Zeitschriftenartikel: „Pedagogy of Montessori“

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Hryhorieva, Natalia. „M. MONTESSORI’S IDEAS ABOUT THE ROLE AND FUNCTIONS OF THE TEACHER OF PRESCHOOL EDUCATION INSTITUTION AND THEIR USE IN THE CONDITIONS OF REFORMING THE DOMESTIC PRESCHOOL EDUCATION“. Psychological and Pedagogical Problems of Modern School, Nr. 1(5) (27.05.2021): 79–85. http://dx.doi.org/10.31499/2706-6258.1(5).2021.235188.

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Today, the unconditional value and uniqueness of Montessori’s ideas is recognized. Preschool teachers are recommended to build the educational process focusing on humanistic philosophy and pedagogy. That is why it becomes important to study and comprehend the potential of pedagogical systems and methods of personality-oriented nature, which have taken leading positions in the world educational space and proved their importance and effectiveness. One of the brightest representatives of humanistic pedagogy is the Italian pedagogue, psychologist, author of the pedagogical system that bears her name ‒ M. Montessori. The article mentions the names of teachers who studied the pedagogical heritage of the Italian teacher. The article considers the requirements of personal and professional nature to the modern educator in the context of reforming preschool education in Ukraine. On the basis of the theoretical analysis the basic pedagogical ideas of the outstanding Italian pedagogue-humanist M. Montessori concerning the role and functions of the teacher in educational process are revealed. The relevance of their application to the professional development of a teacher in a traditional preschool institution is substantiated. The author noticed the main functions of the Montessori teacher,which were first specified by M. Sorokova in the textbook for students “M. Montessori system: theory and practice”. It is determined that further research is needed to create a structured program of professional and personal self-development of the teacher, which will help to adapt freely to non-standard situations of life in general and professional activity in particular. Keywords: child, M. Montessori pedagogical system, Montessori teacher, personality-oriented concept, humanism, preschool age, preschool education, functions of the teacher.

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Sumnitel'nyy, K. „Is the Child Free in M. Montessori's Class?“ Profession-Oriented School 8, Nr. 3 (31.07.2020): 42–48. http://dx.doi.org/10.12737/1998-0744-2020-42-48.

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The article is devoted to the views of M. Montessori on the freedom of the child. It is already well known that she believed that freedom is not permissiveness. But how this principle is implemented and why in its system there is no conflict between freedom and discipline, which also distinguishes children in Montessori classes. What the ideas look like laying in Montessori's pedagogy in the context of modern psychology, which recognized that freedom is not an unambiguous and unquestioned value, and adaptation can be of a different nature and have different consequences.

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Holmes, Catherine Claire. „Introduction of Montessori Education to a remote Indigenous Early Childhood program: A study of the ways in which Aboriginal students respond“. Journal of Montessori Research 4, Nr. 2 (13.11.2018): 33–60. http://dx.doi.org/10.17161/jomr.v4i2.6715.

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This article explores the ways Ngaanyatjarra students in Australia respond to Montessori pedagogy in a remote Aboriginal early childhood context. The article initially presents key literature pertaining to early childhood education, Aboriginal education, and Montessori education in Australia. The qualitative methodology underpinning the research is subsequently outlined. The approach emphasized in this research is that of interpretivism. The data analysis process highlighted three headings: concentration and engagement, student autonomy, and student independence. The findings of this research indicate the potential for Montessori pedagogy as a viable alternative practice of education for remote Aboriginal early childhood contexts, as Montessori pedagogy may align more harmoniously with the cultural dispositions of Ngaanyatjarra students. Finally, recommendations are presented in light of the research.

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Sosnowska, Joanna. „The Reception of Maria Montessori’s Pedagogical Theory in Pre-School Education in Interwar Poland“. Nauki o Wychowaniu. Studia Interdyscyplinarne 11, Nr. 2 (06.11.2020): 106–24. http://dx.doi.org/10.18778/2450-4491.11.09.

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The innovative tendency in pedagogy, called “new education”, which appeared in many European countries in the first half of the 20th century, aimed at reviving schooling, the conditions of education, and the process of learning; it also set a new role for the teacher and emphasized a new approach to the child. Maria Montessori (1870–1952), an Italian physician and educationalist, was one of the representatives of “new education”. Knowledge of the pedagogical theory developed by Montessori was spread in Poland through her books and the pedagogical-psychological literature of Polish educationalists, which referred to the Montessori educational concept. The purpose of this work is to present the reception of Montessori’s pedagogical theory in pre-school education in 1918–1939.

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Stasiewicz, Katarzyna Anna. „THE MONTESSORI METHOD AND ITS CONTEMPORARY CONTEXTS“. Polish Studies of Kyiv, Nr. 35 (2019): 436–43. http://dx.doi.org/10.17721/psk.2019.35.436-443.

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The article is an attempt to sistetically present Maria Montessori’s activities and scientific achievements through the prism of her biography and to indicate the reception of the Montessori Methods in Poland. The first part indicates the key aspects of life that influence the worldview and research interests, such as the position of director at Casa de Bambini or the likely affiliation to the Theosophical Society. In particular emphasizes theme of migration, resulting on the one hand from geopolitical reasons, and on the other hand from the idea of disseminating its concept of education. It shows the emigration aspect – departure from Italy to Barcelona, associated with the then forming fascist movement, and then, to the Netherlands, determined by the anti-republican coup of General Francisco Franko. The text deals with issues related to the scientific and didactic activity of M. Montessori, including numerous foreign trips, including to the United States and India to popularize the method. It also indicates the main research inspirations influencing changes in education proposed by the researcher, i.e. the Montessori Method – influences of researchers: anthropologist Giuseppe Sergi, psychiatrist Andrea Verga, neuropsychiatrist and pedagogue Jean Marc Gaspard Itard and Édouard Séguin. It characterizes particular stages of the concept, from moral upbringing, through the system of freedom, to the concept of cosmic upbringing. The second part of the article concerns the reception of the Montessori Method in Poland, starting from the pre-war period to modern times. It presents two currents – direct reception and attempts to synthesize freblizism and montessorian- ism in order to create a new, national upbringing system and indicates possible reasons for the rebirth of the idea after 1989, were related to the evolution of the educational ideal in Poland. It presents selected studies on the topic and points to the current activities of institutions and organizations that popularize the idea of Montessori. It presents manifestations of the contemporary, unflagging addressing with the figure of M. Montessori and her concept. The above considerations have been set in the context of today’s Polish pedagogy, determined largely by concepts that contest the current school system, largely congenial with the conservative educational ideology.

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Sumnitel'nyy, K., und T. Palkina. „Formation of Emotional Intelligence in Children of Nido and Toddler Classes“. Profession-Oriented School 9, Nr. 2 (17.05.2021): 48–52. http://dx.doi.org/10.12737/1998-0744-2021-9-2-48-52.

