List of Articles مونته سوری

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  1 - A Comparative Study of Montessori and Loris Malaguzzi’s View on Early Childhood Education
  Shahla Hosseini mohamad hossin heidari zohreh saadatmand
  10.30486/jsre.2019.668045
  The purpose of this study is to compare the Montessori and Loris Malaguzzi’s View in the field of early childhood education. This qualitative research utilized a transcendental analytic method. The study field, all the national and international written and non-wr More

  The purpose of this study is to compare the Montessori and Loris Malaguzzi’s View in the field of early childhood education. This qualitative research utilized a transcendental analytic method. The study field, all the national and international written and non-written references in the field of the research’s subject. For selecting the sample among the existing references and documents, theoretical sampling method was used. Also, electronic note taking was used for gathering the data. Data analysis was conducted by qualitative content analysis with deductive categorical system type and in three stages of open, central and selective coding. Results of the research suggested the presence of high similarities between the views of Montessori and Loris Malaguzzi. Emphasis on comprehensive growth of children, integrative organization of curriculum, utilizing various learning activities, considering individual differences between children, using active teaching methods, and employing alternative or original assessment methods are among the most important similarities between these two views. However, there are some differences between the views of Montessori and Loris Malaguzzi on curriculum, including goal, teaching methods, teacher’s role and assessment methods. Finally, the most important implications of Montessori and Loris Malaguzzi’s views on pre-school education were discussed. Manuscript profile
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  2 - A comparison of temperament, character, and aggression dimensions in children under education of Waldorf, Montessori and traditional educational models
  Azadeh Farghadani فاطمه شاطریان محمدی مهین زیادبخش
  The present study was conducted to compare various dimensions of temperament, character and aggression in preschool children trained with Waldorf,Montessori,and traditional approaches of education. The statistical population included all preschools in Region 2 of Tehran More

  The present study was conducted to compare various dimensions of temperament, character and aggression in preschool children trained with Waldorf,Montessori,and traditional approaches of education. The statistical population included all preschools in Region 2 of Tehran, administered based on the aforementioned educational approaches. In the first stage, six preschools (two preschools for each approach) were selected. Then, the inventory of maternal care quality was administered among mothers to study mother-child relations and match children in this factor. Finally,only mothers who obtained the highest scores in this inventory were selected. In the second stage, the seven-factor preschool temperament and character inventory,developed by Constantino(2012),and the four-factor preschool children aggression inventory ,developed by Vahedi et al. (2008),were given to the instructors of those children with quality caring mothers.After the instructors completed the inventories and their opinions about these children were collected,data pertaining to 90 children (15 children from each preschool) was analyzed. The multivariate analysis of variance of data suggested higher level of verbal and physical aggression in children trained with traditional approach, as compared to two other approaches,the aggression scores of the children trained with Waldorf and Montessori approaches were not different. In addition,children trained with Waldorf approach obtained higher scores than other two groups in novelty seeking and persistence (as two dimensions of temperament),self-directedness,and cooperativeness (as two dimensions of character).The temperament and character scores of the children trained with Montessori and traditional approaches were not different.Findings suggested the importance of educational environment,secondary to family environment,in the formation of temperamental and behavioral characteristics. Manuscript profile
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  3 - Comparison of the effectiveness of coaches who work in Montessori and Normandy kindergartens in Tehran in 1394
  Nahid Ghanbari Sahar Mohammadi
  The aim of this study was to compare the effectiveness of Montessori preschool teachers with regular kindergartens in Tehran. This study used a descriptive - comparative. The closed test method has been used to measure the necessary information to compare the performanc More

