Relevant bibliographies by topics / Pedagogika Montessori

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Pedagogika Montessori'

Author: Grafiati
Published: 28 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Pedagogika Montessori"

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Wójcik, Anna. "Pedagogika Montessori – ciągle aktualne wyzwanie dla współczesnej pedagogiki." Edukacja – Technika – Informatyka 23, no. 1 (2018): 264–70. http://dx.doi.org/10.15584/eti.2018.1.35.

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Zoszak-Łoskot, Karolina. "Miłość w perspektywie dzieci ze szkół pracujących w oparciu o pedagogikę M. Montessori i system tradycyjny." Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 31, no. 4 (April 26, 2019): 275. http://dx.doi.org/10.17951/j.2018.31.4.275-291.

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<p>W artykule opisano wyniki badań dotyczących rozumienia pojęcia „miłość” przez dzieci uczęszczające do szkół pracujących w oparciu o system tradycyjny oraz alternatywny – M. Montessori. Badania zostały przeprowadzone w 2018 r. w grupie 80 dzieci w wieku 6–9 lat. Wyniki zostały zebrane na podstawie analizy wytworu plastycznego, przedstawiającego wyobrażenie miłości (rysunek wykonany dowolną techniką), oraz wypowiadanych przez dziecko skojarzeń ze słowem <em>miłość</em>. Na podstawie przeprowadzonych analiz zauważono większą różnorodność interpretowania miłości wśród dzieci uczących się w oparciu o system alternatywny, jakim jest pedagogika Montessori.</p>
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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, no. 2 (November 6, 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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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, no. 1(5) (May 27, 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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Kolly, Bérengère. "Maria Montessori, pedagogical orthodoxy, and the question of correct practice (1921-1929)." Rivista di Storia dell’Educazione 8, no. 2 (November 4, 2021): 49–58. http://dx.doi.org/10.36253/rse-10350.

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The issue of correct practice (i.e., according to Henri Louis Go, practice that reflects the spirit and letter of a pedagogy), concerns every pedagogue, and Maria Montessori certainly took correct practice very seriously from the outset. Indeed, her emphasis on this crucial issue explains some of the strategic choices she made, as well as the ways she promoted her method abroad, and the relationships she maintained with her contemporaries (analyzed here via the early years of the journal Pour l’Ère nouvelle). These all led to accusations of dogmatism or pedagogical orthodoxy that continue to be leveled at the Montessori network today. This article sets out to explore the controversy surrounding the issue of correct practice in the field of pedagogy, taking Montessori as its example. Focusing on the 1920s, it considers the questions raised by attempts to protect a life’s work within a heterogeneous array of philosophical and political practices and positions. It also explores the reticence that some of Montessori’s contemporaries (particularly Decroly and Ferrière) showednot toward her pedagogy per se, but toward the way she conceived of and applied this pedagogy.
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Dattke, J. "MONTESSORI PEDAGOGICS AND MONTESSORI SPECIAL PEDAGOGICS AS THE BASIS OF INCLUSIVE EDUCATION AND UPBRINGING." KAZAN LINGUISTIC JOURNAL 4, no. 3 (2021): 421–39. http://dx.doi.org/10.26907/2658-3321.2021.4.3.421-439.

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Faria, Fernanda Luiza, and 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, no. 23 (September 20, 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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Kepeš, Nusreta. "PEDAGOŠKA IDEJA MARIE MONTESSORI." Zbornik radova Islamskog pedagoškog fakulteta u Bihaću 8, no. 8 (December 21, 2016): 173–86. http://dx.doi.org/10.52535/27441695.2016.8.173-186.

