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Maria Montessori es una figura intelectual que emerge con voz propia en la historia de la educación transnacional del siglo XX. En el caso de España su influencia ha sido y sigue siendo profunda. Lo que se plantea en este trabajo es un estudio histórico de su temprana recepción en el contexto español en las tres décadas que transcurren de 1906 a 1936. El punto de partida es una re-contextualización de sus ideas educativas desde la óptica de campos de conocimientos diferenciados de la propia pedagogía. Un aspecto aún no abordado por los historiadores de la educación. El estudio se enmarca en la corriente de la historia intelectual, más específicamente en los estudios de circulación, transferencia y recepción de ideas. Se toman como referencia principal los trabajos de historiadores como David Armitage y David Boucher, que han desarrollado enfoques contextuales analíticos para el estudio de las ideas y su reconfiguración en espacios geográficos determinados y periodos temporales específicos. Se plantea una re-contextualización del proceso de recepción de las ideas de Montessori a partir de tres campos aparentemente distantes de la pedagogía en las tres primeras décadas del siglo XX en España como lo eran la política, la religión y la medicina. Se constata una recepción trasversal y compleja de las ideas de Montessori en España que abarca un ancho espectro ideológico. Se detecta también que campos como la política y la religión se adelantaron al campo de la pedagogía en la recepción de la obra de Montessori., Maria Montessori is an intellectual figure who emerges with her own voice in the history of transnational education in the 20th century. In the case of Spain, her influence has been and continues to be profound. This work proposes a historical study of her early reception in the Spanish context in the three decades that pass from 1906 to 1936. The starting point is a re-contextualization of her educational ideas from the perspective of fields of knowledge beyond pedagogy itself, an aspect not yet addressed by historians of education. The study is part of the current of intellectual history, more specifically in the studies of the circulation, transfer, and reception of ideas. The works of historians such as David Armitage and David Boucher, who have developed analytical contextual approaches for the study of ideas and their reconfiguration in specific geographical spaces and specific time periods, are taken as the main reference. A recontextualization of the reception process of Montessori's ideas is proposed from three apparently distant fields of pedagogy in the first three decades of the 20th century in Spain: politics, religion and medicine. A transversal and complex reception of Montessori's ideas in Spain is confirmed, covering a wide ideological spectrum. The study also reveals that Montessori’s work in fields such as politics and religion were received even before those of the field of pedagogy., Maria Montessori est une figure intellectuelle qui émerge avec sa propre voix dans l'histoire de l'éducation transnationale au XXe siècle. Dans le cas de l'Espagne, son influence a été et continue d'être profonde. Ce qui est proposé dans ce travail est une étude historique de sa réception précoce dans le contexte espagnol au cours des trois décennies qui passent de 1906 à 1936. Le point de départ est une recontextualisation de ses idées éducatives du point de vue de domaines de connaissance différenciés de la pédagogie elle-même. Un aspect encore peu abordé par les historiens de l'éducation. L'étude s'inscrit dans le courant de l'histoire intellectuelle, plus précisément dans les études de la circulation, du transfert et de la réception des idées. Les travaux d'historiens tels que David Armitage et David Boucher, qui ont développé des approches analytiques contextuelles pour l'étude des idées et leur reconfiguration dans des espaces géographiques spécifiques et des périodes de temps spécifiques, sont pris comme référence principale. Une recontextualisation du processus de réception des idées de Montessori est proposée à partir de trois domaines pédagogiques apparemment éloignés des trois premières décennies du XXe siècle en Espagne, tels que la politique, la religion et la médecine. Une réception transversale et complexe des idées de Montessori en Espagne se confirme, couvrant un large spectre idéologique. Il est également détecté que des domaines tels que la politique et la religion étaient en avance sur le domaine de la pédagogie dans la réception du travail de Montessori.

Bu araştırmada ilkokulda Montessori modelini inceleyen çalışmaların mevcut durumununanalizinin ortaya konulması amaçlanmıştır. Araştırmada çalışmaların nitel bulgularınınyorumlanması, değerlendirilmesi, benzer, farklı yönlerinin ortaya koyulup yeni çıkarımlarınyapılmasını amaçlayan meta-sentez yöntemi kullanılmıştır. Verilerin toplanmasına 1 Ağustos2020 tarihinde başlanmış, 30 Mayıs 2021'de veri toplama süreci tamamlanmıştır. 16 çalışma verianaliz sürecine dahil edilmiştir. Veri çözümlemesi için tümevarımsal içerik analiz yöntemibelirlenmiş, çalışmalar konu alanları, yöntem, veri analizi, elde edilen sonuçlar ve elde edilensonuçlara yönelik öneriler başlıkları altında özetlenmiştir. Araştırmanın sonucunda ilkokuldayapılan Montessori temelli çalışmaların konu alanlarında Montessori modelinin derinleştirilmesi,okul atmosferinin incelenmesi, öğrenme ortamının detaylandırılması ve diğer alanlarlakıyaslandığı görülmüştür. Çalışmalarda inanırlık ve tutarlılığın yüksek tutulması için veriüçlemesine önem verildiği, çalışma gruplarının ise ilkokul 1. sınıf öğrencileri, öğretmenleri vedokümanın olduğu saptanmıştır. Araştırmada Montessori modelinin diğer alternatif yöntemlerleortak yanının “Dünya Vatandaşlığı” kavramı olması, bireysel değerlendirmelere önem verişiyleön planda olduğu görülmüştür. Elde edilen bulgular literatür ışığında tartışılmış ve çeşitliönerilerde bulunulmuştur., This paper is aimed to present the analysis of the current situation of the studies on theMontessori Method in primary schools. This study adopted a meta-synthesis design to interpretand evaluate the qualitative findings of the studies and to point out their similarities anddifferences to make further interpretations. Data collection started on August 1, 2020 wascompleted May 30, 2021. The sample consisted of 16 studies.The data were analyzed usinginductive content analysis. The studies were summarized under the headings of subject matter,design, data collection tools, objective/significance, results and recommendations. As for subjectmatters, the studies did an in-depth analysis of the Montessori Method, examined schoolatmosphere, provided detailed information on learning environments, and compared theMontessori Method to other models. The studies employed data triangulation to ensure credibilityand consistency. The samples of the studies consisted of first-grade students, teachers, anddocuments. The studies did not address the Montessori Method in different branches. TheMontessori Method has something in common with other methods, which is “World Citizenship.”The Montessori Method is based on individual assessment. The findings were discussed throughlyliterature and various suggestions were made.