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The article suggests paying attention to the possibilities of teachers to help a child in the formation of emotional intelligence. In particular, the prerequisites for this, which exist in Montessori pedagogy, are considered. It is argued that this pedagogy allows the development of emotional intelligence in children from very infancy. The authors provide proofs of this thesis, relying on the theory and modern practice of ‘Toddler’ Montessori classes.

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Dobrowolska, Ewa, Iwona Błaszczak, Agnieszka Mielnik und Ewa Lisiecka. „A systemic model of furniture meant for stimulating development of a child based on educational aids from M. Montessori“. Annals of WULS, Forestry and Wood Technology 113 (31.03.2021): 13–19. http://dx.doi.org/10.5604/01.3001.0015.2327.

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In furniture design, understood as a kind of evolutionary process, there is room for designer’s creativity, but not in the sense traditionally accepted in the psychology of creation. The creativity of the designer shapes the products of the evolutionary algorithm but does not replace them. This can be illustrated by the genesis of any design, such as furniture that stimulates the development of the child. The Montessori pedagogy leaves a lot of room for new designs of Montessorian teaching aids. The Montessori didactic material forms a logically structured whole. It enables the child to move out of experience and sensual cognition; it serves not only the development of the intellect but also the education of the whole personality. The Montessorian materials take into account the child’s stage of development, corresponding to a given sensitive phase and the very logic of things, so that the child, while learning, can embrace larger cognitive sequences, arouse a sense of aesthetics, motivation, curiosity and interest, thus triggering various forms of activity.

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Topić, Kristina, und Iva Čolak. „Psychology within Montessori pedagogy – theory and practice“. Pedagogika 27, Nr. 2 (2018): 143–55. http://dx.doi.org/10.16926/p.2018.27.45.

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Tomele, Gundega. „Prerequisites for Written Language Acquisition and It’s Disorders Correction in Montessori Pedagogy“. SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (30.05.2015): 222. http://dx.doi.org/10.17770/sie2013vol2.571.

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The successful acquisition of written language is an important precondition for schoolchildren academic achievement. Written language disorders are usually diagnosed during primary school, although the etiology of them is largely associated to children oral and written language development in the pre-school years. This article presents the need of primary prevention of written language disorders at the preschool level and its realization with a help of Montessori pedagogy. There is summarized theoretical knowledge in the context of language acquisition and reflected Montessori pedagogy prerequisites for the successful written language acquisition and correction of early signs of disorders in the pre-school years.

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Сумнительный, К., und K. Sumnitel'nyy. „What Does M. Montessori Offer for Modern Education?“ Profession-Oriented School 7, Nr. 4 (24.09.2019): 44–50. http://dx.doi.org/10.12737/article_5d678bd7d21021.78152978.

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The article discusses the features of the pedagogical system of M. Montessori. The importance of its system for the development of modern education is revealed. Attention is paid to the bias of the concept of M. Montessori that has developed in Russian pedagogy and the risks of its development within the framework of the national pedagogical and sociocultural context. The main problems associated with the use of the Montessori method in the domestic pedagogical space are analyzed. The features of the methodological and didactic support of the pedagogical process in the Montessori classes for diff erent age groups are considered. The pedagogical and psychological sense of the teacher’s activity in the Montessori classroom is revealed. The problem of training teachers for M. Montessori classes and the possible reactions of students to the shock of the proposed change in professional stereotypes are discussed.

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Burbank, Mary D., Melissa M. Goldsmith, Jennifer Spikner und Koeun Park. „Montessori Education and a Neighborhood School“. Journal of Montessori Research 6, Nr. 1 (15.05.2020): 1–18. http://dx.doi.org/10.17161/jomr.v6i1.8539.

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Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.

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Jendza, Jarosław. „Montessori as an alternative in post-totalitarian and ‘folwark’ educational culture – ethnographical research report“. Problemy Wczesnej Edukacji 49, Nr. 2 (17.06.2020): 128–44. http://dx.doi.org/10.26881/pwe.2020.49.11.

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The article addresses the issue of alternative education in the context of cultural codes. On the basis of ethnographic research conducted in primary Montessori schools in Poland the author analyses the significance of local culture for the global range pedagogy, and in this way questions the thesis according to which Montessori is indifferent to cultural differences. The results of the research show, that all three cultural codes, including the totalitarian and folwark ones are present in many different situations investigated during the research. At the same time Polish Montessori schools are undoubtedly these places in which the modernization code is overwhelmingly present.

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Bauch, Jerold P., und Huei-hsin Joyce Hsu. „Montessori: Right or Wrong about Number Concepts?“ Arithmetic Teacher 35, Nr. 6 (Februar 1988): 8–11. http://dx.doi.org/10.5951/at.35.6.0008.

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When Maria Montessori “invented” her method for teaching the street urchins from the slums of Rome in the early 1900s, she showed remarkable insight into children's needs and unique ways to help them learn. Montessori was truly a scientific person, earning the first medical degree granted to a woman in Italy and studying such diverse fields as pedagogy, anthropology, and psychiatry. When she was asked to develop a preschool program for the street children of Rome, she made a quantum jump forward in both instructional theory and teaching materials.

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Julia Selva Sundari S. „Montessori Language Arts – The Excellence Path to Early Childhood Language Development“. International Journal of Curriculum Development and Learning Measurement 1, Nr. 1 (Januar 2020): 40–61. http://dx.doi.org/10.4018/ijcdlm.2020010105.

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This article offers a quick read on Montessori pedagogy. It is to help formulate a successful method and practical learning. English language teaching (ELT) has numerous methods. They are rich in knowledge and theory but, practically not all methods come handy for successfully learning a new language. The success of learning a language is in its effective communication. Here, the term communication does not correspond to the skill element but to the effective and precise delivery of the conceived idea. Language cannot be learned as we learn math, science, and technology, it has to be experienced and acquired. We do not need a goal but an active process. As Einstein to science so is Maria Montessori to language arts. Her method has been appreciated but has carried limited relevance in the world of language arts — many associate the Montessori method to play way method. A deep understanding of the Montessori method of language teaching offers innumerable opportunities to construct a successful working model to teach second language learners.

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Cascella, Marco. „Maria Montessori (1870-1952): Women's emancipation, pedagogy and extra verbal communication“. Revista médica de Chile 143, Nr. 5 (Mai 2015): 658–62. http://dx.doi.org/10.4067/s0034-98872015000500014.

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Owen, Samantha Jayne, und Sharon Davies. „Maintaining an empowered school community: Introducing digital technologies by building digital literacies at Beehive Montessori School“. London Review of Education 18, Nr. 3 (13.11.2020): 356–72. http://dx.doi.org/10.14324/lre.18.3.03.

