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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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Conference Paper

Jak przygotowane otoczenie ro艣nie razem z dzieckiem w drugiej p艂aszczy藕nie rozwojowej [How the prepared environment grows with the child in the second developmental plane]

Available from: University of Gda艅sk

Konferecja Polskie Dni Montessori “Dziecko w wielowymiarowej przestrzeni” (May 17-19, 2024, 艁贸d藕, Poland) [Polish Montessori Days conference “Child in multidimensional space” (May 17-19, 2024, 艁贸d藕, Poland)]

Montessori method of education – Criticism, interpretation, etc., Prepared environment

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Abstract/Notes: The prepared environment is one of the most important concepts of Maria Montessori’s pedagogy and is generally considered in the context of the first developmental plane, that is, the time from birth to the child’s completion of pre-school education. The interest in the prepared environment precisely at this stage of the child’s educational development should not be surprising. If one accepts Maria Montessori’s hypothesis about the specific property of the child, which she called a receptive mind, then the prepared environment is of colossal importance, both in its psycho-dynamic, personal and material layers. The lecture discussed the metamorphoses of the second developmental plane, the period between the sixth and twelfth years of a child’s life, in the context of the need to modify and extend what we call the prepared environment. We now know quite a lot about the transformations in the instruments with which children explore and learn about the world during the successive developmental stages. We have extensive knowledge of changing developmental needs and therefore it is useful to consider how the prepared environment changes as the child develops. Special attention was given to Montessorian field trips as a distinctive and integral formula for learning outside the school building in this approach. In this context, the orientation of outdoor education and Montessori’s proposals in this area were also reflected upon. Montessorian going outdoors is an integral part of what is referred to in this pedagogy as space education. The lecture also defines the most important objectives guiding this pedagogical form and will try to highlight the integral elements of the Montessorian field trip, especially before and after the field trip, we will analyse the role of the adult accompanying the children in this activity. / Przygotowane otoczenie jest jednym z najwa偶niejszych poj臋膰 pedagogiki Marii Montessori i na og贸艂 rozpatrywane jest w kontek艣cie pierwszej p艂aszczyzny rozwojowej, to znaczy czasu od urodzenia do zako艅czenia przez dziecko edukacji przedszkolnej. Zainteresowanie przygotowanym otoczeniem w艂a艣nie w na tym etapie rozwoju edukacji dziecka nie powinno dziwi膰. Je艣li przyj膮膰 hipotez臋 Marii Montessori o specyficznej w艂a艣ciwo艣ci dziecka, kt贸r膮 nazywa艂a ona ch艂onnym umys艂em, kolosalne znaczenie ma w艂a艣nie przygotowane otoczenie, i to zar贸wno w warstwie psycho-dynamicznej, jak i osobowej oraz materialnej. W trakcie wyk艂adu om贸wiono metamorfozy drugiej p艂aszczyzny rozwojowej, czyli okresu pomi臋dzy sz贸stym a dwunastym rokiem 偶ycia dziecka, w kontek艣cie konieczno艣ci modyfikacji i rozszerzenia tego, co nazywamy przygotowanym otoczeniem. Wiemy dzi艣 sporo o przemianach w zakresie instrument贸w, jakimi dzieci eksploruj膮 i poznaj膮 艣wiat w kolejnych etapach rozwojowych. Mamy rozleg艂膮 wiedz臋 na temat zmiany potrzeb rozwojowych i dlatego warto zastanowi膰 si臋, jak przygotowane otoczenie zmienia si臋 wraz z rozwojem dziecka. Szczeg贸lnej uwadze po艣wi臋cono montessoria艅skie wyj艣cie w teren jako charakterystyczn膮 i integraln膮 dla tego podej艣cia formu艂臋 uczenia si臋 poza budynkiem szko艂y. W tym kontek艣cie refleksji poddano tak偶e orientacje edukacji na 艣wie偶ym powietrzu i propozycji Montessori w tym zakresie. Montessoria艅skie wyj艣cie w teren stanowi integralny element tego, co okre艣la si臋 w tej pedagogii jako edukacja kosmiczna. W trakcie wyk艂adu zdefiniowano r贸wnie偶 najwa偶niejsze cele przy艣wiecaj膮ce tej formie pedagogicznej, a tak偶e spr贸bujemy zwr贸ci膰 uwag臋 na integralne elementy montessoria艅skiego wyj艣cia w teren, zw艂aszcza przed i po owym wyj艣ciu, analizie poddamy rol臋 osoby doros艂ej towarzysz膮cej dzieciom w tej aktywno艣ci.