La pédagogie Montessori semble aujourd’hui bien installée dans le paysage des pédagogies alternatives. Ses particularités : un héritage de l’Éducation nouvelle, une rupture avec la forme scolaire, mais aussi, par l’intermédiaire d’un matériel médiateur, un changement dans relation éducative adultes / enfants. Comment la qualifier ? Quels sont ses spécificités, ses invariants ? Parce qu’elle repose sur des valeurs comme l’épanouissement de l’élève, le développement de ses capacités, de ses réussites ; mais aussi sur une posture de l’adulte-éducateur particulière, suffisamment en retrait pour ne pas gêner l’élève, tout en étant une ressource, une béquille, une source de motivation pour se mettre au travail, cette pédagogie pourrait, pour ces raisons, contribuer au bien-être de l’élève à l’école. Et s’il s’agissait d’une éthique éducative basée sur l’empathie ? C’est en mettant en perspective certains écrits de la pédagogue avec des exemples de situations de classe que nous proposons de réfléchir à cette question, en adoptant une posture de recherche qui mêle l’herméneutique textuelle et l’observation ethnographique. The Montessori method seems to be well established in the landscape of alternative pedagogies today. Its particularities: a heritage of the Progressive Education, a rupture of the formal schooling, but also through the intermediary of a mediating material, a change in the educational relationship between adults and children. How can it be qualified? What are its specificities, its invariants? Because it is based on values related to the development of the student, to his capacities, to his successes; but also on a very particular role of the adult educator, sufficiently step back in order not to disturb the pupil, while being a resource, a crutch, a source of motivation to start working, this method seems, for these reasons, to contribute to the well-being of the student in school. Should it be an educational ethic based on empathy? It is by putting into perspective some writings of the pedagogue with examples of class situations that we propose to reflect on this question, by adopting a research posture that mixes textual hermeneutics and ethnographic observation.

Given the social burden and high cost of dementia care in Australia, finding evidence-based approaches that improve outcomes, maintain independence, and reduce the impact on clients and families is essential. Similarly, helping professionals who support these individuals are considered at risk of workplace stress, burnout, and other psychological disturbances. This study evaluated the effects of a Montessori-based approach to dementia care in non-residential respite centres. A mixed methods design incorporated a 20-month prospective observational, cohort-controlled study to compare participants from a community-based respite service that implemented a Montessori-based model of care to those from services that provide ‘care as usual’. Linear mixed modelling assessed group differences on a range of variables, including clients' cognitive, behavioural, and emotional functioning, levels of caregiver burden, and burnout, compassion satisfaction, and workplace engagement among respite staff. No significant differences were found between the groups on the rates of change in the clinical and organisational variables over time. Qualitative analysis revealed challenges to the quality and fidelity of the Montessori program related to clients’ engagement in meaningful roles and activities, the modification and progression of those activities, ensuring tasks were self-correcting or error-free, and the use of Montessori-based communication strategies. The analysis also highlighted implementation barriers associated with levels of training and support, one-on-one time with clients, and aspects of organisational culture that conflicted with Montessori methods. These findings reinforce the need for comprehensive pre-implementation workplace change initiatives to ensure organisations are ready to adopt Montessori values and frameworks of care.

This article highlights two women important for pedagogy. María Montessori was a medical doctor who initially carried out research to alleviate the tensions generated by the poor sanitary conditions the children of this society experienced and under which they were educated through traditional strategies that had to be changed. Giuseppina Pizzigoni was a teacher who imagined a new school where children, the offspring of a brutally industrialized society, could be happy while learning. For both women the children’s education, being the task of adults, parents and teachers alike, should be carried out with responsibility and new methodologies they themselves constructed and proposed. For them, the future of humanity lies in the success of this task. Comparing Giuseppina Pizzigoni to Maria Montessori will allow us to point out some differences and similarities between the two schools of thought that go back to the contemporary Italian pedagogy of “new schools”. El presente artículo destaca dos figuras femeninas de la pedagogía. Maria Montessori fue una doctora en medicina que inicialmente realizó investigaciones para aliviar las tensiones generadas por las malas condiciones sanitarias en las que vivían los niños de su sociedad, y en las que debían educarse con estrategias tradicionales llamadas a cambiar. Giuseppina Pizzigoni era maestra y pensaba en una nueva escuela en la que los niños, hijos de una sociedad brutalmente industrializada, pudieran aprender facilmente. Para ambas, la formación de los niños y niñas como labor de adultos, padres y maestros, debía forjarse con responsabilidad y nuevas metodologías que ellas mismas construyeron y propusieron. En el éxito de esa labor, consideraron, se encontraba el futuro de la humanidad. La comparación entre Giuseppina Pizzigoni y Maria Montessori nos permitirá destacar algunas diferencias y semejanzas de dos escuelas de pensamiento que, sin embargo, se remontan al unísono a la pedagogía italiana contemporánea de las nuevas escuelas.

There is a growing body of evidence implicating executive function and motor skills as factors deemed essential to school readiness i.e., early literacy, writing, mathematical skills, social behaviour and self-regulation. Further, it is suggested that there is a synergistic interplay between motor and executive function, which may be subject to environmental influence. Although the relationship between motor skills, executive function and outcomes has been explored in cross-sectional and longitudinal studies across the years from 4 years old to 5- and 6 years old, there are few studies looking at these relationships in 3-year-olds. As this is an age at which both motor skills and executive functions are rapidly developing, it is important to understand the relationship between these abilities, and the environmental factors that might influence them during this stage of development (specifically Montessori and mainstream early years approaches will be compared since the former emphasises support for the growth of motor skills). To the knowledge of the researcher, there are currently no studies exploring the effect of the different pedagogical approaches on these cognitive abilities in early years environments. The aim of this project (part of the first author’s PhD programme) is therefore to measure executive function and motor skills at three timepoints in children from 3 to 5 years of age, along with cognitive and demographic covariates. At Time 3 (approaching 5 years of age) early literacy, writing, mathematical skills, social behaviour and self-regulation will also be assessed.

Cet article porte sur les pédagogies alternatives à partir des résultats d’une recherche exploratoire menée en Suisse. Cette recherche a été réalisée au sein de trois écoles mettant en œuvre une pédagogie « autre », « alternative » ou « différente ». Les trois cas d’étude ont été choisis avec le souci d’une ouverture à la diversité de pédagogies qui constituent aujourd’hui le paysage des écoles alternatives : en l’occurrence une école Montessori, une école de pédagogie dans, par et avec la nature, ainsi qu’une école démocratique. Un même dispositif de recherche mixte a été déployé pour chaque étude de cas, à travers des entretiens semi-directifs auprès des différent·e·s acteur·trice·s des trois écoles, des observations non participantes, des analyses documentaires et des dessins. Cette contribution offre une synthèse de cette recherche exploratoire et une analyse critique qui met en lumière la diversité des écoles alternatives à travers des éléments contextuels et pédagogiques. This article discusses alternative education based on the results of an exploratory research conducted in Switzerland. This research was carried out in three schools implementing ‘alternative’ or ‘different’ pedagogies. The three case studies were chosen with the concern of opening to the diversity of pedagogies that make up the landscape of alternative schools today: in this case a Montessori school, an outdoor education school, and a democratic school. The same mixed-methods device was used for each case study, through semi-structured interviews with the different actors of the three schools, non-participant observations, documentary analysis and drawings. This contribution offers a synthesis of this exploratory research and a critical analysis that highlights the diversity of the alternative schools through contextual and pedagogical elements.