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In 2019, educators at Beehive Montessori School (Beehive) in Western Australia implemented their self-defined digital literacies framework. The framework guided their approach to, and use of, digital technologies in their classrooms. Doing so came out of a whole school action research project in which the school became a hub for inquiry and educators, and researchers worked together to identify issues and develop improvement processes. At the project conclusion, the educators and researchers had collaboratively defined a solution that met the mandated curriculum needs and fitted with the school autonomy. Most importantly the project and the solution empowered educators, as it aligned with the school-identified virtues and utilized the three-period lesson to teach it, all of which was consistent with Montessori pedagogy.

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Cepeda Escobar, Angie Alejandra, Maria Angélica Arias García, Karent Yubeli Castañeda López, Diana Johana Forero Mendonza, Tatiana Geraldine Ramírez Bello, Sandra Adriana Useche und Diego Andrés Pinzón González. „Estrategias pedagógicas y didácticas desde los enfoques pedagógicos de María Montessori y Reggio Emilia para la construcción de un currículo emergente en Educación Infantil / Pedagogic and didactic strategies from the approaches María Montessori and Reggio Emilia for the construction of an emergent curriculum in childhood education“. Revista Internacional de Educación y Aprendizaje 6, Nr. 1 (05.07.2018): 35–42. http://dx.doi.org/10.37467/gka-revedu.v6.1501.

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El artículo muestra los resultados de la investigación realizada por maestras licenciadas en educación preescolar de la Fundación Universitaria Monserrate en Bogotá, Colombia. Se pretendió buscar rutas metodológicas y didácticas adecuadas en la educación infantil, con el fin de potenciar de las dimensiones del desarrollo de los infantes, con base en enfoques pedagógicos de María Montessori y Reggio Emilia, vinculando perspectivas del desarrollo infantil, la pedagogía y la didáctica pertinentes en contextos urbanos vulnerables. Se muestra una concepción de currículo emergente, proporcionando así una nueva mirada al rol de maestro y el papel del niño en la educación infantil. The article shows the results of the research carried out by teachers in pre-school education at the Fundación Universitaria Monserrate, in Bogotá, Colombia. The aim was to search for appropriate methodological and didactic routes in early childhood education, in order to enhance the developmental dimensions of infants, based on pedagogical approaches of Maria Montessori and Reggio Emilia, linking perspectives of child development, pedagogy and didactics relevant in vulnerable urban contexts. It shows a conception of emergent curriculum, thus providing a new look at the role of the teacher and the role of the child in early childhood education.

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Laws, Kevin, und Feng Xun. „Teacher Professional Learning Whilst in Quarantine: A Case Study from China“. IAFOR Journal of Education 9, Nr. 2 (02.04.2021): 127–44. http://dx.doi.org/10.22492/ije.9.2.08.

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Transforming two early education centres in China to incorporate the educational philosophy of Maria Montessori is a huge task. To induct teaching staff into Montessori’s philosophy, pedagogy, and curriculum when their past educational experiences have been formed by a rigid, traditional model added to the challenge. To further complicate matters the transformation took place during lockdown due to the COVID-19 pandemic and the staff participated in a completely voluntary capacity whilst in isolation. For this research project the authors collected data through direct observations, surveys, questionnaires, individual teacher interviews, and focus group interviews. How online professional learning for 35 staff members was planned, organised, modified, and undertaken is outlined. Practical and technical issues involved in moving from face-to-face to online teaching are also included. Teachers reported that the professional learning program had prepared them well for when the centres reopened and the children returned.

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Macià-Gual, Aida, und Laura Domingo-Peñafiel. „Demands in Early Childhood Education: Montessori Pedagogy, Prepared Environment, and Teacher Training“. International Journal of Research in Education and Science 7, Nr. 1 (13.12.2020): 144. http://dx.doi.org/10.46328/ijres.1272.

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Recognizing the inherent attention in examining how educational practices affect our future, there is little known about society’s demands related to early childhood education. This paper aims to analyze the current preschool enrolment situation in the Euro-Western world and the demands of society, focusing attention on the characteristics needed in the prepared environment and in teacher training practices that inclusive education offers. Different socio-cultural theories have been analyzed, and practices regarding human development have been presented as they guarantee an integral development of the child, one which respects infant developmental stages and offers the right scaffolding and environment to stimulate a child’s interest and potential. All these aspects are claimed in society, and are reflected in the Montessori Pedagogy principles, where thanks to the observation and knowledge regarding children’s needs, educators can prepare stimulating environments that lead to personal formative development.

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Khachatryan, Mariam. „A Look at AUA Pre-school English Program Through the Lens of Montessori Pedagogy“. Procedia - Social and Behavioral Sciences 197 (Juli 2015): 304–7. http://dx.doi.org/10.1016/j.sbspro.2015.07.141.

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Macià-Gual, Aida. „The Bases of Montessori Pedagogy as a Facilitating factor for Child Development in Burkina Faso and Spain“. European Journal of Educational Research 10, Nr. 1 (15.01.2021): 175–86. http://dx.doi.org/10.12973/eu-jer.10.1.175.

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Живковић, Ивица. „ХРИШЋАНСКО ВАСПИТАЊЕ И МОДЕРНА ПЕДАГОШКА МИСАО“. ГОДИШЊАК ЗА ПЕДАГОГИЈУ 2, Nr. 1 (15.12.2020): 21–33. http://dx.doi.org/10.46630/gped.2.2020.02.

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Christian pedagogy is based in a specific pedagogical approach which, through all the historical periods, represents more than same possible new doctrine, new pedagogical theory or system of pedagogical comprehensions in the world. In this article we review Christian education by several most general principles, among which the most important are: the starting point of the faith in God, the specific relationship of love for child and the awareness of human sin. Furthermore we explore the opinion of some relevant researchers who claimed that the significance attributed to child in the history of pedagogical thought is related to the more profound penetration of Christian religion into the customs and perceptions of the Western world. The influence of Christianity is also apparent in the emancipatory tendencies of pedagogical classics, first of all in the attitudes of Maria Montessori, whose interpretation of Christ’s words on children may be quoted as one of the greatest challenges for the contemporary understanding about the child issue. The status of child and grown-ups in the modern world imposes certain perplexities, and Christian pedagogy can propose some material contribution to their resolution.

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Reyes Quintela, Laura. „LUSCOFUSCO, UN ESPACIO PARA SENTIR.“ International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, Nr. 1 (27.09.2016): 71. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.482.

