PROCESSES OF THE WORLDWIDE EXPANSION OF THE MONTESSORI METHOD

Main Article Content

Nazokat Yusufovna Bobokulova

Abstract

This article highlights the process by which Maria Montessori's method is employed, the emergence of early schools, and the stages of the worldwide spread of this method. The importance of the Montessori method in the development of children, its advantages, disadvantages, achievements are discussed. It should also be noted that this article contains a list of common links, but it does not contain enough corresponding quotes. Please help improve this article by making more specific quotes. The Montessori method of education is an educational method that involves children's natural interests and activities rather than formal teaching methods. Montessori's class focuses on practical learning and the development of real-world skills. It emphasizes independence and believes that children are naturally passionate about knowledge and able to start learning in a sufficiently supportive and well-prepared learning environment. It rejects some traditional achievement indicators such as assessments and tests.

Article Details

Section
Articles

References

"What are phonograms and how they are taught to children". The Montessorian wordpress. 2011-05-22. Archived from the original on 2014-03-26. Retrieved 26 March 2014.

Jump up to:a b "Introduction to Montessori Method". American Montessori Society. Archived from the original on 2019-02-10. Retrieved 2017-08-29.

Meinke, Hannah (11 April 2019). "Exploring the Pros and Cons of Montessori Education". Archived from the original on 16 February 2015. Retrieved 24 October 2020.

Lillard, Angeline (2017). Montessori: The Science Behind the Genius. New York, New York: Oxford University Press. pp. 351–376. ISBN 978-0-19-998152-6

Miller, L; Dyer, J (1975). "Four preschool programs: Their dimensions and effects". Monographs of the Society for Research in Child Development. 162 (5/6): 116. JSTOR 1165878.

Chattin-McNichols, John (July 1981). "The Effects of Montessori School Experience". Young Children. 36 (5): 49–66. JSTOR 42642922

Lillard, Angeline; Else-Quest, Nicole (29 September 2006). "Evaluating Montessori Education" (PDF). Science. 313 (5795): 1893–4. doi:10.1126/science.1132362. PMID 17008512. S2CID 142770278. Archived (PDF) from the original on 12 August 2017. Retrieved 9 October 2023.

Borman, 2003, Review of Education Research

Lopata, Christopher; Wallace, Nancy V.; Finn, Kristin V. (31 March 2005). "Comparison of Academic Achievement Between Montessori and Traditional Education Programs". Journal of Research in Childhood Education. 20 (1): 5–13. doi:10.1080/02568540509594546. S2CID 17291472

Lillard, Angeline S. (June 2012). "Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs". Journal of School Psychology. 50 (3): 379–401. doi:10.1016/j.jsp.2012.01.001. PMID 22656079. S2CID 6211892.

Barshay, Jill (January 2, 2018). "Studies Shed Light on Merits of Montessori Education". US News.

American Montessori Society, Inc. v. Association Montessori Internationale, 155 U.S.P.Q. 591, 592 (1967)

Rosen, Barbara (9 February 1998). "The Many Faces of Montessori (Published 1998)". The New York Times. Archived from the original on 17 May 2021. Retrieved 2 January 2021

Esplanada, Jerry (11 March 2009). "How many are really 'international schools'?". Philippine Daily Inquirer. Archived from the original on 5 October 2013.

Jump up to:a b Montessori, Maria (1967). The Absorbent Mind. New York: Delta. p. 207. ISBN 978-0-440-55056-3

"The Process of Normalization Archived 2017-02-02 at the Wayback Machine." North American Montessori Teacher's Association.

Jump up to:a b Montessori, Maria (1994). From Childhood to Adolescence. Oxford, England: ABC-Clio. pp. 7–16. ISBN 978-1-85109-185-0