Nilai Agama dan Moral (NAM) perlu ditanamkan sejak usia dini untuk bekal anak di usia tumbuh kembang selanjutnya. Tujuan penelitian ini untuk mendeskripsikan pelaksanaan pembelajaran NAM melalui metode montessori selama pandemi covid-19. Penelitian ini dianalisis dengan metode kualitiatif deskriptif. Subjek dipilih menggunakan teknik sampel nonprobability sampling yaitu purposive sample. Terdapat 5 subjek penelitian yang terdiri dari 2 orang guru kelas, 2 orang tim kurikulum, dan 1 orang kepala sekolah. Penelitian ini menggunakan wawancara mendalam dan dokumentasi untuk mengumpukan data dengan proses analisis melalui empat tahapan yaitu reduksi data, display data, kesimpulan serta verifikasi data. Berdasarkan hasil wawancara dengan subjek penelitian disimpulkan bahwa pembelajaran NAM selama pandemi covid-19 dilakukan dengan media sosial (zoom dan whatsapp). Pembelajaran NAM dikolaborasikan dengan metode montessori yang berpusat pada anak dan mengajarkan mengenai life skill, sehingga anak mudah memahami dan memiliki keterampilan hidup.

This paper aims to focus on certain aspects of two education methods: one initiated in the first half of the twentieth century by Maria Montessori, and the other in the second half of that century by Matthew Lipman. The aim – neither comparative nor analytical – is to shed light on the connections and, more specifically, the elements of the Montessori Method that reflect on Lipman’s proposal. The question this paper aims to answer is: can P4C find fertile ground in schools that apply the Montessori Method? The paper will focus, among other elements, on the importance of giving space for thinking experience from childhood on, and on the recognition of the value of childhood. Both Lipman and Montessori have systematically observed children of different ages – the former in the first half, the latter in the second half of the twentieth century. Both recognized, gave value, and focused their scientific contributions on children’s ability to think and express their thoughts through languages (purposely in the plural form). As educational researchers and professionals know, children have the ability to think, but such ability has not always been (and still isn’t) considered to exist. Even when it is evoked in words, educational choices and proposals seem—even today--to express mistrust towards children’s thought. The two mentioned authors have repeatedly highlighted the importance of an essential right: the right to think and to be given a space – even as children – to exercise thinking with others. In particular, both authors – though envisaging different educational paths – identified the same categories functional to exercising thinking. Their interconnection may guide the actions of teachers, educators, and learning process experts. In fact, P4C might play a role in educational contexts in which the class is already considered a community of inquiry, in which the teacher is assigned the same role as a facilitator. Este artículo tiene como objetivo centrarse en ciertos aspectos de dos métodos de educación: uno iniciado en la primera mitad del siglo XX por Maria Montessori, y el otro en la segunda mitad del siglo XX por Matthew Lipman. El objetivo, ni comparativo ni analítico, es arrojar luz sobre las conexiones y, más específicamente, los elementos del Método Montessori que se reflejan en la propuesta de Lipman. La pregunta que este texto pretende responder es: ¿puede P4C encontrar terreno fértil en las escuelas que aplican el Método Montessori? El texto se centrará, entre otros elementos: en el reconocimiento de la importancia de dar espacio a la experiencia de pensamiento desde la infancia y de possible connections between the montessori method and philosophy for children reconocer el valor de la infancia. Tanto Lipman como Montessori han observado sistemáticamente a niños de diferentes edades: el primero en la segunda mitad y la segunda en la primera mitad del siglo XX. Ambos caracterizaron, dieron valor y centraron sus contribuciones científicas en la capacidad de los niños para pensar y expresar sus pensamientos a través de lenguajes (a propósito en forma plural). Como saben los investigadores y profesionales de la educación, los niños tienen la capacidad de pensar, pero esa capacidad no siempre se ha considerado (todavía no es considerada). Incluso cuando se evoca con palabras, las opciones y propuestas educativas parecen, aún hoy, expresar desconfianza hacia el pensamiento de los niños. Los dos autores mencionados han subrayado en repetidas ocasiones la importancia de un derecho esencial: el derecho a pensar y a tener un espacio, incluso como niños, para ejercitar el pensamiento con los demás. En particular, ambos autores, aunque previeron diferentes caminos educativos, identificaron las mismas categorías funcionales para ejercitar el pensamiento. Su interconexión puede guiar las acciones de maestros, educadores y expertos en procesos de aprendizaje. De hecho, P4C podría desempeñar un papel en contextos educativos en los que la clase ya se considera una comunidad de investigación, en la que al profesor se le asigna el mismo papel que un facilitador.

The current educational climate poses challenges for both the educator and learner when it comes to deep learning. A significant part of the solution lies in providing both time and space wherein a deep learning can occur, despite the challenges. After situating the SALT Approach (acronym for Scripture and Liturgy Teaching Approach), progressing from its doctoral study roots, the paper unpacks ways that the SALT approach harnesses time to facilitate deep thinking. The pedagogical ways discussed can also be adapted for use across the curriculum, as the ‘toolbox’ of ideas in the final section of the paper summarizes elements that can facilitate a classroom climate and setting leading to peace and productivity in the learning space.

In 2020, Montessori teachers and families across the world had to adjust as schools were closed because of the rapid onset of the COVID-19 pandemic. Those working in the Montessori classroom, which typically favors a hands-on approach and limited use of technology, had to devise new ways to engage with students in the virtuallearning environment. How do teachers perceive that the transition to online learning affected their instruction? This descriptive case study examined the ways in which a school’s Lower and Upper Elementary Montessori teachers adjusted their instruction to meet student needs online, as well as the benefits and challenges that the teachers felt they and the students experienced as a result.

Indigenous educators desire to use culturally restorative and decolonized pedagogies reflective of their own cultural values and beliefs in their science programs but have lacked models for how to start. They also often lack confidence in their ability to teach the sciences. This three-year qualitative case study used grounded theory methodology to discover (a) how Hawaiian language immersion (HLC) K–6 educators used Maria Montessori’s Cosmic Curriculum for the creation of a science program based on Hawaiian epistemology and cultural values and (b) why the Cosmic Curriculum appealed to the HLC educators. Five key themes emerged: (a) the notion of creation as interconnected and relational, (b) an epistemological similarity regarding how people learn, (c) using timelines as organizing cognitive structures, (d) a focus on the natural sciences, and (e) the use of storytelling and key lessons to engage students. Participants stated that they felt successful in creating science curriculum and teaching the sciences as they adapted the above aspects of Dr. Montessori’s Cosmic Curriculum. Future research should be conducted to discover if her Cosmic Curriculum can be adapted for use in other types of non-Montessori program and whether this kind of science program could encourage students to choose the sciences as a career choice.