Language: English

Published: Lodz, Poland, 2024

Conference Paper

Moveable Alipbi: A Montessori-inspired Design of Long-Term Child-Robot Interaction for Early Literacy Development

Available from: ACM Digital Library

Asia, Central Asia, Information and communications technology (ICT), Kazakhstan, Language acquisition, Language development, Language education, Montessori method of education – Criticism, interpretation, etc., Technology and children

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Abstract/Notes: Children’s early literacy skills tend to unfold given the specially designed environment and learning activities. In light of Kazakhstan’s ongoing alphabet shift from Cyrillic to Latin, many challenges arise for early literacy development and acquisition of the new script. Human-robot interaction (HRI) research provides a unique venue for the integration of social robots into language learning, while the Montessori method with a century-long hisory offers autonomous, selfdirected, and collaborative learning space. Combining these areas, we propose a robotic system named Moveable 脛l谋pbi, designed to help boost children’s motivation in learning the new script in long-term interaction. We detail the system’s interaction design life cycle from understanding users to designing and implementing robot behaviors followed by evaluating with pilot participants.

Language: English

Published: New York, New York: Association for Computing Machinery, June 17, 2024

Pages: 587鈥599

DOI: 10.1145/3628516.3663347

ISBN: 9798400704420

Bachelor’s Thesis

Teachers’ Strategies and Challenges in Enhancing Students’ Bilingualism Through Montessori Approach at a Private Bilingual Pre-School in Yogyakarta

Available from: Universitas Muhammadiyah Yogyakarta

Asia, Australasia, Bilingual education, Bilingualism, Indonesia, Language acquisition, Montessori method of education – Criticism, interpretation, etc., Montessori schools, Preschool education, Southeast Asia

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Abstract/Notes: Pembelajaran bilingual melalui Montessori pada pendidikan anak usia dini dalam beberapa tahun terakhir sedang menjadi perhatian, hal ini erat kaitannya dengan peran penting guru. Penelitian ini bertujuan untuk mengeksplorasi strategi dan tantangan guru dalam meningkatkan kemampuan bilingual siswa melalui metode Montessori di taman kanak-kanak swasta di Yogyakarta. Penelitian ini menggunakan pendekatan penelitian kualitatif dengan desain penelitian kualitatif deskriptif. Pengumpulan data dalam penelitian ini menggunakan tabel observasi di tiga kelas yang berbeda serta wawancara dengan empat orang guru sebagai partisipan. Hasil penelitian ini ditemukan bahwa terdapat lima strategi yang digunakan oleh guru dalam meningkatkan kemampuan bilingual siswa melalui Montessori yaitu (1) memberikan instruksi tidak langsung kepada siswa, (2) menyiapkan bahan sensori, (3) memprioritaskan pengajaran menulis daripada membaca, (4) mengulang kalimat bilingual, (5) serta menggunakan keterlibatan musikal. Selain itu, dari hasil penelitian disimpulkan bahwa tantangan yang dihadapi guru dalam meningkatkan kemampuan bilingual siswa melalui Montessori antara lain, (1) menyiapkan lingkungan, (2) menilai kinerja siswa, dan (3) mengatasi latar belakang siswa yang beragam. Penelitian ini memberikan gambaran tentang peran guru yang sangat penting dalam mengarahkan kemampuan bilingual dan pendidikan Montessori pada pembelajaran pada anak usia dini, tantangan yang dihadapi guru, dan strategi efektif dalam memfasilitasi perkembangan linguistik pada siswa. [Bilingual learning through Montessori in early childhood education has become a concern in recent years, this is closely related to the important role of teachers. This research aims to explore teachers’ strategies and challenges in improving students’ bilingual abilities through the Montessori method in private kindergartens in Yogyakarta. This research uses a qualitative research approach with a descriptive qualitative research design. Data collection in this research used observation tables in three different classes as well as interviews with four teachers as participants. The results of this research found that there were five strategies used by teachers in improving students’ bilingual abilities through Montessori, namely (1) providing indirect instructions to students, (2) preparing sensory materials, (3) prioritizing teaching writing rather than reading, (4) repeating bilingual sentences, (5) as well as using musical involvement. In addition, from the research results it was concluded that the challenges faced by teachers in improving students’ bilingual abilities through Montessori include, (1) preparing the environment, (2) assessing student performance, and (3) overcoming diverse student backgrounds. This research provides an overview of the very important role of teachers in directing bilingual skills and Montessori education in early childhood learning, the challenges teachers face, and effective strategies in facilitating linguistic development in students.]

Language: Indonesian

Published: Yogyakarta, Indonesia, 2024

Article

The making of Maria Montessori

Available from: magonlinelibrary.com (Atypon)

Publication: Early Years Educator, vol. 24, no. 10

Pages: 1-2

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Abstract/Notes: 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.