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Abstract:LUSCOFUSCO, A PLACE TO FEEL.Luscofusco is a children’s daycare that offers an alternative to the traditional school for children 2 to 6 years old. We began our adventure in Oza, a small village in the province of A Coruña, restoring an old rural school which had been closed years ago. Inspired by philosophies as Montessori, Pestalozzi, Malaguzzi our goal is to recover the essence of the old rural schools, and at the same time energize the area in which we are located. We are a new concept of preschool in which our role is to guide children as they develope cognitive, motor, emotional, affective, inter and intrapersonal skills through play, coexistence and experience. All this, in a carefully prepared family atmosphere situated in a natural environment. We base our work on respect for kids, their interests and their motivation to turn them into the protagonists of their learning. We assume a role of mediators in this process, use a non-directive approach and offer individual attention.Keywords: Free School, an alternative school, non-directive pedagogy, natural environmentResumen:Luscofusco es un espacio infantil que ofrece una alternativa al sistema educativo tradicional a niños y niñas de 2 a 6 años. Comenzamos nuestra andadura en Oza, una pequeña aldea en la provincia de A Coruña, restaurando una antigua unitaria cerrada años atrás. Hemos puesto la ilusión en recuperar la esencia de las antiguas escuelas rurales, y al mismo tiempo dinamizar la zona, inspirándonos en filosofías como las de Montessori, Pestalozzi, Malaguzzi…. Somos un nuevo concepto de espacio infantil en el que nuestro papel es el de guiarles para lograr el desarrollo de todas sus competencias cognitivas, motoras, emocionales, afectivas, inter e intrapersonales; a través del juego, la convivencia y la experiencia. Todo ello en un ambiente familiar, cuidadosamente preparado, situado en un entorno natural. Nos basamos en el respeto al niño y niña, a sus intereses, a sus motivaciones para convertirles en protagonistas de su aprendizaje asumiendo un papel de mediadoras en este proceso, utilizamos una metodología no directiva y ofrecemos una atención individualizada.Palabras clave: Escuela Libre, escuela alternativa, pedagogía no directiva, entorno natural

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Rogacheva, Yelena. „The Reception of John Dewey’s Democratic Concept of School in Different Countries of the World“. Espacio, Tiempo y Educación 3, Nr. 2 (18.07.2016): 65. http://dx.doi.org/10.14516/ete.2016.003.002.003.

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The paper deals with John Dewey’s democratic concept of school and its international significance. The man of the XX century, John Dewey (1859-1952) has made great impact on the development of world pedagogy. The masterwork «Democracy and Education» published in 1916 by American scholar and educational reformer is in the focus of attention too. The main elements of John Dewey’s concept of child-oriented school are given along with the following three conditions: «democracy», «growth» and «experience». The author explains the reasons of Dewey’s influence on educational thought and practice in the XXth century. The experience of old European countries such as Great Britain, France, Turkey, as well as Japan, Russia and Latin America is touched upon in the paper. It is stressed that cultural interpretations of Dewey’s ideas and practices in different countries served as the instrument of modernization of the state and school reform stimulator. John Dewey’s democratic ideas brought him international reputation of an outstanding philosopher and the best educator of the XXth century alongside with the other three: George Kershensteiner, Maria Montessori and Anton Makarenko.

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Koirala, Amit. „Early Childhood and Education Development Center in Kathmandu Valley“. International Journal of Social Sciences and Management 1, Nr. 3 (21.07.2014): 103–7. http://dx.doi.org/10.3126/ijssm.v1i3.10585.

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Objectives: the ethnography study was undertaken to assess the situation early childhood education development centre (ECED) based on community and school as per ECED minimum standard and also to explore teaching pedagogy, infrastructure and environment of teaching at ECEDs. Similarly this study also tries to identify the challenges and issues to implement the ECED minimum standards.Method: a qualitative research design was applied for this evaluation research. The primary data were gathered through interview and observation. Conclusion: from the effectiveness perspective learning environment of early childhood development centre for children is satisfactory at home as well early childhood development (ECD) centre due to parental care. From the sustainability, ECD management committee are starting to collect fund for ECD centre (Admission and monthly fee), ECD management committee has clarity of organizational vision. ECD centers have been found to have trained and experienced ECD facilitator and are able to get Government quota for sustainability of center running cost and similarly from the equity, most of ECD parents are belong to marginal families whose children benefit from ECD center and since they cannot afford costly Montessori, children of marginal family can also afford quality education in ECD centers. DOI: http://dx.doi.org/10.3126/ijssm.v1i3.10585 Int. J. Soc. Sci. Manage. Vol.1(3) 2014: 103-107

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Avinash, Rina, und Pitale Puradkar. „MAHATMA GANDHI’S EDUCATION POLICY IN PRE AND POST COLONIAL INDIA“. Educational Discourse: collection of scientific papers, Nr. 4(3-4) (06.05.2018): 91–104. http://dx.doi.org/10.33930/ed.2018.5007.4(3-4)-9.

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The greatest educationalist, who played important roles in fashioning education systems have, in their quest to develop ideal processes and structure of eduation. The pioneering educational philosophers like Rousseau, Montessori, Pestalozzi, Bertrand Russell, Paulo Freire, and Piaget, it is now being increasingly recognised that education must be based on the psychology of the child-nature. Each human being is a self-developing soul and that the business of both parent and teacher is to enable and to help the child to educate himself, to develop his own intellectual, moral, aesthetic and practical capacities and to grow freely as an organic being, not to be kneaded and pressured into form like an inert plastic material. This new pedagogy impels a further realization of the potentialities of the child and its soul, a realisation that was explicitly stated in the writings of the nationalist leaders who inspired and led the movement of national education in India, such as those of Dayananda Saraswati, Swami Vivekananda, Mahatma Gandhi, Rabindranath Tagore and Sri Aurobindo. Their writings gave a clear expression of the deeper self and the real psychic entity within. In this paper I have tried to revisit the philosophy of education of M.K. Gandhi and Swami Vivekananda who tried to provide solution to the problem generated by Macaulayan education system in India. The basic material is to refer to their views from various authors’ books and articles.

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Skiera, Ehrenhard. „Dialectics, Esotericism and Evolutionism in 20th Century Pedagogy. On the Totalitarian Heritage in the Educational Concepts of Cultural Education, with Maria Montessori, Rudolf Steiner and Pavel Blonsky“. Pedagógiatörténeti szemle 4, Nr. 3-4 (2018): 1–22. http://dx.doi.org/10.22309/ptszemle.2018.3.1.

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Oliveira, Dayane dos Santos, Dulce Rafaela Gomes Martins, Cristiane Costa de Oliveira, Cristiane Rodrigues da Silva, Rosângela Rodrigues da Silva und José Eduardo Silva. „O Método Montessori na educação básica: Uma revisão sistemática da literatura sobre sua influência para o desenvolvimento da criança nos anos iniciais“. Research, Society and Development 10, Nr. 5 (14.05.2021): e48010515300. http://dx.doi.org/10.33448/rsd-v10i5.15300.

