The thesis called The Ways of Presentation of Mathematics in the 7th Grade of Montessori School provides with a description and detailed analysis of Montessori principles with regards to their use and fulfilling tasks during lessons of mathematics at Montessori Schools. Its further aim is to check out in the course of lessons if the three Montessori principles - discovering of facts by an individual, work with mistake and individual approach - are being applied during the presentations of new topics to the 7th grade students of Montessori school. The thesis consists of theoretical and practical parts. The theoretical part deals with establishing of educational areas of mathematics and its application within the "The Framework Education Programme for Elementary Education" and description of current trends in mathematics, didactic constructivism represented by Hejný and Kuřina. Further on, it describes Montessori principles and their application and use during the teaching of mathematics and ways of presentation of mathematic topics in Montessori classes. The end of theoretical part is a comparison of Montessori principles during the mathematic lessons and didactic constructivism. In its introduction, the practical part refers to the theoretical concept of education in the second cycle of Montessori...

The diploma thesis is focused on the qualitative analysis of Montessori pedagogy and traditional Czech pedagogy and attempts to highlight some of the problems of the current functioning of the educational process in traditional Czech schools and proposes concrete possibilities of making it more effective. The theoretical part provides a brief picture of the author of the Montessori educational method and the development of this method and defines its principles. The core of the practical part are qualitative analyses of the Montessori and the traditional Czech pedagogy. To process these analyses, survey results contributed. The survey was focused on the perception of benefits and risks of the practical application of Montessori pedagogy which the author conducted among Montessori teachers. The result of the qualitative analysis of both the pedagogical directions is a proposal for teaching guidelines optimization is a traditional Czech school. The proposed measures focus on the transformation of the school environment, changes in the school time organization and teaching methods, class size reduction, changes in the methods of diagnosis and evaluation and the state education funding. The diploma thesis aims to highlight the shortcomings and the need for changes in the current functioning of compulsory school education in the Czech Republic.

The work is dedicated to the ways of developement of the key competencies of learners within methodes of Montessori pedagogy. The first part is concentrated on the evaluation of the current level of knowledge including the key competencies and Montessori pedagogy with its methodes. In the second part the work deals with a theoretical background to accomplish a research in the empiric kind of way, where we find the focal point of this entire work. The practical part of the work analyses the different approaches of two selected elementary Montessori schools to the developement of the key competencies within the applied methodes of teaching. The closing part of the work is dedicated to the evaluation of the used methodes in relation to the key competencies and it also pursues the comparison of ways of use of the developement of the key competencies at these two selected elementary schools.

Work in the six chapters first formulates thesis of the need to address the problem of loss of quality of teaching of the Catholic religion. This is then given to the second chapter, which carefully considers its history. After a brief third chapter which collectively will talk about alternative education speak collectively alternative education is included in this current analytical processing analysis Montessori and Waldorf education. It analysis processes the history of the founders of both pedagogies and the relation to the didactic triangle educator - curriculum - student. The sixth chapter is a synthesis of findings and draw conclusions about the relationship of spirituality to Christianity and usability of teaching methods. Keywords Christianity, education, Montessori, Waldorf, teacher, student

Svensson, Elisabeth (2018). Rektors ledarskap och organisation i Montessori- friskolor – enintervjustudie av tre rektorer. (Principals leadership and organization in Montessori-schools - aninterview study of three principals). Pedagogik, Institutionen för Skolutveckling och ledarskap,Fakulteten för Lärande och samhälle, Malmö universitet.The research that has taken place has consisted of interviews with principals in two Montessorischools(F-6, F-9) and one Montessori-inspired school (F-6). My purpose with this study was toinvestigate how principals pedagogically lead and organize the daily work connected with how theschool structurally is built and lead. The interviews have been accomplished by a manual withquestions and are semi-structured. I have with a phenomenologically approach tried to describe,interpret and analyze the principals daily work from respondents own perspective. In my analysis,I have used the complexity theory in order to understand and interpret the complexity of the schoolorganization and two models of leadership, transformational and transactional leadership. Theresult of the analysis shows that the Montessori-school principals strategically consciously workwith attitudes and methods of working in the context of learning and teaching. I have identified abasis for how school leadership can be practised within the Montessori pedagogy. I have also in myanalysis established the fact that many of the characteristics of the Montessori pedagogy correspondwith what is stated in the curriculum of the compulsory school (Lgr 11). In relation to theleadership of the principals I have been able to state the fact that both a transformational and atransactional leadership are represented in the three schools. I have made the complexity in theprincipal’s leadership evident in the relation to the organization of the schools and have identifiedan obvious challenge and conflict of interest between the main organization, that is controlled bythe committee, and the principal and the staff of the the schools. My analysis clearly shows that theopinion of all three principals is that the daily work in the school organization is complex. I make acomparison with the complexity theory, which indicates that when the abstract and the simplifiedissues in the daily work meet with the more concrete and complex issues, this will cause difficultiesin the organization. .The study can hopefully increase the knowledge of principals’ leadershiprelated to the organization in Montessori-schools and be complementary to further research in thisfield.

