so that children will be more involved and concentrate and participate actively in learning.]

Language: Indonesian

DOI: 10.31004/aulad.v7i2.689

ISSN: 2655-433X, 2655-4798

Article

✓ Peer Reviewed

The Effect of the Montessori Program Using Physical Activity Games in Enhancing the Sensory-Motor Perception Abilities of Kindergarten Children Aged 5 to 6 Years

Available from: Journal of Studies and Researches of Sports Education

Publication: [Journal of Studies and Researches of Sports Education] مجلة دراسات وبحوث التربية الرياضية, vol. 34, no. 3

Pages: 19-36

Elementary school students, Montessori method of education – Criticism, interpretation, etc., Sensorial education

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Abstract/Notes: The research aims to propose an educational approach inspired by Montessori’s method using motor games to develop sensory motor skills in children aged (5-6) years, and to identify the impact of using Montessori’s method with motor games in developing some cognitive sensory motor skills for children. The experimental method was used with the matched group design. The sample represented children from the Braum Al-Amal Nursery in Basra, who were selected to take the Haywood test to measure cognitive sensory motor abilities. It was concluded that Montessori’s method using motor games contributed to the development of sensory motor skills and helped in enhancing overall and partial visual perception for children. The child learned about parts of the body, distinguished between body sides, and helped in enhancing balance and spatial awareness. The method also aided in teaching the child how to determine location. It was recommended to benefit from the Montessori method in developing motor and cognitive abilities, and to introduce specific courses for preschool teachers in teaching the Montessori method. Key words: Montessori method, motor games, sensory motor perception, preschool education, teaching methods

Language: English

DOI: 10.55998/jsrse.v34i3.617

ISSN: 2789-6560, 1818-1503

Report

Learning, Joy, and Equity: A New Framework for Elementary Education

Available from: The Children’s Equity Project @ Arizona State University

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Abstract/Notes: Just over four years ago, the COVID-19 pandemic caused the world to shut down and left a wake of destruction, with millions dead and millions mourning their dead — deeply impacting everyone, including our youngest children. There has been nonstop public discourse in education systems about attendance and learning loss/recovery, but most proposed responses have been repurposed, rather than transformative. The time to reflect and truly rebuild an education system for all children, including and especially those who education systems have historically and contemporarily marginalized, is now. Many recent efforts, policies, research studies, and programs have moved the education field forward in understanding learning, development, and academic growth in U.S. schools. For example, researchers have done deep work on child-centered pedagogies, culturally sustaining pedagogies, and inclusive education that applies a universal design for learning (UDL). Other researchers have completed extensive work on preschool to third grade systems building. Curriculum and assessment are robust fields of their own. Contemporary work on assessment is moving the field forward in holistic, dynamic, bias-conscious assessment. This includes efforts by the U.S. Department of Education to encourage states to develop high-quality, low-stakes assessments that can help guide instruction and meet student needs. This report proposes a new framework for elementary education that builds on, and is informed by, previous foundational efforts, centered on children and the ways we know children learn, and disrupting well-documented, historically rooted, and contemporarily entrenched biases in learning systems. While there is no single ideal elementary school experience, there are core ingredients to which every child needs and deserves access. Guided by research, data, learnings from schools across the United States, parent and family voice, and a desire to design child-centered, joyful, and effective spaces for learning, we provide a framework that consists of 14 core ingredients. The Framework is guided by research, data, learnings from schools across the United States, and parent and family voice. In the coming months, the CEP and New America will launch a series that will take a deep dive on each of the 14 core ingredients. Stay tuned!

Language: English

Published: The Children’s Equity Project, 2024

Article

Combatting Disengagement and Creating Humans Again: Fixing Our School System with Montessori Ideas in the Age of Technology

Available from: Ursinus College

Publication: Educational Studies Summer Fellows

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Abstract/Notes: It’s no secret that most kids in the US say they don’t like school. Therefore, they think they don’t like learning. However, what’s done in traditional public schools really isn’t learning in its meaningful sense. Instead of allowing kids to follow their natural curiosities, which would enable them to practice meaningful, active learning, schools reward students with grades for memorizing facts and for sitting still in their seats all day. Sure they “learn” that George Washington was the first president, but they also learn that they are defined by a test score. Ultimately, traditional schooling has an awesome way of killing kids’ natural love of learning and overall spark because of the disengaging way it’s designed and, ultimately, the values it promotes. It simply teaches us to care about the wrong things. This disengagement and mixed up values has never been more evident than with the recent outburst of students using AI to do their work for them. Why try to put the work in if it’s not meaningful and you can get a passing grade either way? Why not just cheat and take shortcuts if you’re not engaged. This is obviously a massive problem that must be combatted. This project starts off with theoretical and philosophical critiques about the US public school system, focusing mostly on the structural components that make up what we think of as “education”, to understand how we have gone wrong. The paper then goes onto to look at different, unconventional forms of education to see if any other form approaches learning in a different way. In this part of the project, I focus on Montessori education and compare it to traditional schooling in the structure and conception of learning. Specifically, I contend that with the emphasis on autonomy, creativity, and intrinsic motivation, Montessori engages the curious spirit of the child in a way traditional school hasn’t been able to, making it a valuable weapon against the disengagement that plagues our schools today. (Presented during the 26th Annual Summer Fellows Symposium, July 19, 2024 at Ursinus College.)