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Objetivou-se apresentar reflexões acerca das contribuições do Método de Maria Montessori em um contexto atual, considerando o desenvolvimento da autonomia da criança nos anos iniciais da Educação Básica. Quanto ao método, realizou-se uma pesquisa do tipo revisão bibliográfica levando em conta as contribuições de diversos autores, observando as características da Padagogia de Montessori e suas reflexões metodológicas e didáticas no desenvolvimento da autonomia da criança na educação básica e sua atuação no Brasil, sucedendo com abordagem teórica e metodológica da Pedagogia Tradiconal e da Pedagogia de Waldorf para subsidiar a análise reflexiva do modelo montessoriano. Com os resultados, percebeu-se que a Pedagogia de Montessori se faz presente em 62 unidades educacionais distribuídas em todas as regiões brasileiras, podendo ser compreendida como uma alternativa pedagógica alinhada aos princípios reguladores da BNCC e PCN, e constatou-se a falta de estudos que apontem o desenvolvimento da Pedagogia de Montessori em escolas públicas que prestam serviços à Educação Infantil e Ensino Fundamental. Pode-se concluir que a Pedagogia de Montessori vem contribuindo de forma significativa para a aprendizagem da criança em seu desenvolvimento educacional com autonomia e liberdade, e através das abordagens lúdicas e aplicação do modelo em ciclos por faixa etária estimula a construção do conhecimento e melhor interação no ambiente educacional.

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Wróblewska, Halina Monika. „Transgressions in the biographical experiences of prominent educators“. Podstawy Edukacji 10 (2017): 13–32. http://dx.doi.org/10.16926/pe.2017.10.02.

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Glier, Joachim. „The Montessori's pedagogy in holistic terms“. Studia z Teorii Wychowania XI, Nr. 4(33) (31.12.2020): 137–56. http://dx.doi.org/10.5604/01.3001.0014.6562.

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There are already a lot of publications on Montessori’s pedagogy, both abroad and in Poland. The authors of those scientific articles and monographs usually focused on one or more selected issues and discussed them or developed in context of their own research. The great number of those publications isn’t something negative, because it enables getting to know this pedagogical conception in depth. However this great number of studies and the variety of raised issues cause that the constitutive elements of this pedagogy blur in details of this numerous publications and also cause that the originality of this pedagogy becomes difficult to catch. This situation was the reason for attempting to define this pedagogy, that is, to define its constitutive components, to subject them to analyses and then to combine them into a holistic conception of pedagogy called Montessori’s pedagogy.

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Dzhus, Oksana. „Issues of Inclusion and Special Education in the Creative Heritage of Sofia Rusova“. Journal of Vasyl Stefanyk Precarpathian National University 7, Nr. 1 (21.04.2020): 71–80. http://dx.doi.org/10.15330/jpnu.7.1.71-80.

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The article analyzes the issues of inclusion and special education in the creative heritage of Sofia Rusova – teacher, citizen, politician, state maker, who considered them in the context of world scientific achievements of the interwar period of the XX century. Inclusion, as a process of increasing the participation of all citizens in society, including those with physical or mental disabilities, involves the development and implementation of specific solutions that will allow each person to participate equally in academic and public life. The evolution of the idea of inclusion and the birth of special education S. Rusova closely linked with the understanding and interpretation of the leading principles of pedagogy, general and social psychology, sociology, philosophy of education, historical and pedagogical searches of the late XIX - early XX century. Perhaps the most important source of new pedagogical ideas of S. Rusova, embodied in the writings of the interwar period (“New School of Social Education”, “Education and Sociology of Durkheim”, “Social Education: Its Importance in Public Life”, “Public Issues of Education” became acquainted with the latest trends in Western European pedagogy, which allowed her to keep up with the times, psychologize pedagogy. Extensive education, fluency in the leading European languages (first and foremost, French) made it possible for S. Rusova to access the original literature - works by J. Dewey, E. Claapared, G. Kerschensteiner, V. Lai, E. Meiman, and G. Spencer with the most prominent pedagogical figures of the 1920s and 1930s, including O. Decroly and M. Montessori, and studying the experience of their practical work. Guided by the statement that “ development of the child is influenced by three main factors: education, heritage, and environment”, based on the experiments of foreign (German, Belgian, Czech) researches, the scientist revealed the specifics of social and educational impact of the environment, preparing the groundwork inclusion as a set of conditions, methods and means of their implementation for joint learning, education and development of the educational recipients, taking into account their needsand opportunities. At the same time, I emphasize the shaft that no child “is passively influenced by the environment: it takes from it what its individuality seeks.” The issue of special education, in particular, the psychological and pedagogical principles of working with children with intellectual disabilities, is most fully revealed in S. Rusova's work, “Something about defective children in school”. It clearly traces the idea that children of all walks of life are necessarily subject to process education and training. According to S. Rusova, children with deviant behavior (in particular, “child offenders”), for whom the conditions for education as a factor of their re-education should be created, and for the needs of such schools, should not be left out of the educational influence in order to organize teacher training “with a deep psychological understanding of their sick students, with a heart warmed with love for them, and with a certain understanding of their social and pedagogical task: to return these children to citizenship ...”. Summarizing the above, it can be argued that the issues of inclusion, studying, education of children and young people with special educational needs, as represented by the property of Sofia Rusova are a significant contribution to Ukrainian and world pedagogical thought, an important factor in the revival of national educational systems in the teaching experiences of the past.

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Fernandes, Hercília Maria, und Marta Maria de Araújo. „Pedagogia científica à descoberta da criança“. Revista Educação em Questão 50, Nr. 36 (15.12.2014): 248–47. http://dx.doi.org/10.21680/1981-1802.2014v50n36id7087.

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Vasiļonoks, Aleksandrs, Irisa Zīle und Valdis Folkmanis. „Efficiency of Multisensoric Therapy in Autism Spectrum Disorder Patients“. Proceedings of the Latvian Academy of Sciences. Section B. Natural, Exact, and Applied Sciences. 72, Nr. 3 (01.06.2018): 193–95. http://dx.doi.org/10.2478/prolas-2018-0022.

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Abstract The aim of this study was to investigate the role of various treatment methods for children with autistic spectrum disorders (ASD). The prospective study was conducted in 2013–2015 at the Children’s University Hospital and Social Pediatric Centre of the University of Latvia. The data analysis included 72 children (2 to 5 year old) with ASD, of whom 38 had infantile autism, 16 had atypical autism, and 18 had other diffuse developmental disorder). 86.1% patients received therapy. The most common treatment was by Montessori method and special pedagogue. Other treatments were dance-movement therapy, animal, sand and one patient received spa treatments. Univariate OR analysis showed that Montessori therapy had a decreasing trend on three health disorders (visual, hearing, and fine motor skills disorders) compared with other types of therapy, but the effect was not statistically significant. Special pedagogue therapy for autism patients showed similar results. A significant effect was observed for fine motor skills (p < 0.05) and speech development (p < 0.05), and Montessori method and special education were shown to be the most effective tools for promoting developmental progress and reducing developmental delay. Special pedagogue method showed statistically significant efficiency in fine motor skills and speech development. However, significant differences were not found for the Montessori method due to a limited number of patients.