<p>The purpose of this report is to contribute with knowledge about the views within special education. I want to explore and compare the way students with special needs are approached within two different pedagogies in Sweden: Waldorf pedagogy and Montessori pedagogy.</p><p>I have closely studied these pedagogies, read the literature from existing research and also by conducting two interviews with a representative from each pedagogy Both pedagogies claim that their teaching methods are most suitable for children with reading and writing difficulties..</p><p>The Waldorf pedagogy was founded in 1919 in Germany by Rudolf Steiner. The pedagogy believes in the development of the students into independent children who can use their bodies as a tool for the learning of knowledge. The Montessori pedagogy was also founded in the beginning of the nineteenth century and stands for developing the students into independent individuals. However, the pedagogical approach to reading, writing and dyslexia is different. The Waldorf teachers avoid the term dyslexia because many of them have the opinion that these children are being diagnosed too easily.  The method of teaching is relatively relaxed and to be able to read and write is not necessary during the first years in school. On the other hand, the Montessori teachers are planning their students education so that they learn how to read and write during the first year, when they are only six years old. They believe that all students have different backgrounds and that a child who is attending a Montessori school is no different than the children who are studying within the traditional school system in Sweden.</p> / <p>Syftet med detta examensarbete är att bidra med kunskap inom synen på specialpedagogik. Jag vill se och jämföra bemötandet av elever med speciella behov inom två pedagogiker i Sverige; Waldorfpedagogik och Montessoripedagogik.</p><p>Jag har studerat dessa pedagogiker närmare, gjort en litteraturstudie av den tidigare forskningen och även genomfört två intervjuer med en representant från vardera pedagogik. Båda pedagogikerna hävdar att deras undervisningssätt är mest lämpat för elever med läs- och skrivsvårigheter, detta trots de stora skillnaderna i deras sätt att undervisa.</p><p>Waldorfpedagogiken grundades 1919 i Tyskland av Rudolf Steiner. Pedagogiken står för att utveckla eleverna till själständiga människor som kan använda sin kropp som ett verktyg för kunskapsinlärning. Montessoripedagogiken uppkom även den i början av 1900-talet och står också den för att utveckla eleverna till självständiga individer. Dock skiljer sig synsättet på läs- och skrivinlärning samt dyslexi betydligt. Waldorfpedagogerna drar sig för att använda begreppet dyslexi i skolan då många anser att eleverna diagnostiseras allt för lätt. Undervisningssättet har ett relativt lugnt tempo och att kunna bruka läsning och skrivning är inget som krävs under de första åren i skolan. Montessoripedagogerna å andra sidan lägger upp arbetssättet så att eleverna lär sig läsa och skriva redan i förskoleklassen och arbetar utefter det. De menar att alla har olika bagage med sig och att det inte är någon skillnad på eleverna som läser enligt Montessoripedagogik jämfört med den traditionella skolgången.</p>