Becoming a competent Montessori Elementary guide is a complex process, so we are developing the Montessori Coaching Tool Elementary (MCT-EL) rubric to describe teaching-practice expectations for self-reflection and formative feedback during the critical early period in a teacher’s development. The purpose of this article is to share results from a small-scale, online survey collecting both qualitative and quantitative feedback on the rubric from experienced Montessori Elementary teacher educators. The rubric’s content was based on Maria Montessori’s writings and welldocumented Montessori practices, which we translated to specific teacher behaviors and developmental progressions. We wanted to gauge the MCT-EL rubric’s usefulness and appropriateness from the perspective of experts who have significant depth of experience mentoring new teachers. The rubric was not developed to be used for performance evaluation, promotion, or retention but rather for early-career Montessori teachers’ self-reflection. It provides a framework for coaching conversations between the early-career Montessori teacher and a Montessori mentor. Results from the study identified overall support for use of the MCT-EL rubric with developing teachers, along with specific recommendations for revisions, additions, and deletions. Using a thorough review of the data, we developed a refined MCT-EL rubric, which is provided in Appendix B and is available for use by interested practitioners in the field.

Montessori education is a pedagogy based on the development of a child's natural intuition and curiosity. The teachers lead rather than teach, motivating the student to explore through activity. The student's spontaneous exploration cannot be dictated or controlled by the environment; therefore, the architect's role is to create an experiential architecture, one that exploits the context of pedagogy, site, and material to create a series of spaces to inspire within the individual a feeling unique to each. This thesis aims to create an environment that promotes the learning process through the design of a private Montessori school in Alexandria, VA on the Potomac waterfront. The concept of the thesis suggests that success in education can be associated with the school's environment and design. The building teaches by itself and improves the learning process by creating a comfortable and didactic space. Furthermore, designing an elementary school demands the architect to look at the world through the child's eyes since their scale is different from adult people. Architects should consider the scale of the spaces, both in terms of size and perception of a child, to efficiently use the space. And by incorporating design aspects that are usually disregarded in traditional schools, such as daylighting and natural ventilation, the school becomes less of an institution and more like a welcoming home, just as Maria Montessori described it. "A more just and charitable attitude would create an environment in which children were free from the oppression of adults, where they could really prepare for life. The school should feel like a shelter from the storm or an oasis in the middle of a desert, a safe haven for the child's spirit." - Maria Montessori Master of Architecture Montessori education is a pedagogy based on the development of a child's natural intuition and curiosity. The teachers lead rather than teach, motivating the student to explore through activity. The student's spontaneous exploration cannot be dictated or controlled by the environment; therefore, the architect's role is to create an experiential architecture, one that exploits the context of pedagogy, site, and material to create a series of spaces to inspire within the individual a feeling unique to each. This thesis aims to create an environment that promotes the learning process through the design of a private Montessori school in Alexandria, VA on the Potomac waterfront. The concept of the thesis suggests that success in education can be associated with the school's environment and design. The building teaches by itself and improves the learning process by creating a comfortable and didactic space. Furthermore, designing an elementary school demands the architect to look at the world through the child's eyes since their scale is different from adult people. Architects should consider the scale of the spaces, both in terms of size and perception of a child, to efficiently use the space. And by incorporating design aspects that are usually disregarded in traditional schools, such as daylighting and natural ventilation, the school becomes less of an institution and more like a welcoming home, just as Maria Montessori described it. "A more just and charitable attitude would create an environment in which children were free from the oppression of adults, where they could really prepare for life. The school should feel like a shelter from the storm or an oasis in the middle of a desert, a safe haven for the child's spirit." - Maria Montessori

A proposta da pesquisa foi analisar a função educadora da prática social em participação democrática dos estudantes na deliberação sobre seus direitos e deveres através de assembleia geral na escola. Através da entrevista com a direção da escola, por meio de observação direta e analisando os projetos pedagógicos das turmas, foi possível entender como é a dinâmica de uma assembleia geral feita entre os estudantes. Ao implementar as práticas sociais como as assembleias gerais, pôde-se perceber como numa experiência de democracia de participação direta, a responsabilidade pelas decisões recaem diretamente sobre todos, mudando a perspectiva de culpabilidade dos representante pelas decisões ruins. A participação direta nos processos decisórios da escola rompeu com a prática formativa autoritária, pois todos se sentem parte de uma comunidade.

Deutsch als nichtobligatorisches Wahlfach wird in den slowenischen Grundschulen oft in altersgemischten Schülergruppen mit unterschiedlichen Deutschkenntnissen unterrichtet. Das bedeutet sowohl eine Herausforderung für die Lehrperson als auch für die Lernenden. Auf diese Problematik wird auch im nationalen Lehrplan für das Wahlfach an vielen Stellen eingegangen. Aus dem Grund schlagen die Autorinnen des Lehrplans ganzheitliche Lehransätze vor, die die Lernenden in den Unterricht miteinbeziehen, und zwar von der Unterrichtsplannung bis zur dessen Evaluation. Freiarbeit ist ein didaktischer Lehransatz, der mit seinen Prinzipien der freien Wahl, Selbstkontrolle, Bewegung im Unterricht und mit seinen Freiarbeitsmaterialien den Lehr-Lern- Prozess in einigen Hinsichten erleichtern kann, da er in erwähnten Schülergruppen ein hohes Maß an innerer Differenzierung der Arbeit ermöglicht. Es geht um eine Form des offenen Unterrichts mit den Wurzeln in der Reformpädagogik, bei dem selbständiges, vorwiegend individuelles Lernen in einer vorbereiteten Umgebung im Vordergrund steht. Das Anliegen dieses Beitrags ist es die Freiarbeit im DaF-Unterricht theoretisch und praxisnah, mit den Möglichkeiten und Grenzen der Umsetzung in einer Regelschule, vorzustellen. Im Beitrag werden konkrete und erprobte Beispiele der Freiarbeitsmaterialien für den Fremdsprachenunterricht in der Grundschule detailliert vorgestellt und kommentiert. Sie können von den Fremdsprachenlehrenden erstellt und in ihrem Unterricht verwendet werden.

Prior research has demonstrated that the characteristics of school environments can impact the development of creativity in children. Thus, we explored the construct of creativity in the context of a Montessori environment. We used the Evaluation of Potential Creativity to measure creativity in children during one academic year. The study sample comprised 77 third-grade students at a Montessori public school in the southeastern United States and 71 demographically similar students at a traditional public school. Results show that Montessori students performed somewhat better on the Evaluation of Potential Creativity assessment than similar non-Montessori students did. Subgroup analyses indicate that male Montessori students demonstrated higher creativity than did male non- Montessori students. The findings of this study augment the body of research supporting creative development in Montessori children and suggest that researchers should continue to focus on the measurement of creativity in studies related to the efficacy of the Montessori model.