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Sanchidrián Blanco, Carmen. „El método Montessori en la educación infantil española: luces y sombras“. Historia de la Educación 39 (18.02.2021): 313–35. http://dx.doi.org/10.14201/hedu202039313335.

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En este artículo se revisa la Introducción, difusión y aplicación de la pedagogía de Montessori en España en tres etapas. Durante la primera (1914-1936) se editan en español muchas de sus obras, se realizan las primeras experiencias y la misma Montessori pasa años en nuestro país; en la segunda (franquismo), tras dos décadas de rechazo frontal a toda la Escuela Nueva, Montessori fue encontrando su pequeño lugar, y, por último, en la España democrática veremos una cierta diversidad e incluso confusión en torno a la aplicación de sus métodos. La vida y la obra de Montessori han estado ocultas por escritos hagiográficos y es preciso estudiarlas sin perder de vista su contexto, su educación, sus creencias y sus intereses; solo así se podrá distinguir a los que mantienen sus principios pedagógicos de los que intentan vender cosas diversas en su nombre.

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Faria, Fernanda Luiza, und Ivoni Freitas-Reis. „Um estudo sobre escolas com pedagogias diferenciadas: a pedagogia Waldorf, a pedagogia Montessori e a escola da ponte em foco“. INTERFACES DA EDUCAÇÃO 8, Nr. 23 (20.09.2017): 160–81. http://dx.doi.org/10.26514/inter.v8i23.2009.

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O presente estudo discorre sobre três pedagogias que apresentam projetos de ensino diferentes ao padrão escolar: Pedagogia Waldorf, Pedagogia Montessori e o projeto Fazer a Ponte. Alicerçados no referencial teórico da pedagogia diferenciada e concomitantemente, com uma educação que promova uma cultura científica básica a seus estudantes, este estudo de caráter teórico se faz sob o contexto do ensino de química estabelecido nestas instituições. Como base para essa abordagem tem-se uma pesquisa documental em sites de escolas que seguem as pedagogias investigadas, livros e artigos que discutem sobre as mesmas, bem como observação de três escolas - uma que segue a Pedagogia Waldorf, uma que segue a Pedagogia Montessori, ambas no Brasil, e ainda a observação na Escola da Ponte, localizada em Portugal. Este trabalho tornou-se significativo, na medida que trouxe discussões sobre temáticas ainda pouco familiares ao contexto das pesquisas educacionais e do próprio cotidiano dos professores em geral. Ademais abordou inspirações e discussões que possibilitaram uma reflexão acerca do ensino que se constitui atualmente nas escolas e como algumas mudanças de ideais, organizacionais e comportamentais podem modificar um espaço escolar.

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Ballmann de Campos, Simone. „O viés americano do método Montessori em São Paulo: Ciridião Buarque e Mary Buarque“. Revista Inter Ação 43, Nr. 3 (14.03.2019): 864–80. http://dx.doi.org/10.5216/ia.v43i3.50764.

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Montessori constituiu, em 1907, em Roma, uma escola pública para crianças em situação de risco, a Casa dei Bambini, que difundida transnacionalmente configurou práticas e pensamento educacional inovadores. O objeto desta narrativa historiográfica foi estudar a institucionalização do Método Montessori no Brasil, problematizando a sua forma de apropriação e identificando por que o método é relacionado principalmente ao uso de materiais didáticos específicos e de mobiliário adequado ao tamanho das crianças. Foi constatado que a primeira escola montessoriana no Brasil atendeu ao público infantil, em São Paulo, no ano de 1915, num investimento particular de Ciridião Buarque e Mary Buarque. Esta pedagogia se irradiou por intermédio das apropriações realizadas pelos docentes da Escola Normal da Praça, e da legislação que indicava o uso de materiais didáticos de Montessori e de Froebel, mas de forma desarticulada de tais princípios pedagógicos. Evidências da utilização do Método Montessori em perspectiva não restrita ao uso de materiais didáticos foram encontradas nos programas infantis radiofônicos.

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Paschoal, Jaqueline Delgado, und Maria Cristina Gomes Machado. „A pedagogia de Maria Montessori para a educação na infância“. Quaestio - Revista de Estudos em Educação 21, Nr. 1 (30.04.2019): 203–20. http://dx.doi.org/10.22483/2177-5796.2019v21n1p203-220.

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Maria Montessori reconheceu a infância como um período fértil no qual as potencialidades se desenvolvem rapidamente, e ressaltou a livre expressão e um ambiente adequado e motivador como fatores fundamentais para despertar a inteligência das crianças, de modo a prepará-las para a vida adulta. Ao considerar que a criança é um pequeno explorador do mundo ao seu redor, defendeu a liberdade de ação nessa interação, para a qual propôs a educação dos sentidos como elemento importante no trabalho do professor. O tripé atividade-individualidade-liberdade formava a base de seu trabalho e os estímulos externos eram considerados como determinantes para o desenvolvimento infantil. O propósito desse estudo de caráter bibliográfico é apresentar a concepção de Montessori sobre a infância e o trabalho pedagógico com crianças em espaços coletivos. O intuito é contribuir para a formação continuada de professores da infância no sentido de destacar a atualidade da proposta montessoriana no contexto escolar.

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Troya Félix, Hugo Enrique, Angélica Alexandra Pérez Chiriboga, Lucía Rafaela Pincay Cabrera, Verónica Yadira Abril Ochoa, Sandra Magdalena Koga Góngora und Isabel Del Carmen Guachichulca Alarcón. „El desarrollo de la lecto-escritura con el método Montessori: “Juguemos Quiero Aprender”“. RECUS. Revista Electrónica Cooperación Universidad Sociedad. ISSN 2528-8075 2, Nr. 3 (22.12.2017): 43. http://dx.doi.org/10.33936/recus.v2i3.1095.

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Como una alternativa a los modelos tradicionales de escuela, la médica y psicóloga italiana María Montessori funda la primera “Casa del Bambini”, en la que comienza a desarrollar un método educativo. Al realizar este trabajo se ha podido llegar a conocer un poco más acerca del material Montessori y su importancia en el proceso de la lectoescritura a niños y niñas del segundo año de educación básica. Es un tema de gran trascendencia en relación al 2° año de Educación General Básica; ya que por medio de este material se puede desarrollar diversos aspectos en la población infantil, tales como la motricidad fina, motricidad gruesa, sensopercepción, y otros aspectos. María Montessori fue una mujer especial en su época, cambió conceptos e introdujo otras formas de concebir la educación, su método unió la pedagogía, la psicología, la sociología, filosofía y la teología y logró un nuevo avance en la educación.

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Rubio Torres, Carlos. „Carmen Lyra, maestra: tras las huellas de un eclecticismo pedagógico“. Revista Educación 43, Nr. 2 (17.06.2019): 35. http://dx.doi.org/10.15517/revedu.v43i2.36438.