Language: English

Article

The Montessori Method: Redefining the Child

Available from: Ursinus College

Publication: Educational Studies Summer Fellows

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Abstract/Notes: We live in an era that considers standardized testing paramount in regards to academic success. The rationale: we consistently gain a more informed understanding of students’ progress. However, these tests rarely fulfill this goal and instead assess one’s socioeconomic status. The “No Child Left Behind Act”, an initiative to purportedly help disadvantaged students improve their academic performance, highlights the value we attribute to testing, but suggests that a child’s inner needs are secondary. Such a rigid initiative deprives students of educational freedom. The Montessori Method, developed by Dr. Maria Montessori in the 1900s, challenges our current day initiative by placing the child at the forefront of her educational model. She suggests that the child should be respected and valued, as they are “spiritual embryos,” which hold within them an inner psychic life and the secret to humankind. The child possesses within herself the tools necessary to embark on an independent educational journey with minimal assistance. Dr. Montessori’s method enables an authentic development that caters to the child’s innate love of learning through their “sensitive periods” and “absorbent mind.” This work aims to explore Dr. Montessori’s philosophy with a focus on the ways in which she challenges our thinking on the child, childhood, and the adult in relation to the child. An examination of the classroom environment is necessary as it brings all four elements to fruition. Ultimately, children are miraculous beings that need not be undermined via traditional pedagogical approaches, but rather assisted and respected in order to thrive. (Presented during the 20th Annual Summer Fellows Symposium, July 20, 2018 at Ursinus College.)

Language: English

Doctoral Dissertation (Ed.D.)

Where Are the Toys? Exploring the Role of Learning Environments in Affording Play-based, Developmentally Appropriate Learning Experiences for Young Children (K-2nd Grade)

Available from: ProQuest – Dissertations and Theses

Classroom environments, Comparative education, Developmental psychology, Early childhood care and education, Early childhood education, Learning environments, Montessori method of education – Criticism, interpretation, etc., Play, Reggio Emilia approach (Early childhood education) – Criticism, interpretation, etc.

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Abstract/Notes: Play is a foundation of early childhood education. However, the opportunities for play-based learning in a formal educational setting (K-2) are limited due to increased academic demands. The purpose of this multiple-article dissertation was to examine play-making learning environments and their affordance to support children’s learning across cognitive, language, physical, social, and emotional developmental domains and to explore the benefits and challenges of integrating play-making within a formal early childhood setting. Chapter two includes a systematic literature review of 15 makerspaces and 27 loose parts peer-reviewed empirical studies in early childhood educational settings published between 1989 – 2023. The studies reported positive outcomes of integrating makerspaces or loose parts on children’s development across all domains; however, the domains were unevenly represented. The purpose of the qualitative case study (chapter three) was to utilize K-2 children’s descriptions of play and learning experiences to conceptualize their understanding of learning through play. Data was collected from drawings and semi-structured interviews about play and learning. Results highlighted that children in the study separated the concepts of play and learning based on physical and social cues. They also identified the benefits of play for physical, social, and emotional learning and, to a lesser extent, recognized the value of play for cognitive and language learning. The purpose of study two (chapter four) was to conceptualize emotional learning through creative thinking behaviors utilizing natural observations of six children interacting with materials, tools, and each other in the play-making space. The insights gained from the second study suggest that play-making environments that encourage creative thinking behaviors congruently support the development of emotional skills. Taken together, the systematic research review (chapter two), the case study (chapter three), and the analysis of emotional competencies through creative thinking behaviors (chapter four) suggest that the integration of play-making spaces supports learning experiences for young children across all developmental domains. The dissertation also provides new insights for future research on play-making and provides potential solutions to the decrease of play-based learning in a formal early childhood education setting (K-2).