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Maria Montessori je jedna od najpoznatijih žena u istoriji pedagogije. Ona je bila prva žena koja je diplomirala medicinu na Univerzitetu u Rimu i koja se kao ljekar zainteresovala za obrazovanje djece s posebnim potrebama. Osim toga, njene obrazovne metode kao lječnice, pedagoginje i innovatorice su priznate jer se oslanjaju na prirodan način učenja. Montesori metod obrazovanja, razvijen od strane Dr. Marie Montessori, je metod usmjeren na dijete čiji je rad zasnovan na znanstvenim zapažanjima ponašanja djece od rođenja do odrasle dobi. Njena pedagogija izazvala je interes širom svijeta i sa više od 100 godina uspjeha primjenjuje se u različitim kulturama. Metoda Montessori se uglavnom bazira na ideji da djeca najbolje uče kada okruženje podržava prirodnu želju djeteta da stekne vještine i znanja. Umjesto da se fokusira na akademsko obrazovanje, Montessori metoda se fokusira na poštovanje i podsticanje individualne razlike svakog djeteta, njegujući okruženje koje potiče socijalne interakcije i emocionalnu sposobnost djece. Njena filozofija i tehnike poučavanja se izučavaju na univerzitetima i primjenjuju u vrtićima i školama širom svijeta.
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Сумнительный, К., and K. Sumnitel'nyy. "What Does M. Montessori Offer for Modern Education?" Profession-Oriented School 7, no. 4 (September 24, 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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Oliveira, Dayane dos Santos, Dulce Rafaela Gomes Martins, Cristiane Costa de Oliveira, Cristiane Rodrigues da Silva, Rosângela Rodrigues da Silva, and 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, no. 5 (May 14, 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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Dissertations / Theses on the topic "Pedagogika Montessori"

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Petrovová, Petra. "Montessori pedagogika, její přínosy a rizika." Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-198069.

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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.
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Červiakova, Vida. "Ugdymo vientisumas M. Montessori darželyje ir šeimoje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2006~D_20110709_151610-72337.

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Šiame darbe buvo siekiama ištirti ugdymo vientisumo M. Montessori darželyje ir šeimoje ypatumus teoriniu bei praktiniu aspektais. Siekiant šio tikslo pirmiausia atskleista M. Montessori pedagoginės sistemos samprata, apibrėžiamos ugdymo metodų vientisumo apraiškos šeimoje ir darželyje, išskiriamos ugdymo vientisumo įgyvendinimo problemos. Analizuojant, kaip pedagogai ir tėvai suvokia M. Montessori sistemą, koks pedagogų ir tėvų požiūris į vaiką, taip pat lyginant vaiko aplinką, vaiko veiklos pasirinkimą bei M. Montessori principų įgyvendinimą šeimoje ir darželyje, bandyta nustatyti, kaip tiksliai šeimoje ir darželyje yra laikomasi M. Montessori sistemos reikalavimų, ar suvokiama ugdymo vientisumo svarba. Siekiama palyginti, kaip įgyvendinami M. Montessori sistemos principai šeimoje ir darželyje Tyrimo duomenų lyginamoji analizė parodė, kad daugelyje Lietuvos montessorinių ikimokyklinių įstaigų ugdymo vientisumo principas šeimoje ir darželyje nėra iki galo įgyvendintas dėl ugdymo tęstinumo nebuvimo, tėvų žinių apie M. Montessori sistemą stokos, skirtingo požiūrio į vaiką, nenoro domėtis vaiko gyvenimu darželyje, bendradarbiauti su pedagogais.
This work was aimed for analyzing theoretical and practical aspects of the integrity of education in M. Montessori-type kindergartens and families. In pursuing this objective, the concept of M. Montessori educational systems, manifestations of integral educational methods in families and kindergartens were defined first of all, together with highlighting of the problems related to implementation of integral training. Through the analysis of understanding the Montessori system by teachers and parents, the attitude of teachers and parents to a child, comparing the child’s environment, selection of child’s activities and implementation of M. Montessori principles in a family and kindergarten, efforts were taken to identify how precisely the requirements of the Montessori system was respected in families and kindergartens, how well the importance of congruent education was understood. In addition, efforts were also taken to compare the implementation of the Montessori’s principles in families and kindergartens. The comparative analysis of the study data demonstrated that the congruence of family and Montessori-type kindergartens is not fully implemented in many pre-school establishments in Lithuania, because there is no continuation of such education, parents lack knowledge about the system of M. Montessori, children are differently approached, parents are unwilling to take an interest in children life in kindergarten, to co-operate with teachers.
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Baum, Saskia. "Språkutveckling i Montessori- respektive Waldorfförskolan : En jämförelse av det pedagogiska arbetet med barns språkutveckling i Montessori- respektive Waldorfförskola." Thesis, Högskolan i Gävle, Pedagogik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29071.

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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.

Fastställt via akademichefsbeslut HIG-STYR 2019/7 den 2019-01-07

 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.