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La Escuela Maternal de Costa Rica abrió sus puertas en 1925 en la ciudad de San José, Costa Rica. Se busca, por medio de este artículo, desarrollar un análisis pedagógico de la práctica educativa de sus maestras fundadoras y comprender las bases filosóficas y el perfil de ser humano que aspiraron formar. Metodológicamente, se obtuvieron los resultados con base en el estudio de los postulados del interaccionismo simbólico por medio del acopio y análisis de manuscritos originales, escritos científicos y literarios, la lectura de fotografías de la época y los vestigios de la casona que albergó a la institución y algunos artefactos que se han recuperado, por ejemplo, títeres y muebles. Se encontró que, en la Escuela Maternal, se practicó el juego organizado y libre tal como lo proponía el pedagogo alemán Fröebel, se estableció un comedor escolar; se efectuaron prácticas de destrezas manuales como lo proponían, en Italia, las hermanas Agazzi; se quiso establecer un gimnasio moderno a la luz de los principios propuestos por el pedagogo belga Decroly y existió una clara presencia del método psicoanalítico, el trabajo con las familias y el apoyo a los servicios de salud como lo establecía la pedagoga italiana, Montessori. Todo ello ayuda a presentar, como conclusión fundamental, que en esta institución pionera, en materia de educación preescolar en Costa Rica, se trabajó con una visión ecléctica la cual impactó la formación de niños y niñas de primera infancia, en el siglo XX.

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De Oliveira Silva, Jocenir, Idilia Fernandes und Luísa Righi Fonseca. „Políticas para pessoa com deficiência e as contribuições de Freire e Montessori“. Textos & Contextos (Porto Alegre) 19, Nr. 1 (26.05.2020): e36611. http://dx.doi.org/10.15448/1677-9509.2020.1.36611.

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A temática central deste artigo versa sobre o atendimento das Pessoas com Deficiência, busca-se deste modo inferir sobre algumas contribuições históricas a partir da pedagogia proposta por Paulo Freire e Maria Montessori. Apesar de em estudos preliminares Freire não ter tratado diretamente sobre o tema pessoa com deficiência, traz em suas obras um vasto material que dividiu barreiras entre a educação para poucos e a sua democratização. Freire (2013, p. 47) defende que a Educação é um processo em que o sujeito deve apreender através da sua vivência, não se evolui recebendo conhecimentos prontos, ou seja: “ensinar não é transferir conhecimentos, mas criar as possibilidades para a sua própria produção ou a sua construção”. Deste modo, permite-se estabelecer uma relação entre a pedagogia de Paulo Freire e a política educacional para as pessoas com deficiência, pois ambas desejam que todas as pessoas da sociedade tenham acesso à política de educação. Já a pedagogia proposta por Maria Montessori está inter-relacionada com a inclusão das pessoas com deficiência, uma vez que seus estudos inicialmente voltaram-se para a educação de crianças com deficiência intelectual.

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Valatkienė, Stasė. „Dorinimo problemos „aktyviosios mokyklos" teorijoje ir praktikoje“. Acta Paedagogica Vilnensia 7 (17.01.2016): 127–33. http://dx.doi.org/10.15388/actpaed.2000.07.9490.

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Straipsnyje analizuojami skirting “aktyviosios mokyklos” požiūriai į moralinį auklėjimą XX a. pradžioje Vakarų Europoje ir JAV. Remiantis lyginamąja analize straipsnyje apžvelgiamos įvairių autorių (J. Dewey, F. Foersterio, M. Montessori ir kt.) pažiūros į vaiką ir moralinio auklėjimo pagrindinius principus, turinį, forma sir metodus. Autorė aptaria tarptautines konferencijas ir tyrimus skirtus moralinio auklėjimo problemoms. Naujojo ugdymo moralinio auklėjimo idėjos rado atgarsį ir Lietuvos pedagogų ieškojimuose. Autorė prieina išvados, jog Beje, visos paieškos buvo labiau dalinės – vientisos mokslinės moralinio auklėjimo teorijos sukurti nepavyko.

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Silva, M. P., und A. F. S. Guerra. „Um Movimento em Direção aos Espaços Educadores Sustentáveis na Pedagogia Montessori“. Comunicações 22, Nr. 2e (30.12.2015): 391–413. http://dx.doi.org/10.15600/2238-121x/comunicacoes.v22n2ep391-413.

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Jendza, Jarosław, und Agata Rzeplińska. „Od pedagogiki krytycznej ku postkrytycznej pedagogii (z metodą Montessori w tle)“. Ars Educandi, Nr. 9 (08.12.2012): 272–83. http://dx.doi.org/10.26881/ae.2012.09.17.

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Autorzy artykułu orientują się wobec praktyk nauczycielskich w kontekście pedagogiki krytycznej, rozumienia uczniów oraz wspólnego kontruowania edukacji - także w kontekście problemów na tym polu, zmian społecznych i demaskacji.

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Seveso, Gabriella. „Non solo seggioline e tavolini: il valore sociale della proposta di Maria Montessori“. Educação (UFSM) 43, Nr. 4 (01.10.2018): 641. http://dx.doi.org/10.5902/1984644434579.

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Il contributo ha un taglio storico con attenzione all’attualità e si occupa della pedagogia montessoriana, che è recentemente al centro di un dibattito vivace in Italia e di nuove sperimentazioni. Esso vuole mostrare il notevole valore etico e sociale presente nella proposta di Maria Montessori: un valore che attualmente è un po’ trascurato a livello divulgativo, perché la concezione montessoriana viene ridotta in alcuni casi a un metodo didattico (arredi a misura di bambino, materiali scientifici, maestra unica). Per questo motivo, l’autrice del contributo analizza il Discorso inaugurale in occasione dell’apertura di una Casa dei bambini nel 1907, scritto e pronunciato da Maria Montessori, focalizzandosi su alcuni temi. Il primo tema è quello degli spazi: il Discorso mette in luce come Montessori pensava al valore simbolico e sociale delle Case dei bambini e alla loro importanza per il recupero di situazioni di degrado e di miseria. Il secondo tema è quello del profilo professionale della maestra: le parole di Montessori mostrano come l’insegnante ha una importante funzione sociale ed è la persona che cresce i futuri cittadini favorendone la consapevolezza critica attraverso una relazione fondata sull’autonomia. Una rilettura dell’opera montessoriana in questa luce ci sprona anche a rivedere le proposte di altri pensatori della nostra storia culturale non come metodi didattici, pur innovativi e interessanti, ma anche e soprattutto nel loro messaggio sociale. Questa prospettiva appare sempre più urgente e doverosa in un’epoca come la nostra, che si trova ad affrontare problemi molto gravi riguardo alle condizioni dell’infanzia.