Language: English

Published: Binghamton, New York, 2024

Article

Three-to Six-Year-Olds Demonstration of Connection to Nature at a Montessori School in the Upper Midwest

Available from: Natural Start Alliance (North American Association for Environmental Education)

Publication: International Journal of Early Childhood Environmental Education, vol. 11, no. 2

Pages: 43-68

Americas, Montessori schools, Nature education, North America, United States of America

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Abstract/Notes: Children are born into a world today with a drastically changing environmental climate. When young people develop an emotional attachment and sense of identity with nature, they may be more likely to behave in less destructive ways toward the planet and possibly live with a sense of responsibility and respect for nature. This mixed method study aimed to measure to what extent 3- to 6-year-olds demonstrated environmental sensitivity, awareness, and preferences at a nature-based Montessori school in the upper Midwest of the United States and asked if age was an influencing variable. Young children’s connection to nature in these categories was determined using a modified age-appropriate psychological games testing tool, field observations of the types of nature features and activities the children experienced indoors and outdoors, and interviews with the two lead teachers. Results indicated that this cohort of children demonstrated a moderate to strong connection to nature in all three categories. Age was an influencing variable measuring environmental sensitivity and some aspects of environmental awareness, but not environmental preferences regarding where to play. This study adds to the body of work conducted in early childhood education, environmental education, early childhood environmental education for sustainability, and Montessori education.

Language: English

ISSN: 2331-0464

Article

✓ Peer Reviewed

Celestina Vigneaux Cibils (1878-1964): Commitment to an Idea of School Conceived as a Home of Health and Culture for Everyone / Celestina Vigneaux Cibils (1878-1964): Compromisso com uma Ideia de Escola Concebida como uma Casa de Saúde e Cultura para Todos / Celestina Vigneaux Cibils (1878-1964): El Compromiso con una Idea de Escuela Concebida como un Hogar de Salud y Cultura para Todo el Mundo

Available from: Universidade Estadual de Maringá

Publication: Revista Brasileira de História da Educação / Revista Brasileña de Historia de la Educación, vol. 24

Pages: Article e328 (20 p.)

Celestina Vigneaux Cibils – Biographic sources, Europe, Maria Montessori – Philosophy, Montessori method of education – Criticism, interpretation, etc., Southern Europe, Spain

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Abstract/Notes: En este artículo los autores se aproximan a la figura de Celestina Vigneaux (1878-1964) que forma parte de la primera generación del movimiento de la renovación pedagógica. Este estudio viene motivado por dos razones: de un lado, fue la maestra que introduzco las cantinas escolares como práctica higienista pero también educativa y cultural y, de otro, llevó a cabo el método de Maria Montessori en una escuela pública de la ciudad de Barcelona. Todo ello representa una oportunidad para recuperar la memoria histórica de una maestra con una formación y pensamiento pedagógico muy sólidos. Su nombre no puede cair en el olvido ni ser eclipsado por las trayectorias biográficas también interesantes de su marido (Pere Coromines) y alguno de sus hijos (Joan Coromines). Se trata, pues, de un estudio que se ha llevado a cabo a través de la hermenéutica de los principales textos publicados por parte de Celestina Vigneaux, los principales autores contemporáneos de dicha maestra y, por supuesto, obras referentes de la Historia de la Pedagogía catalana. / Neste artigo, os autores analisam a figura de Celestina Vigneaux (1878-1964), que fez parte da primeira geração do movimento de renovação pedagógica. Este estudo é motivado por duas razões: por um lado, ela foi a professora que introduziu as cantinas escolares como uma prática higienista, mas também educacional e cultural e, por outro, ela aplicou o método de Maria Montessori em uma escola pública na cidade de Barcelona. Tudo isso representa uma oportunidade de recuperar a memória histórica de uma professora com uma formação e um pensamento pedagógico muito sólidos. Seu nome não pode cair no esquecimento ou ser ofuscado pelas trajetórias biográficas igualmente interessantes de seu marido (Pere Coromines) e de alguns de seus filhos (Joan Coromines). Trata-se, portanto, de um estudo que foi realizado por meio da hermenêutica dos principais textos publicados por Celestina Vigneaux, dos principais autores contemporâneos dessa professora e, evidentemente, de obras de referência na História da Pedagogia Catalã. / In this article the authors approach the figure of Celestina Vigneaux (1878-1964) who is part of the first generation of the pedagogical renewal movement. This study is motivated by two reasons: on the one hand, she was the teacher who introduced school canteens as a hygienist but also educational and cultural practice and, on the other, she carried out Maria Montessori’s method in a public school in the city of Barcelona. All of this represents an opportunity to recover the historical memory of a teacher with a very solid pedagogical training and thinking. Her name cannot fall into oblivion or be overshadowed by the equally interesting biographical trajectories of her husband (Pere Coromines) and some of her children (Joan Coromines). This is, therefore, a study that has been carried out through the hermeneutics of the main texts published by Celestina Vigneaux, the main contemporary authors of this teacher and, of course, reference works of the History of Catalan Pedagogy.

Language: Spanish

ISSN: 1519-5902, 2238-0094