In diesem Beitrag soll gezeigt werden, welche Möglichkeiten sich Lehrenden wie Lernenden im akademischen Bildungsbereich erschließen bzw. sich ergeben, sobald Grundsätze des Montessori-orientierten Unterrichts angewandt werden. Die Grundsätze eines derartig gestalteten Wissenstransfers weisen in Richtung Selbststeuerung und individualisierte Wissensübermittlung unter größtmöglicher Handlungslei...

Early childhood education in Aotearoa New Zealand includes different philosophical perspectives, may be part of the public or private sector and aims to be inclusive and holistic. The early childhood curriculum, Te Whāriki, supports these aims. Aspects of the curriculum that are holistic may be conceptualized in diverse ways and this qualitative research focused on the spiritual. Case studies w...

Montessori education has been acclaimed as one of the best methods training students. Despite its widespread, little is known about and effects in mainland China. This research aims to spur more on outcomes A quasi-experimental method was applied this study, compare executive function (EF) development children who had attended preschool their non-Montessori peers. The study used a behavior rati...

Mindfulness training has had salutary effects with adult populations and it is seen as a potentially helpful to children’s development. How to implement mindfulness practices with young children is not yet clear; some meditation practices, like sitting still for long periods with internally-self-regulated focused attention, seem developmentally inappropriate. Montessori schooling is a 100-year-...

The purpose of this critical review is to examine the effects of Montessori-based Dementia Programming (MBDP) on engagement within social contexts. Using a computerized database search strategy of studies published from 2000 to present, four papers were selected to be included in this review. Study designs include: a mixed-design treatment study, a mixed-design treatment study and non-experimen...

“It seems to me that we have been wrong to discard Montessori altogether . . . ,” said Nadezhda Konstantinovna Krupskaia at a Moscow gathering of teachers of zero-level groups in 1931. It is worth recalling that Nadezhda Konstantinovna more than once drew the attention of preschool upbringing theoreticians and practitioners to the necessity of making a critical study of the pedagogical views an...