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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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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

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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 Sa√ļde 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 Maring√°

Publication: Revista Brasileira de Hist√≥ria da Educa√ß√£o / Revista Brasile√Īa de Historia de la Educaci√≥n, 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 art√≠culo los autores se aproximan a la figura de Celestina Vigneaux (1878-1964) que forma parte de la primera generaci√≥n del movimiento de la renovaci√≥n pedag√≥gica. Este estudio viene motivado por dos razones: de un lado, fue la maestra que introduzco las cantinas escolares como pr√°ctica higienista pero tambi√©n educativa y cultural y, de otro, llev√≥ a cabo el m√©todo de Maria Montessori en una escuela p√ļblica de la ciudad de Barcelona. Todo ello representa una oportunidad para recuperar la memoria hist√≥rica de una maestra con una formaci√≥n y pensamiento pedag√≥gico muy s√≥lidos. Su nombre no puede cair en el olvido ni ser eclipsado por las trayectorias biogr√°ficas tambi√©n 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 trav√©s de la hermen√©utica de los principales textos publicados por parte de Celestina Vigneaux, los principales autores contempor√°neos de dicha maestra y, por supuesto, obras referentes de la Historia de la Pedagog√≠a catalana. / Neste artigo, os autores analisam a figura de Celestina Vigneaux (1878-1964), que fez parte da primeira gera√ß√£o do movimento de renova√ß√£o pedag√≥gica. Este estudo √© motivado por duas raz√Ķes: por um lado, ela foi a professora que introduziu as cantinas escolares como uma pr√°tica higienista, mas tamb√©m educacional e cultural e, por outro, ela aplicou o m√©todo de Maria Montessori em uma escola p√ļblica na cidade de Barcelona. Tudo isso representa uma oportunidade de recuperar a mem√≥ria hist√≥rica de uma professora com uma forma√ß√£o e um pensamento pedag√≥gico muito s√≥lidos. Seu nome n√£o pode cair no esquecimento ou ser ofuscado pelas trajet√≥rias biogr√°ficas 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 hermen√™utica dos principais textos publicados por Celestina Vigneaux, dos principais autores contempor√Ęneos dessa professora e, evidentemente, de obras de refer√™ncia na Hist√≥ria da Pedagogia Catal√£. / 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

Article

Use of Montessori Education for Therapeutic Purposes in Individuals with Special Needs

Available from: Preschool Education: Global Trends

Publication: Preschool Education: Global Trends, vol. 5

Children with disabilities, Developmentally disabled children, Developmentally disabled youth, Montessori method of education – Criticism, interpretation, etc., Special education

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Abstract/Notes: IntroductńĪon. The main idea of Montessori Pedagogy and Montessori Therapy based on it is to contribute to the development of the child by accepting them with their own personality and providing special ‘sensory development tools’ and activities suitable for the child‚Äôs ‚Äėstructure plan‚Äô. Purpose. This study will focus on the therapeutic use of the Montessori method in infants and young children with special needs. Also, it is aimed to explain Montessori Therapy and its usage in the education of children with special needs in-depth and to evaluate the perspectives of parents of children with special needs on Montessori Therapy.Method. The research is a descriptive study and includes compiling information on Montessori therapy and the results of interviews conducted with the families of five children with special needs. The research data consists of a literature review and family interviews. Results. As a result of the research, parents of children with special needs stated that alternative preschool education (Montessori education) approaches for their children could be effective in helping children acquire basic life skills.Conclusion. Montessori principles such as individualized learning, manipulative materials, freedom and discipline, natural environment, and continuous observation can help maximize the potential of these children. However, every child is unique, and the therapy may need to be constantly adapted to be effective. Therefore, practitioners of Montessori therapy should carefully observe and assess the needs of the children, and continuously update themselves with current research and best practices.