DOI: 10.12968/eyed.2024.24.10.5

ISSN: 1465-931X

Article

Funded Childcare Should Prioritise Quality

Available from: MAG Online Library

Publication: Children and Young People Now, vol. 2024, no. 5

Pages: 19

Child care, Early childhood care and education, Early childhood education

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Language: English

DOI: 10.12968/cypn.2024.5.19

ISSN: 1755-8093

Article

鉁 Peer Reviewed

Maria Montessori鈥檚 Cosmic Education: The origins of a still-relevant project

Available from: Edizioni Erickson

Publication: Pedagogia pi霉 Didattica, vol. 10, no. 1

Pages: 46-60

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Abstract/Notes: As is well known, Maria Montessori鈥檚 pedagogy, at the beginning of the last century, brought about a radical change in the teacher鈥檚 relationship with her pupils: educating means to provide the tools for the child to develop his or her personality to the full in self-fulfilment with others. This article therefore focuses on the Cosmic Education project that Maria Montessori elaborated and experimented with during the period she lived in India, and which was aimed at children aged 6 to 12. Some derivations of Montessori鈥檚 reflections are then traced in the 2012 National Directions for the Curriculum for Preschool and First Cycle Education. In fact, the latter take up what Montessori has always maintained, namely the importance of not separating basic cultural literacy from education to the principles of civil coexistence, providing the necessary tools for autonomous, conscious and responsible thinking and acting with regard to the entire cosmos. / Com鈥櫭 noto, la pedagogia di Maria Montessori, all鈥檌nizio del secolo scorso, realizza un cambiamento radicale nel rapporto dell鈥檌nsegnante con gli allievi: educare significa fornire gli strumenti affinch茅 il bambino sviluppi al meglio la propria personalit脿 nell鈥檃utorealizzarsi insieme agli altri. Il presente articolo focalizza perci貌 l鈥檃ttenzione sul progetto di educazione cosmica che Maria Montessori elabora e sperimenta durante il periodo da lei vissuto in India, rivolto ai bambini dai 6 ai 12 anni. Vengono poi rintracciate alcune derivazioni delle riflessioni montessoriane nelle Indicazioni nazionali per il curriculo della scuola d鈥檌nfanzia e del primo ciclo di istruzione del 2012. Queste ultime riprendono infatti quanto Montessori ha sempre sostenuto, ovvero l鈥檌mportanza di non scindere l鈥檃lfabetizzazione culturale di base da un鈥檈ducazione ai principi della convivenza civile, fornendo gli strumenti necessari a un pensiero e a un agire autonomi, consapevoli e responsabili nei confronti dell鈥檌ntero cosmo.

Language: Italian

DOI: 10.14605/PD101244

ISSN: 2421-2946

Master’s Thesis (M. Arch.)

Absorbent Minds: Challenging Utopia Through Atmospheric Architecture

Available from: North Dakota State University Library

Architecture, Classroom environments, Learning environments, Montessori schools

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Abstract/Notes: Since the time of John Amos Comenius the way in which we teach has remained constant. A simplified metaphor for learning amplifies the argument that the view of early education is in a utopian state. When in reality the curriculum is a mold to fit learners into, that prepares them to become a cog in the wheel we call the workforce. The goal is to combat this problem using principles from both the Maria Montessori and Reggio Emilia approaches to learning to create an atmosphere that inspires learners and allows for the flourishing of creativity and self-discovery. This thesis aims to reinterpret what it means to practice a deeper meaning of learning in and out of the classroom setting.

Language: English

Published: Fargo, North Dakota, 2024

Article

Text Mining of Monologues by Waldorf and Montessori Teacher Trainers

Available from: Eszterh谩zy K谩roly Catholic University

Publication: ACTA Universitatis, Sectio Paedagogica, vol. 45

Pages: 255-274

Comparative education, Montessori method of education – Criticism, interpretation, etc., Montessori method of education – Teacher training, Teacher training, Teachers, Waldorf method of education – Criticism, interpretation, etc., Waldorf method of education – Teacher training

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Abstract/Notes: Using text-mining methods and a genealogical discourse analysis, our comparative study aims to explore the views of Waldorf and Montessori teacher trainers. The data was collected through structured interviews. The sample consists of eight respondents involved in Montessori teacher training and eight respondents involved in Waldorf teacher training (N-total = 16). Our research objective is to identify the lexical and narratological features, similarities and differences in the monologues of expert teachers with the aim of their interpretive evaluation. The literature review provides a brief summary of recent research on didactics and effectiveness, as well as some critiques of Montessori and Waldorf pedagogy.

Language: English

ISSN: 2630-9742

Article

Last Laugh

Available from: ProQuest

Publication: Montessori Life, vol. 36, no. 2

Pages: 55

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Language: English

ISSN: 1054-0040

Article

Baking and Woodworking: Practical Life in Upper Elementary

Available from: ProQuest

Publication: Montessori Life, vol. 36, no. 2

Pages: 49

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Abstract/Notes: In woodworking, students are introduced to a range of hand and power tools, and take part in both individual and group projects. Woodworking offers a unique control of error-either the piece of wood is cut correctly or not-allowing students to experience the satisfaction of tangible progress. PRACTICAL LIFE IN UPPER ELEMENTARY,” PAGE 49 During the summer; one of my favorite things to do is to get outside and connect with nature.

Language: English

ISSN: 1054-0040