  The aim of this study was to compare the effectiveness of Montessori preschool teachers with regular kindergartens in Tehran. This study used a descriptive - comparative. The closed test method has been used to measure the necessary information to compare the performance of the teachers in four equal, the convergence, the speedup of work and using the tools and equipment. The study population included all Montessori preschool teachers (37 samples) and 74 teachers who work in kindergartens with normal teaching methods that were randomly assigned to 22 districts of Tehran. A standard questionnaire was used to collect data. To analyze the data, descriptive statistics indexes (frequency, percentage, and charts) and inferential statistics indexes (Mann-Whitney test) were used. The results indicate that 22.5 and 77.5 percent of the teachers participating in the test (111 people) have average and very good performance, respectively. The teachers who worked in regular kindergartens (74 people), 33.8 and 66.2 percent have average and very good performance, respectively. While, the performance of the whole Montessori instructors participating in this test (37 people), was very good. So it can be concluded that the effectiveness of Montessori preschool teachers is higher than regular kindergartens teachers. Manuscript profile
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  4 - The effect of Montessori method on 4-5 years old preschool children's creativity in Tabriz
  Anahita Obalasi Seyyed Davoud Hosseini-nasab
  The main purpose of this study was to investigate the effect of the Montessori Method of education on 4-5 years old preschool children's creativity in Tabriz. The data were gathered through a quasi – experimental research with pre-test, post-test, and control grou More

  The main purpose of this study was to investigate the effect of the Montessori Method of education on 4-5 years old preschool children's creativity in Tabriz. The data were gathered through a quasi – experimental research with pre-test, post-test, and control group, administering Torrance pictorial from B test. The statistical population of the study included all educational centers of 4-5 year old children, which comprised 500 preschools in the academic year 92-93. The research sample of the present study included 50 preschoolers (25 in the experimental group and 25 in the control group) who were selected randomly through cluster sampling. The Montessori Method of education was employed for three months. After that, the data was gathered and analyzed through Covariance method. The results indicated that the Montessori Method of education was effective on the 4-5 year old children's creativity. Regarding four dimensions of creativity, Montessori Method was effective in enhancing the dimensions of fluency, flexibility, originality and elaboration in children.  Manuscript profile
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  5 - Evaluation study of the principles of Pirnia with Maria Montessori in year-old recognizing the quality of game space for children from 2 to 6
  Hirad Hosseinian Sara Kalantar
  10.30495/jisaud.2023.1984390.1063
  Throughout the history of early childhood education , various popular patterns and approaches have emerged that are still popular. The Montessori curriculum model is one of these models that is being used in our country . The purpose of this article is to examine the ph More

  Throughout the history of early childhood education , various popular patterns and approaches have emerged that are still popular. The Montessori curriculum model is one of these models that is being used in our country . The purpose of this article is to examine the philosophical foundations of this model , and to analyze the nature of learning arising from it. For this purpose , using the regressive philosophical analytical method in the form of inferential approach , some philosophical foundations of this model were inferred and developed . These elements include ; holistic view of existence and the child and the need for holistic education, the child's individual and social aspects and emphasis on both aspects in education, the existence of spontaneous force within the child in the development path , attention to the child' s desires and the need to reveal his inner capacities , emphasis on different stages of development and provision of learning experiences tailored to the requirements of each stage , the child's freedom as a key element throughout the education process, the relative compatibility of the Montessori educational approach with the constructivist approach , providing a favorable learning environment in cooperation with nature. Then , using descriptive-analytical method , it became clear that the nature of learning in this model is similar to the findings of new research on learning that is based on competence , agency , multiple childhood and priority of children's lived experience. Toys are with the child from the birth , so that the ability of distinguishing tissues for children leads to increase information and its conformity to their surroundings. In this way, using of the child’ s sense and stimulating them , evokes the significant factors in direction of proper using from the quality of the game space. In this way and from the point of view of the Iranian culture and principle of the Iranian architecture and with using these senses , it can lead to intimacy and understanding the environment in a simple format. The individuality of the human beings has been considered in such a way that this word can lead to the understanding environmental culture for its audience. Therefore , we first tried to analyze and describe variables between principles of the Iranian architecture with theories of Maria Montessori , with an interpretive approach and consequential reasoning and understanding primary concepts in order to answer this question : “ how can find out the criteria to recognize the quality of game space for children from 2 to 6-year-old through matching Pirnia’s intellectual principles and theories of Maria Montessori? " By answering this question , the impact of the quality of the game space based on the Iranian architecture can be achieved and it is possible to boost sense of the children in the age of 2 to 6 -year -old through understanding of their surroundings , which requires a correct knowledge of the roots of Iranian architecture with education system of theorizing such as Montessori . Manuscript profile