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Peace Education in a Montessori School
Obermajerová, Eliška ; Vallin, Petra (advisor) ; Poche Kargerová, Jana (referee)
This diploma thesis describes the issue of teaching Peace Education in a Montessori School. It comprehensively characterises the concept of Peace Education, mapping the content of lessons and materials which form part of the prepared environment of a Montessori class. I was interested in the inclusion of Peace Education in the Montessori Curriculum because it has an important role in education as Marie Montessori believed that peace begins in children. For the elaboration of the practical part, I chose action research which took place in Orange Class at Duhovka Elementary School - Prague, where I have been working as a class teacher since September 2020. The research was conducted in a mixed age class of Gd 1-3 students aged 6-9 years. I focused mainly on trying out the lessons with my class having created the materials for the prepared environment. In conclusion, I will evaluate the contribution of Peace Education for the class team and the changes of dynamics within the students in terms of respecting others. In addition, I will also reflect on the lessons and write recommendations for teachers who would like to use them. KEYWORDS Marie Montessori, Montessori School, Peace Education, Peace Flower Model, respect, prepared environment, action research
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The Montessori System and Present Czech Kindergarten
VESELÁ, Lenka
In the academic part of my degree project I focused mostly on describing the Montessori system. Herein I have adduced a couple of thoughts of Maria Montessori I found interesting or essential in some way relative to her method. For better understanding how Ms Marie Montessori came to the method, I considered important to mention a chapter about the first House of Children where her educational principals "crystallized". In the chapter "Individual scopes of the teaching" I expound the method in practice in kindergartens. In order to be able to compare the nowadays favoured personality approach towards the child, I first defined its development and nature, and then tried to find connections with the Montessori method. In the end of the academic part I try to expound individuation in the contemporary nursery school system and individuation in Montessori nursery school. In the practical part I focused on how the individual needs of children in nurseries are fulfilled in the ordinary versus Montessori nursery schools. I seek prospective connections and differences.
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