Montessori is the largest alternative pedagogy represented in the public educational system (Debs & Brown, 2017), with over 500 such programs currently operating in the US. The number of publicly funded Montessori schools has doubled over the past two decades, in part due to market-based reforms promoting educational innovation and school choice. Our nation’s simultaneous pursuit of comprehensive, accountability-based reforms presents another promising opportunity for the Montessori movement, as Montessori is one approach that is both innovative and supported by research that demonstrates its potential to improve and equalize student outcomes (Culclasure, Fleming, & Riga, 2018; Daoust, 2004; Lillard et al., 2017). Fidelity of implementation, however, appears key to the model’s impact (Lillard, 2012; Lillard & Heise, 2017; Lillard et al., 2017), yet Montessori teachers, leaders, and researchers report that accountability requirements pose significant barriers to high-fidelity implementation within the public sector (Suchman, 2008). The leaders of public Montessori schools, therefore, are tasked with the challenge of meeting requirements while striving to maintaining the unique pedagogical identity of their schools. In light of these challenges, this study attempts to understand how the principals of public Montessori schools negotiate coherence between dual theories of action driving educational improvement. To that end, the study’s research questions explore participants’ personal and professional histories, their interpretations of Montessori pedagogy and accountability policy (as well as perceived interactions between the two), and their activities around collective meaning construction, organizational mobilization, and policy enactment within their schools. This mixed-methods study applies a descriptive, interpretivist approach to a three-site case study in which participating schools were all Title I, public, district (non-charter), elementary Montessori programs located in the state of South Carolina. Each site, furthermore, was identified by a panel of experts as fully-implementing the Montessori model. At each site, all elementary Montessori teachers completed an instructional practices survey, while principals engaged in a series of three, 90-minute, semi-structured interviews. Survey data was analyzed using descriptive statistics, while interview data was recorded, transcribed, and coded to identify themes within, and patterns between, participating leaders’ responses. Findings from the study suggest that participants entered leadership with a substantial mismatch between their preparation and the demands of the Montessori principalship. Their sensemaking around issues of accountability policy was significantly constrained by regulative pressures, but also scaffolded by well-aligned resources and supports, all originating at the state and district level. That was not the case, however, when it came to their sensemaking of Montessori pedagogy. In contrast, in the absence of externally provided standards or supports, the particular experiences, social connections, and resources available to, or selected by, participating principals, had substantive influence on their understanding of the Montessori model. Further, the specific understanding at which each arrived influenced the degree to which they were committed to implementing the Montessori model with fidelity or accepting of accountability-driven compromises. Additionally, findings suggest that principals developed the capacity over time to coherently enact policy within their unique context by investing significant time and effort to developing their pedagogical understanding. They described this process as requiring at least 5 years, a finding of relevance given the average principal tenure in South Carolina is 4.5 years (Tran, McCormick, & Nguyen, 2018). Given these findings, this study offers several recommendations intended to aid researchers, policy makers, and school leaders in the work of promoting high-fidelity public sector Montessori programming. Researchers are encouraged to further examine the ways in which educators’ sensemaking capacity may be complicated when held dually accountable to high-stakes policy and non-traditional pedagogy. Recommendations for policymakers focus on simultaneously prioritizing the hiring of experienced Montessorians into positions of leadership, but also providing clear standards and sufficient supports for principals who are new to the pedagogy. Finally, recommendations for practitioners encourage school leaders to undergo a structured, rigorous, and ongoing process for building deep and nuanced understandings of the Montessori approach. The ideal version of this may be committing to undertake Montessori teacher training during the early years of one’s principalship.

En este Trabajo de Fin de Grado se analizan distintas fuentes bibliográficas en relación con la investigación sobre los procesos de enseñanza-aprendizaje de alumnos y alumnas con Necesidades Educativas Especiales y, de manera más particular, con aplicación a la metodología de la enseñanza de las matemáticas en cuanto al alumnado de Educación Primaria con autismo se refiere. Se analizan distintos métodos que han probado su utilidad al respecto, destacando la necesidad de un mayor análisis en aquellos casos de trastornos del espectro autista para los que, lamentablemente, el número de artículos de investigación especializados no son tan numerosos como en otros casos en los que las discapacidades son de otro tipo. In this Bachelor Thesis, a review of the different articles in the specialized literature regarding the teaching-learning processes of students with Special Educational Needs is developed. Special emphasis is made in relation to the methodology of teaching mathematics to Primary Education students with autism. Different methods whose effectiveness have been proved are analyzed, showing up the necessity of a deeper analysis in those cases when the scholars have autism spectrum disorders, as the number of references in these cases is much lower than in other cases of disabilities of another kind.

Nuestro trabajo describe la entrada de las ideas de María Montessori en Cataluña, así como su estancia en Barcelona. Presenta, también, un análisis de la influencia de sus teorías y su método en la psicología pedagógica catalana. Por otro lado, se estudia, además, el trabajo realizado por Montessori en este período y se explica su dirección del Laboratorio Seminario de Pedagogía de la Mancomunitat de Cataluña

This article reviews the Montessori literature through the lens of leadership, using Maria Montessori’s writings for a perspective on leadership aligned with her principles and practices. Dr. Montessori was a strong leader who argued that adults, as leaders, should take direction from children as the spiritual builders of human beings. Her concept of the prepared environment, including the prepared adult, supports this foundation for leadership and has applications beyond the classroom context. Leadership in the Montessori context has a biological base but incorporates elements of service and morality that guide social reform with a peaceful telos. While there are overlaps with existing models of leadership, this review suggests that a distinct perspective on leadership does begin to emerge from Dr. Montessori’s legacy.

Performance monitoring (PM) is central to learning and decision making. It allows individuals to swiftly detect deviations between actions and intentions, such as response errors, and adapt behavior accordingly. Previous research showed that in adult participants, error monitoring is associated with two distinct and robust behavioral effects. First, a systematic slowing down of reaction time speed is typically observed following error commission, which is known as post-error slowing (PES). Second, response errors have been reported to be automatically evaluated as negative events in adults. However, it remains unclear whether (1) children process response errors as adults do (PES), (2) they also evaluate them as negative events, and (3) their responses vary according to the pedagogy experienced. To address these questions, we adapted a simple decision-making task previously validated in adults to measure PES as well as the affective processing of response errors. We recruited 8- to 12-year-old children enrolled in traditional (N = 56) or Montessori (N = 45) schools, and compared them to adults (N = 46) on the exact same task. Results showed that children processed correct actions as positive events, and that adults processed errors as negative events. By contrast, PES was similarly observed in all groups. Moreover, the former effect was observed in traditional schoolchildren, but not in Montessori schoolchildren. These findings suggest that unlike PES, which likely reflects an age-invariant attention orienting toward response errors, their affective processing depends on both age and pedagogy.