Language: English

ISSN: 2786-7048, 2786-703X

Article

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Differences in Spatiotemporal Brain Network Dynamics of Montessori and Traditionally Schooled Students

Available from: Nature

Publication: npj Science of Learning, vol. 9, no. 1

Pages: Article 45

Cognitive development, Cognitive neuroscience, Comparative education, Montessori method of education – Research, Neuropsychology, Neuroscience

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Abstract/Notes: Across development, experience has a strong impact on the way we think and adapt. School experience affects academic and social-emotional outcomes, yet whether differences in pedagogical experience modulate underlying brain network development is still unknown. In this study, we compared the brain network dynamics of students with different pedagogical backgrounds. Specifically, we characterized the diversity and stability of brain activity at rest by combining both resting-state fMRI and diffusion-weighted structural imaging data of 87 4‚Äď18 years old students experiencing either the Montessori pedagogy (i.e., student-led, trial-and-error pedagogy) or the traditional pedagogy (i.e., teacher-led, test-based pedagogy). Our results revealed spatiotemporal brain dynamics differences between students as a function of schooling experience at the whole-brain level. Students from Montessori schools showed overall higher functional integration (higher system diversity) and neural stability (lower spatiotemporal diversity) compared to traditionally schooled students. Higher integration was explained mainly through the cerebellar (CBL) functional network. In contrast, higher temporal stability was observed in the ventral attention, dorsal attention, somatomotor, frontoparietal, and CBL functional networks. This study suggests a form of experience-dependent dynamic functional connectivity plasticity, in learning-related networks.

Language: English

DOI: 10.1038/s41539-024-00254-6

ISSN: 2056-7936

Doctoral Dissertation (Ed.D.)

Staff Perceptions of Data Collection and Analysis During Multitiered Systems of Support in a Public Montessori Charter School

Available from: Walden University ScholarWorks

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Abstract/Notes: A problem exists in NC Montessori schools with effective data analysis for specific learning disabilities (SLD) placement. The purpose of this study was to identify administrators’ and teachers’ perceptions of data collection and analysis within multitiered systems of support (MTSS) in a Montessori school. Fixsen’s implementation science theory was the framework for examining participants’ descriptions of MTSS methods. The first research question for this study sought to identify implementation methods administrators and teachers used during data collection and analysis within MTSS as a component of SLD eligibility in a public Montessori charter school. The second question explored the components of Montessori pedagogy administrators and teachers identified as impacting their ability to implement MTSS. Interview responses from 12 teachers and administrators were coded using open and axial coding via a basic qualitative design. Four themes emerged from data analysis. Staff recognized MTSS implementation components, the importance of data as part of MTSS, the impact of pedagogy, and the impact of other school factors. The current study contributed to social change in special education by adding to the research base regarding MTSS implementation in public Montessori charter schools. Specifically, it identified staff perceptions of data collection and analysis and described possible reasons for the gap between MTSS literature and practice.

Language: English

Published: Minneapolis, Minnesota, 2024

Article

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Merits and Demerits of Montessori Schools

Available from: International Scientific Online Conferences

Publication: Theory and Analytical Aspects of Recent Research, vol. 2, no. 25

Pages: 239-242

Montessori method of education – Criticism, interpretation, etc.

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Abstract/Notes: In this article some abnormal methods which other educators consider like this will be mentioned and merits and demerits of Montessori schools will be high-lightened with the help of exact examples and reliable sources.

Language: English

Article

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Innovation and Learning Goals in PAUD: Implementation of the Early Childhood Curriculum with a Montessori Approach / Inovasi dan Tujuan Pembelajaran di PAUD: Implementasi Kurikulum Anak Usia Dini dengan Pendekatan Montessori