The purpose of this report is to contribute with knowledge about the views within special education. I want to explore and compare the way students with special needs are approached within two different pedagogies in Sweden: Waldorf pedagogy and Montessori pedagogy. I have closely studied these pedagogies, read the literature from existing research and also by conducting two interviews with a representative from each pedagogy Both pedagogies claim that their teaching methods are most suitable for children with reading and writing difficulties.. The Waldorf pedagogy was founded in 1919 in Germany by Rudolf Steiner. The pedagogy believes in the development of the students into independent children who can use their bodies as a tool for the learning of knowledge. The Montessori pedagogy was also founded in the beginning of the nineteenth century and stands for developing the students into independent individuals. However, the pedagogical approach to reading, writing and dyslexia is different. The Waldorf teachers avoid the term dyslexia because many of them have the opinion that these children are being diagnosed too easily.  The method of teaching is relatively relaxed and to be able to read and write is not necessary during the first years in school. On the other hand, the Montessori teachers are planning their students education so that they learn how to read and write during the first year, when they are only six years old. They believe that all students have different backgrounds and that a child who is attending a Montessori school is no different than the children who are studying within the traditional school system in Sweden. / Syftet med detta examensarbete är att bidra med kunskap inom synen på specialpedagogik. Jag vill se och jämföra bemötandet av elever med speciella behov inom två pedagogiker i Sverige; Waldorfpedagogik och Montessoripedagogik. Jag har studerat dessa pedagogiker närmare, gjort en litteraturstudie av den tidigare forskningen och även genomfört två intervjuer med en representant från vardera pedagogik. Båda pedagogikerna hävdar att deras undervisningssätt är mest lämpat för elever med läs- och skrivsvårigheter, detta trots de stora skillnaderna i deras sätt att undervisa. Waldorfpedagogiken grundades 1919 i Tyskland av Rudolf Steiner. Pedagogiken står för att utveckla eleverna till själständiga människor som kan använda sin kropp som ett verktyg för kunskapsinlärning. Montessoripedagogiken uppkom även den i början av 1900-talet och står också den för att utveckla eleverna till självständiga individer. Dock skiljer sig synsättet på läs- och skrivinlärning samt dyslexi betydligt. Waldorfpedagogerna drar sig för att använda begreppet dyslexi i skolan då många anser att eleverna diagnostiseras allt för lätt. Undervisningssättet har ett relativt lugnt tempo och att kunna bruka läsning och skrivning är inget som krävs under de första åren i skolan. Montessoripedagogerna å andra sidan lägger upp arbetssättet så att eleverna lär sig läsa och skriva redan i förskoleklassen och arbetar utefter det. De menar att alla har olika bagage med sig och att det inte är någon skillnad på eleverna som läser enligt Montessoripedagogik jämfört med den traditionella skolgången.

Språkutvecklingen hos barn har fångat en nyfikenhet hos mig under min studietid och hur det vardagliga arbetet kan utveckla barnens språkutveckling. Ett intresse för olika pedagogiska inriktningar har vuxit fram och vilka strategier som används inom dessa för att stimuleras den verbala språkutvecklingen. Syftet med studien är därför att jämföra två pedagogiska arbetssätt, ett grundat i Montessoripedagogik systemet och ett grundat i Waldorfpedagogik systemet. Studiens frågeställning är vilka strategier som förskollärarna använder sig av och vilka likheter och skillnader som finns inbördes och mellan de två olika pedagogiska inriktningarna. Genom semistrukturerade intervjuer med fyra olika förskollärare, två inom respektive pedagogisk inriktning, där deltagarna svarar på frågor om vilka arbetssätt som respektive förskola använder sig av för att stimulera språkutvecklingen hos barn. Detta medför att resultatet nödvändigtvis inte behöver bero på respektive pedagogisk ideologi. Utan det kan även förekomma strategier utan specifik pedagogisk inriktning. Studien visar att barnens första språkutveckling är något som är en del av den vardagliga verksamheten på förskolan. Strategierna som används skiljer sig däremot emellan de pedagogiska inriktningarna. I Montessoriförskolan nyttjas pedagogiskt material för att lära barnen de mer specifika delarna av språkutvecklingen. Inom Waldorfförskolan nyttjas den fria leken och ett mer generellt lärande, där lärandet anpassas efter barnets egna förmågor. / <p><strong>Fastställt via akademichefsbeslut HIG-STYR 2019/7 den 2019-01-07</strong></p><p><strong> </strong>Daniel Petterson, fil dr, univ. lekt Pedagogik och Erika Björklund, fil dr, univ. lekt Pedagogik går in som examinatorer på PEG700 under veckorna 1 till och med 3, 2019 då Peter Gill, prof. Pedagogik, gått i pension från och med 2019-01-01.</p>

In my final thesis I have dealt with the development of metacognitive strategies for primary school pupils in the Montessori environment. The aim of the first part of the thesis was to anchor the entire issue in the broader context of the current educational situation with respect to the requirements of The General educational program. In the second part of the thesis I described both - metacognitive strategies as well as key aspects of Montessori education. This characteristic I based on the analysis of the available literature. The final part of theory deals with the synthesis of both areas. This synthesis showes their harmonious connections and considerable complementarity. In this section I also revealed some problems that educators face in practice, and I tried to outline possible ways to address them - from my own experience of teaching practice. Empiric part of thesis uncovers the ways of introduction metacognitive strategies to education and presents few "examples of good practice.

My work deals with the alternative pedagogy and its principles, which can be used at the free-time pedagogy. The work intents on the montessori pedagogy and waldorf pedagogy, because these two pedagogy systems are the most common in Czech Republic. It introduces the founders of both systems and the origin of the systems together with the characteristics needed for the understanding of the theme. Main goals of my work are the basic principles of both trends and their usage for free-time pedagogy, especially for the upbringing outside education. It rises up the relation between the teacher and the learner, stressing out the respect for the child.