The introduction in 2011 of a universal free preschool year for all children in Ireland prior to attending primary school was heralded as a significant commitment to children and families. As a result of this policy initiative there are increasing numbers of young children accessing preschool provision. However, despite increased access and increased investment in ECEC provision, little is known about the quality of preschool children’s experiences, or the impact of the pedagogical approach on children’s levels of wellbeing and involvement in their learning. Equally there has been no evaluation of the quality or the effectiveness of the preschool provision in supporting children’s development of 21st century skills. This thesis explores how the preschool educator’s image of the child as a learner influences her/his pedagogical approach and how the educator’s pedagogical approach subsequently impacts on children’s levels of wellbeing and involvement in their meaning making processes. The study, an ethnographic comparative study, was conducted across three preschool setting types, Montessori, Play-based and Reggio inspired in the west of Ireland and Boston. The findings identify that children’s levels of wellbeing and involvement are high when their basic needs for autonomy, competence and relatedness are met in an autonomy supportive, child-centred learning environment. In comparison, when the learning environment is controlling and the approach to teaching and learning is didactic and adult-led, children’s levels of wellbeing and involvement are low. These findings have significant implications for policy and practice and provide a compelling argument for the evaluation of the quality of preschool provision in Ireland.

One key characteristic of Montessori classrooms is that children freely choose to engage with whatever they are most interested in. A common concern about Montessori is thus whether students will concentrate on their work throughout the day, and even whether they will actually choose to work at all. We completed 115 observations of children in Montessori Primary classrooms (ages 3-6), coding for children’s concentration and activity across two to three hours in the morning. The best fitting model of concentration across time was a quartic model, including age. This model indicated that 3-year-olds had two bouts of concentration, with a brief period of fatigue mid-morning. Four-year-olds showed an increased ability to concentrate across the entire morning, with minimal indication of fatigue. Five-year-olds showed a higher level of concentration than their younger peers, and were able to concentrate longer than the 3-year-olds, but this was followed by a period of fatigue. These findings are in line with Montessori theory, and suggest that children do freely choose to concentrate on their work. In regard to activities that children chose to do, we found children choose to spend a majority of the time engaged in work. Further, children distributed their time across all areas of the classroom, indicating that choice does not limit their exposure to any one area of learning.

One goal of Erdkinder schools is for students and teachers to provide academic assistance to their peers, particularly to less-knowledgeable ones. However, traditional educational evaluations do not provide a means to investigate the exchange of academic help. This study piloted the use of social network analysis to describe academic assistance relationships within a Montessori secondary school. Using a network survey, social network data concerning the exchange of academic help were collected from 23 students and 8 teachers. The results show that while students provide help to both fellow students and teachers, teachers are the main source of assistance for students. In some subjects, a few students and teachers neither provided nor received assistance, indicating another area for improvement. The results of a multiple regression quadratic assignment procedure (multiple regression-QAP) show that for most subjects, their willingness to help others was not significantly influenced by their own personal level of knowledge. Thus, more-knowledgeable individuals do not provide more assistance to less-knowledgeable peers. To adhere to Erdkinder principles, this school should encourage more-knowledgeable students to recognize their responsibility to help others and to actually help those who need support. This pilot yielded valuable information, and social network analysis warrants further study within holistic education.

Pòster presentat a la II Jornada del Pràcticum de Psicologia 2020. Póster presentado en la II Jornada del Prácticum de Psicología 2020. Poster presented at the "II Jornada del Prácticum de Psicología 2020".

Actualmente, y cada vez más, encontramos alumnos en las aulas ordinarias de Educación Primaria diagnosticados con Trastorno del Espectro Autista (TEA). Este Trabajo Fin de Grado (TFG) nos va a permitir adentrarnos en este tema, con el objetivo de conseguir la inclusión. Se ha planteado una propuesta de intervención para un alumno con TEA aunando la metodología TEACCH y el método Montessori. El método TEACCH es una metodología exclusiva para alumnos con TEA. Con este TFG se pretende que esta metodología sea desarrollada en un aula ordinaria, junto con el método Montessori ya que tienen muchos aspectos en común. Currently and increasingly, we find students in the ordinary classrooms of Primary Education diagnosed with Autism Spectrum Disorder (ASD). This end-of-degree project (EDP) will allow us to get deep into this topic, with the aim of achieving inclusion. This EDP propose an intervention combining the TEACCH methodology and the Montessori method, for a student with ASD with specific characteristics. The TEACCH method is a methodology aimed exclusively for students with ASD. This EDP it is intended for this methodology to be carried out in an ordinary classroom, together with the Montessori method since they have many aspects in common.

Hay muchas preguntas sobre cómo y cuándo se introduce el alfabeto en la educación Montessori. En la mayoría de los casos hay entusiasmo por empezar a trabajar con niños cada vez más pequeños, lo cual es desafortunado. Son innumerables las cosas que los niños pequeños pueden hacer, tanto con el lenguaje como con otras áreas del desarrollo. Sin embargo, trabajar con letras desde muy pequeños no es lo más recomendable ya que es bastante abstracto. Es mejor que las letras se introduzcan cuando el niño haya desarrollado otros conceptos, los cuales se explicaran con más detalle en este artículo. There are many questions about how and when the alphabet is introduced in Montessori education. In most cases there is enthusiasm to start working with younger and younger children, which is unfortunate. There are countless things that young children can do, both with language and with other areas of development. However, working with letters from a very early age is not the best thing to do as it is quite abstract. It is best to introduce the letters when the child has developed other concepts, which will be explained in more detail in this article.

Studies in cognitive neuroscience have shown that education practices can affect the development of executive functions (EF) in young children, although there is very little evidence on young preschool children. The present study aims to provide support for this endeavor, and consists of a quasi-experimental design with one-group pre-test/post-test measures of cognitive control at age 3 in an urban public Montessori preschool. Three-year-olds (N = 23) in an authentic Montessori public preschool in Washington DC improved significantly on core EF measures (inhibitory control and cognitive flexibility) validated by the NIH Toolbox Early Childhood Cognition Battery, and the data revealed large effect sizes. Comparisons against NIH published norms revealed no selection bias. Performance on EF measures did not correlate with age but did correlate with amount of time between testing sessions, suggesting the possibility that experience, more than age, could have contributed to cognitive control growth. A controlled comparison between mixed-age and single-age classes revealed no differences in these EFs, raising the possibility that aspects of the environment other than the age composition are likely to contribute to growth. We propose that a potential contributor to EF growth is Montessori education, and more specifically, that this growth might be found in the design of interaction of the child with the environment. In particular, we discuss the design element called control of error, and consider why this element might be related to cognitive abilities such as inhibitory control. In current national discussions on the importance of equitable early childhood education, the synthesis of findings from neurocognitive studies has implications for children's academic and life success.