Available from: Jurnal Pendidikan Tambusai

Publication: Jurnal Pendidikan Tambusai, vol. 8, no. 2

Pages: 24475-24484

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Abstract/Notes: Early Childhood Education (PAUD) has an important role in helping children develop the basic abilities and skills needed for future success. In an effort to improve the quality of PAUD education, innovation in the curriculum and learning approaches is very important. The aim of this research is to understand the concept of the Montessori learning method, the biography and history of Maria Montessori, the advantages and disadvantages of the Montessori curriculum, the main objectives of the Montessori curriculum, and the implementation of the Montessori curriculum in educational institutions. The method used in this research is library research using the library study method. Maria Montessori, an Italian female doctor in 1870. According to the philosophy of Dr. Montessori children learn best in an environment that emphasizes children’s freedom-based learning. The aim of the Montessori curriculum is to help children develop their full potential both physically, socially, emotionally and intellectually. An educational institution needs to provide a structured yet free learning environment. The implementation of the Montessori learning model is based on three basic areas of involvement, namely, practical education or motor movement, sensory material, academic material. / Pendidikan Anak Usia Dini (PAUD) memiliki peran penting dalam membantu anak-anak mengembangkan kemampuan dasar dan keterampilan yang diperlukan untuk keberhasilan dimasa depan. Dalam upaya meningkatkan kualitas pendidikan PAUD, inovasi dalam kurikulum dan pendekatan pembelajaran menjadi sangat penting. Tujuan dari penelitian ini adalah untuk mengetahui konsep metode pembelajaran Montessori, biografi serta sejarah seorang Maria Montessori, kelebihan dan kekurangan dari kurikulum Montessori, tujuan utama pada kurikulum Montessori, dan implementasi kurikulum Montessori dalam satuan lembaga pendidikan. Metode yang digunakan dalam penelitian ini adalah penelitian library research dengan metode studi kepustakaan. Maria Montessori, seorang dokter wanita Italia pada tahun 1870. Menurut filsafat Dr. Montessori anak-anak belajar dengan baik dalam lingkungannya yang menekankan pembelajaran berbasis kebebasan anak-anak. Tujuan kurikulum Montessori yaitu untuk membantu anak dalam mengembangkan potensi mereka secara menyeluruh baik dari secara fisik, sosial, emosional, dan intelektual nya. Suatu lembaga pendidikan perlu memberikan lingkungan belajar yang struktur namun bebas. Implementasi model pembelajaran Montessori didasarkan pada tiga area dasar keterlibatan yaitu, pendidikan praktis atau gerak motorik, materi sensorik, materi akademik.

Language: Indonesian

ISSN: 2614-3097

Article

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Research on the Application of Montessori Education Method in Cognitive Training of Patients with Alzheimer’s Disease

Available from: Bio Byword

Publication: Journal of Clinical and Nursing Research, vol. 8, no. 5

Pages: 336-341

Alzheimer’s disease, Dementia, Gerontology, Montessori-based interventions (MBI)

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Abstract/Notes: Objective: To study the application of the Montessori education method in cognitive training in patients with Alzheimer’s disease (AD). Methods: 40 cases of senile dementia patients who were admitted to our hospital from January 2022 to January 2023 were selected and randomly divided into an intervention group and a control group according to the single and double number table method, with 20 cases in each group. The intervention group used the Montessori education method, the principle of which was to implement individualized health interventions based on the individual conditions of the patients, for a period of 6 months; the control group was given conventional treatment and nursing of the disease. The Mini-Mental State Examination (MMSE) was used to compare the effects of the two groups of patients before and after health intervention and conduct statistical analysis. Results: The score of the intervention group was higher than that of the control group, and there was a statistical difference between the two (P < 0.05). Conclusion: Implementing the Montessori education method for diagnosed Alzheimer’s patients can effectively improve their cognitive function and delay the progress of further dementia.

Language: English

DOI: 10.26689/jcnr.v8i5.7306

ISSN: 2208-3693, 2208-3685

Article

Respecting the Whole Child

Available from: MAG Online Library

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

Pages: 3-4

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Abstract/Notes: 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.

Language: English

DOI: 10.12968/eyed.2024.24.10.7

ISSN: 1465-931X

Article

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Curriculum Development For Children With ADHD Reviewed From Learning Innovation

Available from: Universitas Mahasaraswati Denpasar

Publication: International Journal of Applied Science and Sustainable Development (IJASSD), vol. 6, no. 1

Pages: 70-75

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Abstract/Notes: Attention Deficit Hyperactivity Disorder (ADHD) is a neurobehavioral disorder that commonly occurs in children who often have difficulty paying attention, controlling impulses, and having a high level of activity. Curricula designed specifically for children with ADHD aim to maximize their potential, while accommodating the challenges they face in information processing, attention regulation, and self-regulation. The aim of this research is to provide an overview of curriculum developments for children with ADHD in terms of innovations in learning using research methods, namely literature reviews and research results in the form of various curriculum developments for children with ADHD, especially in the form of innovations in inclusive learning in the application of kinesthetic learning styles, application of models. Project Based Learning and CTL learning with the help of Self Instruction and innovative learning aids in the form of playdough, Montessori teaching aids and play equipment with QR codes.

Language: English

DOI: 10.36733/ijassd.v6i1.9418

ISSN: 2775-6874