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Lo Monaco, Mariarosaria. „Teatro y educación: las artes expresivas como pedagogía de la creatividad“. Padres y Maestros / Journal of Parents and Teachers, Nr. 375 (14.09.2018): 19–25. http://dx.doi.org/10.14422/pym.i375.y2018.003.

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El arte es el medio más indicado para emplear, de manera constructiva, la energía creativa que esconden todos los niños. Maria Montessori elaboró en Italia el concepto de “experiencia”, según el cual el hacer y la acción representan la manifestación externa del pensamiento. En las últimas décadas, se han llevado a cabo numerosos estudios sobre el vínculo entre la realización de actividades artísticas y el desarrollo de las capacidades cerebrales de la persona en edad escolar, enfatizando la función del arte en sus diferentes formas (artes visuales, música, teatro, danza, etc.). El artículo hace hincapié en esta línea de investigación.

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Curatola, Annamaria. „The Contribution of Maria Montessori's Pedagogy and her Educational Action to Modern Inclusive Policies“. International Journal of Digital Literacy and Digital Competence 7, Nr. 4 (Oktober 2016): 37–51. http://dx.doi.org/10.4018/ijdldc.2016100103.

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Maria Montessori's influence on modern inclusive policies, in particular in relation to school education, is really remarkable. Her culture, pedagogical intuitions, her institutional projects and her methodological and didactic innovations influenced profoundly our views on education, offering a detailed and original understanding of childhood as the foundation of a mature, critical and democratic society. Maria Montessori's ideas, based on solid philosophical and anthropological grounds, not only found validation by embracing and implementing the achievements of various sciences pertaining to human evolutional development and its social community, but also shed light on research topics that are still object of scholarly attention. This is testified to by the fact that her educational methods are still relevant today, and they can be easily adapted to the change in life conditions and the widespread use of new media technologies. Cooperative work, mutual assistance, individually tailored education, reading, curricular and extracurricular activities, the tailoring of learning environments to the individual pupil, the need to monitor and evaluate learning outcomes, the design and experimentation of teaching, social involvement, use of technological aides, as well as inclusive and integrative education, are but a few of the foundations of her philosophy. Hence the importance of her ideas to this day.

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SERHEIEVA, Valentyna. „M. Montessori’s pedagogy in professional training of the students majoring in special education“. Humanities science current issues 3, Nr. 37 (2021): 187–94. http://dx.doi.org/10.24919/2308-4863/37-3-29.

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Díaz Bajo, Pilar. „Panorama actual de las pedagogías alternativas en España“. Papeles Salmantinos de Educación, Nr. 23 (01.01.2019): 247–81. http://dx.doi.org/10.36576/summa.108394.

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Se indaga en las pedagogías alternativas, con la finalidad de evidenciar su presencia en el panorama educativo español ofreciéndose por una parte, una descripción de cada pedagogía abordando sus planteamientos pedagógicos esenciales y por otra abordando los proyectos que en el marco de esas pedagogías se desarrollan utilizando para ello metodología empírico analítica, de carácter descriptivo, considerando las siguientes variables: línea pedagógica alternativa a la que se adscriben – Amara Berri, Montessori, Waldorf, Reggio Emilia, Escuelas bosque, Comunidades de aprendizaje, Educación libre/viva, Escuelas democráticas, y otras pedagogías que aglutinan planteamientos diversos-; distribución geográfica; nivel educativo y titularidad

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Šiaučiukėnienė, Liuda. „Mokymo diferencijavimo pagrindai“. Acta Paedagogica Vilnensia 3 (17.01.2016): 91–104. http://dx.doi.org/10.15388/actpaed.1996.03.9391.

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Mūsų švietimo reforma, numatydama prioritetus ir spręstinus uždavinius, reikalauja visų tipų ir lygių švietimo įstaigose įgyvendinti ugdymo diferenciacijos principą. Šis principas realizuojamas per diferencijuoto molymo sistemą. Siekiant, kad diferencijuoto mokymo sistema būtų pripažinta ir efektyvi, skatintų pedagogus mąstyti ir kūrybiškai dirbti, būtinas jos metodologinis pagrindimas. Šis pagrindimas turi remtis ne tik ugdymo istorija, bet ir išryškinti pasaulinės edukacinės, psichologinės ir filosofinės minties įtaką tiriamam didaktiniam procesui, jo teoriniams teiginiams, metodiniams pasiūlymams ir laukiamiems rezultatams. Šiuo straipsniu to ir siekiama. Aptariamos J.J. Rouseau, G.S. Hall, J. Dewey, M. Montessori ir kitų autorių pažiūros. Straipnio pabaigoje prieinama prie išvados, jog diferencijuotas mokymas susieja naujais ryšiais mokinio individualybę su mokykla. Jis turi teisę rinktis tokią. mokyklą, kuri atitiktų jo veiklos motyvaciją, jo poreikius, interesus, gyvenimo planus ir sugebėjimus.

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Nogaro, Arnaldo, Ritieli Andressa Anese und Rosane de Fátima Ferrari. „A ATUALIDADE DE MONTESSORI: EVIDÊNCIAS A PARTIR DA INVESTIGAÇÃO DAS PRÁTICAS PEDAGÓGICAS NA EDUCAÇÃO INFANTIL“. Vivências 17, Nr. 32 (14.12.2020): 113–28. http://dx.doi.org/10.31512/vivencias.v17i32.140.

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O artigo procura sistematizar as evidências coletadas, por meio de investigação empírica, com o objetivo de analisar e compreender a atualidade do pensamento de Maria Montessori – o Método montessoriano – e sua influência na organização e condução das práticas pedagógicas na Educação Infantil. A pesquisa foi realizada em uma escola, que atende a este nível de ensino, de uma cidade do Oeste do Estado de Santa Catarina, mediante observações in loco e entrevista com educadores e gestor. A análise dos dados segue a perspectiva teórica de Bardin (1977). Para abrigar os dados foram definidas três categorias: a experiência montessoriana na prática escolar; a aprendizagem com uso dos agrupamentos na educação infantil; e, o protagonismo dos docentes na escola montessoriana. A pesquisa permitiu entender a complexidade e as possibilidades que marcam esta metodologia que visa uma educação humanizada, a autonomia da criança, com foco voltado ao desenvolvimento do educando para que possa exercitar a liberdade de expressão, imergir em práticas que envolvam o corpo e a mente, dentro de seu próprio ritmo, espaço e tempo. Os resultados demonstram que os princípios da pedagogia de Montessori ainda nos servem de referência quando se trata de pensar ambientes que acolhem e educam crianças, especialmente na primeira infância, para que se possa implementar práticas e metodologias mais ativas. Por fim, é possível afirmar que o método é humanizador, pois as crianças inseridas nesse contexto aprendem para vida, desenvolvendo sua autonomia e independência no processo de ensino e aprendizagem.

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