This research paper will seek to address the ensuing principal research question: “What has been the role of early childhood education for the mentally ill child?” The Montessori principles which can be found in the proposed research lies in the fact that relative research undertaken on the role of mentally ill children’s education still continue to be in its infancy stage. There are a number of academic publications which have focused on the identification of key areas in need of further study between students’ social, emotional well-being, mental health and their school success as well as academic achievement. This research aims to investigate to what extent Maria Montessori‘s argument could be significant for today’s educational policies for the mentally ill. Montessori studied her mentally disabled patients, listening and carefully noting their response to her attempts to implement Séguin's educational methods, as well as their progress in becoming increasingly independent and verbal. The study will target this void by enunciating, refining and encompassing some of the recent hypothetical viewpoints of Montessori education and mental care.

Cet article entend tenter de rendre compte du régime spatio-temporel spécifique qui est celui des enfants de maternelle Montessori, ce dernier entrant en contradiction ou en friction avec la forme scolaire traditionnelle. Ces pratiques entendent en effet modifier le centre de gravité du « travail » de l’enseignant vers l’enfant, et pour cela libérer le mouvement de ce dernier. This article attempts to give an account of the specific spatio-temporal mode of Montessori schools, which is in conflict with the traditional “school form”. These practices intend to modify the center of gravity of the activities of the school, from the teacher towards the child, and for this to release the movement of the latter. We first propose to define what a Montessori practice might be, or to define the questions and problems that such an attempt at definition raises; we then seek to describe the primary effect that this spatio-temporal mode produces in the classroom: child walkers, or nomadic children.

A lo largo de la enseñanza en la etapa de Educación Infantil son muchas las metodologías educativas que pueden llevarse a cabo, debiendo todas ellas, de manera general, cumplir las orientaciones metodológicas que nos presenta la actual normativa. Por ello, en el presente escrito haremos un breve estudio sobre uno de los métodos que responde a estas características y que, además, es uno de los más usado en esta etapa: el método Montessori y sus posibilidades con respecto a la enseñanza de la lógico-matemática. Throughout the education in the stage of Early Childhood Education are many educational methodologies that can be carried out, all of them, in general, must comply with the methodological guidelines presented by the current regulations. Therefore, in this paper we will make a brief study on one of the methods that responds to these characteristics and that, moreover, is the most used at this stage: the Montessori method and the possibilities respect to the teaching of logic -mathematics

"Piensa en las escuelas y, por lo general, siguen conjurando visiones de aulas con pizarras y maestros haciendo todo lo posible por hacer que los niños los vean un poco más sabios" (Hertzberger, 2008) La filosofía de enseñanza Montessori, pretende hacer del profesor un acompañante para los alumnos en su propia búsqueda del aprendizaje. Estas pautas de una enseñanza más libre para el alumno, son cada vez aplicadas en más centros escolares, en cierta medida, sean o no seguidores de esta pedagogía, puesto que son los principios hacia los que está evolucionando la enseñanza hoy en día. Este trabajo propone analizar la arquitectura escolar de los centros basados en la enseñanza Montessori, con el fin de estudiar los modelos realizados por el arquitecto holandés Herman Hertzberger en vistas a la búsqueda de cierta arquitectura en modelos de barrio visitados en la ciudad de Cracovia. Estas escuelas de barrio son capaces de hacernos ver cómo cualquier entorno puede ser válido para realizar una misma actividad, a la vez que marcarnos la gran diferencia entre el uso de un espacio en el que se ha cuidado su arquitectura en vistas a la enseñanza, y otro que parece haberse intentado adaptar a ella sin un esfuerzo en su arquitectura. Una escuela puede hacer ciudad, participando de ella y haciéndola participar en ella. Mediante una arquitectura meditada, podemos cambiar el carácter de un alumno, un aula, un patio y de todo un barrio. "Think of schools and usually it still conjured up visions of classrooms with blackboards and teachers in front doing their best to make the children facing them a little wiser" (Hertzberger, 2008) The philosophy of the Montessori teaching method, aims to make the teacher a partner for students in their own quest for learning. These guidelines of a free education for students, are increasingly applied in more schools, to some extent, whether or not fans of this pedagogy, since they are the principles to which is evolving the education today. This work proposes to analyze the school architecture of the centres based on Montessori education, in order to study the models made by the Dutch architect Herman Hertzberger with the intention of looking for some architecture in the neighborhood models visited in the city of Krakow. These neighborhood schools are able to make us see how any environment can be valid for the same activity, at the same time of highlighting us the great difference between the use of a space carefully created for teaching, and another one that seems to have tried to adapt to it with no effort on its architecture. A school can make city, participating in it and making it participate from itself. Through a good architecture, we can change the character of a student, a classroom, a playground and all of a neighborhood. Universidad de Sevilla. Grado en Fundamentos de Arquitectura

This study evaluated the validity and reliability of the Montessori Assessment System. The Montessori Assessment System assesses preserved abilities in persons with moderate to severe dementia. In this respect, this instrument provides crucial information for the development of effective person-centered care plans. A total of 196 persons with a diagnosis of dementia in the moderate to severe stages of dementia were recruited in 10 long-term care facilities in France. All participants completed the Montessori Assessment System, the Clinical Dementia Rating Scale and/or the Mini Mental State Examination and the Severe Impairment Battery-short form. The internal consistency and temporal stability of the Montessori Assessment System were high. Additionally, good construct and divergent validity were demonstrated. Factor analysis showed a one-factor structure. The Montessori Assessment System demonstrated satisfactory psychometric properties while being a useful instrument to assess capabilities in persons with advanced stages of dementia and hence to develop person-centered plans of care.

The Montessori Method of education is becoming more popular in Indian cities in the recent decades. The parents, educationists and policy makers are keenly interested in the overall development of their children or stakeholders. Since its inception, the Montessori Method of education is adopting several procedures based on its basic principles of cognitive, social and emotional development of the children. Although every principle of Montessori education is not followed in the Indian Montessori schools, the schools are adhering to several of them. The present article adopted comparative analyses to determine the effect of Montessori and traditional method of education on emotional intelligence of the school children. A total sample of 1082 children between the age group of 12 – 16 years was selected from the schools of Montessori and traditional education. The data were collected using the Bar-on, (1997, 2000) Emotional Intelligence scale with Likert response patterns ranging 1 to 5. The obtained data was subjected to ‘t’ test analysis and it was evident in the result findings that the children of Montessori method of education has significantly higher emotional intelligence than the children of traditional method on the total and as well on all dimensions of emotional intelligence. This highlights the education intervention method having strong bearing on emotional development of the children. Further, the findings related to gender effect provides inconclusive results both with Montessori and traditional children.

Various preschool education programs are being implemented at the international level. These programs aim to raise self-confident, curious, creative, imaginative children, who respect themselves and others around them, can perceive problems and try to come up with alternative solutions to these problems. The purpose of this study is to make a comparative analysis of educational approaches of Montessori, Waldorf, and Reggio Emilia by reviewing their histories, philosophies, learning environments, teaching materials, roles of teachers and students in the learning process and by discussing science curricula, assessment processes and relationships between learners and teachers. Montessori approach is based on the theory that children can learn spontaneously in their own developmental process. It allows children to understand the order of the nature, to investigate, experiment, and make errors, and to correct their own mistakes. Waldorf approach aims to enable children learn about life and be an active member of society, by emphasizing the improvement of children’s motivation and development of their cognitive and affective skills. Reggio Emilia approach allows children to make new discoveries through real life experiences. All three approaches are student centered and they allow children discover themselves and their environments. Evaluation of these programs regarding their perspectives on teaching science and nature, in theory and implementation, is also in the scope of this study.

Individuando nel tema del ruolo vivificatore della liberta il filo rosso che unisce come un fiume carsico fra loro momenti diversi e particolarmente alti nella storia delle scienze dell’uomo, il saggio ripercorre le fila del "rapporto a distanza" fra Maria Montessori e Franco Basaglia. Figure tanto lontane nel tempo quanto vicine nei contenuti e nei toni, Maria Montessori e Franco Basaglia rappresentano il punto di riferimento di un sapere sull’uomo dal potenziale epistemologico rivoluzionario, inteso come pratica dell’umano e di democrazia piuttosto che come campo d’azione dello specialista. Seguendo differenti percorsi culturali e scientifici (nei quali tuttavia possono essere rintracciate suggestioni comuni) Maria Montessori e Franco Basaglia giungono entrambi a ricondurre le scienze dell’uomo alla loro radice - l’interesse per l’umanita - a partire da un’autocritica radicale, mettendo in discussione i principi tradizionali a fondamento delle proprie discipline. In tal senso il loro percorso diviene la cifra di uno sviluppo delle scienze dell’uomo che fa perno sul momento cruciale della crisi: esempio di un sapere antiriduzionista e anti-assoluto, che si vuole in continua rielaborazione e trasformazione. .

"Sintiendo día a día" es el nombre que recibe el programa de intervención socioeducativa desarrollado en este Trabajo de Fin de Máster. Se aplican los principios del Método Montessori en la intervención con personas que viven con Alzheimer y otras demencias. Desarrollándose dos categorías de actividades: la educación de los sentidos y las actividades de la vida diaria. Las personas mayores constituyen un colectivo, que en los próximos años continuará aumentado, dado el proceso de envejecimiento de la población que está teniendo lugar a nivel mundial. Dentro de este grupo nos encontramos con un amplio número de personas que viven con Alzheimer u otras demencias. Con este colectivo se pueden realizar un amplio número de actividades. Desde el Campo socioeducativo, las intervenciones se agrupan dentro de las denominadas Terapias no Farmacológicas.Tras un extensa revisión bibliográfica se puedo observar que dentro de estas Terapias se podrían aplicar los principios del método Montessori.

As technology becomes ubiquitous in society, there is increasing momentum to incorporate it into education. Montessori education is not immune to this push for technology integration. This qualitative study investigates four Upper Elementary Montessori teachers’ attitudes toward technology and technology integration in a public school setting. Interviews and observations were used to understand the teachers’ thoughts and actions regarding technology in the classroom. Both the school context and teacher background played important roles in teachers’ beliefs and actions. Teachers in this study expressed positive views of technology in general, exhibiting high technology efficacy and valuing the development of technology skills in their students. However, all four teachers struggled to include instructional technology in ways that are consistent with a Montessori paradigm. Although individual student use of adaptive tutoring software was the most common use of technology, the teachers varied greatly in both the amount of student time spent on computers and the roles that technology played in their classrooms.

Students of color comprise a majority in public Montessori school enrollments around the United States, and practitioners are often asked for evidence of the Montessori Method’s benefits for these students. This article examines the relevant literature related to the experiences of students of color in public Montessori schools. Research finds Montessori education offers both opportunities and limitations for students of color in attending diverse schools, developing executive functions, achieving academically, accessing early childhood education and culturally responsive education, minimizing racially disproportionate discipline, and limiting overidentification for special education. Public Montessori education’s efficacy with students of color may be limited by several factors: the lack of diversity of the teaching staff and culturally responsive teacher education, schools that struggle to maintain racially diverse enrollments, and the challenge of communicating Montessori’s benefits to families with alternative views of education. The review concludes with directions for future research.

Mujer de “grande belleza” como denomina Franco Frabboni en este número: Maria Montessori, médica italiana, es conocida por haber huido de la psicología de laboratorio y por la creación de su Pedagogía Científica, que explica, desarrolla y ejemplifica en este libro. Y esta pedagogía científica, así denominada, es uno de los aspectos que más destacaría del libro: sus esfuerzos por contribuir a hacer de la Pedagogía una ciencia. Podemos preguntarnos por qué ha triunfado esta mujer. Quizás estas líneas nos ayuden a entenderlo

Le acquisizioni della ricerca psicopedagogica forniscono una nuova chiave di lettura della pedagogia montessoriana, consentendo di comprenderne gli elementi di attualità e il contributo recato alla qualità del processo educativo. Aspetti specifici di questo contributo sono: la nuova visione dell'infanzia e dei suoi bisogni educativi; l'identificazione di requisiti scientifici per l'organizzazione dell'ambiente d'apprendimento; la valorizzazione dei processi cognitivi e affettivo-motivazionali dell'alunno.

Montessori classrooms vary a good deal in implementation, and one way in which implementation differs is the provision of materials. Specifically, some classrooms use only Montessori materials, whereas others supplement the Montessori materials with commercially available materials like puzzles and games. A prior study suggested this might be a reason for observed differences across studies and classrooms (Author, 2012) but an intervention study is the best test. The present study presents such an intervention with 52 children in 3 Montessori classrooms with Supplementary materials. All children were given 6 pretests, and non-Montessori materials were removed from 2 of the classrooms. Four months later, children were retested to see how much they changed across that period. Children in the classrooms from which the non-Montessori materials were removed advanced significantly more in early reading and executive function, and to some degree advanced more in early math. There were no differences across the classroom types in amount of change on the tests of vocabulary, social knowledge, or social skills.

The purpose of this thesis was two-fold. First, an investigation into the design process was conducted in order to find the influences, which bring forth architecture from various methods of play and interaction with materials, media and idea forming. This work was documented with several stop motion animations and compiled in the form of a movie that is attached to this book. Following this examination, a more traditional design method was used to create a Montessori School that would draw inspiration from its position between the earth and sun to guide its architecture. The result of this method is evident through the following drawings and models. Master of Architecture

i am humbled by the prospect of Architecture. it is not formulaic or linear in thought and action and at times it can be difficult and elusive to define. i believe Architecture exists yet experience has shown that not all building endeavors lead to Architecture. i search for Architecture with a willingness to embrace the unknown, allowing my practice to provide a defined realm into which Architectural questions and propositions can evolve and open new forms of discovery. Master of Architecture