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Bråth, Petersson Therese. "Speciell pedagogik = Specialpedagogik? : En studie i synsättet på dyslexi inom två alternativa pedagogiker." Thesis, Karlstad University, Faculty of Arts and Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5427.

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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.

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Lindström, Andreas, and Maria Ståbi. "Den pedagogiska måltiden : en jämförande studie av olika pedagogiska inriktningar." Thesis, Stockholm University, The Stockholm Institute of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7583.

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Syftet med studien är att få en djupare förståelse för hur lunchmåltiden ser ut på förskolor med olika pedagogiska inriktningar. Detta får vi genom att undersöka om man kan se spår av dessa under måltidssituationen. I studien tar vi även reda på vilka spår av Lpfö 98 som framkom under lunchsituationen. Inriktningarna som ingår i arbetet är Montessori, Reggio Emilia och ”I ur och skur”. Vi använder oss av en kvalitativ metod där vi besöker tre förskolor med olika pedagogiska inriktningar för att observera hur deras måltid går till. Under observationstillfällena använder vi oss av videokameror, mp3-spelare och fältanteckningar. Från det inspelade materialet väljer vi sedan ut ”critical incidents”, kritiska händelser, som vi sedan analyserar. Resultatet visar att man kan se spår av den specifika inriktningen i måltidssituationen. Det förekommer även händelser som går emot det som inriktningen föreskriver. I resultatet ser vi dessutom flera händelser hos de olika inriktningarna som stämmer väl överens med det som står i Lpfö 98.

The purpose of the study is to get a deeper understanding how the lunch functions at preschools with different educational designs. This by examining meal situations to see if we can discover traces of these designs. In the study we also find out which traces of Lpfö 98 (the curriculum for the Swedish preschool) that appear during the lunch situation. The designs that are included in this study are Montessori, Reggio Emilia and “I ur och skur” (any weather). We use a qualitative method, where we visit three preschools with different educational designs and observe their meals and how they are carried out. During the observations we use video camera, mp3 (digital recorder) and field notes. From the recorded material we then find “critical incidents” to analyze further. The results show us that you can find traces of the specific designs during the meal situations. We can also find events that go against what the designs prescribe. In addition, we can also find several incidents within the different designs that agree with Lpfö 98.

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Borrbring, Frida. "Nyanlända barns andraspråksutveckling : En studie på Montessori om förskollärares uppfattningar kring språkstimulerande strategier." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-21126.

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Inledning: Då dagens invandring har ökat markant de senaste åren ställer detta stora krav på förskollärares kunskap om språkutvecklande strategier för nyanlända barns andraspråksutveckling, utveckling av det svenska språket. Syfte: Studiens syfte är att undersöka montessoriförskollärares strategier för att stimulera nyanlända barns utveckling av det svenska språket. Metod: Utifrån undersökningens syfte och frågeställning har kvalitativa intervjuer genomförts med fem förskollärare. Resultat: Undersökningens resultat visar att samtliga montessoriförskollärare ser tryggheten som den absolut viktigaste aspekten för att nyanlända barns utveckling av ett andraspråk ska vara möjlig. Föräldrasamverkan är därför en viktig del i förskollärares trygghetsskapande arbete. Det handlar om att få nyanlända föräldrar och barn att känna en trygghet för den svenska förskolan och att förskoleverksamheten är något positivt. Viktiga språkstrategier för nyanlända barns utveckling av det svenska språket betraktar förskollärarna som sagor, sångkort, bilder samt tecken som stöd. Dock är inget material språkutvecklande om inte förskollärare använder språket som ett lär verktyg för att i samspel med nyanlända barn göra materialet språkstimulerande
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Guilhon, Edite Maria Barbosa. "A organização confessional e o desenvolvimento humano frente à pedagogia Montessori." Florianópolis, SC, 2002. http://repositorio.ufsc.br/xmlui/handle/123456789/83534.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.
Made available in DSpace on 2012-10-20T00:51:50Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-26T01:31:26Z : No. of bitstreams: 1 186769.pdf: 4211785 bytes, checksum: b26e51c430e95762b8d2fb5fc9a4fba8 (MD5)
Os fenômenos associados ao contexto das organizações e sua relação com o desenvolvimento humano dos profissionais nela envolvidos têm sido alvo de várias pesquisas e reflexões. Embora muito se fale em mudanças organizacionais, com ênfase na inclusão total e no desenvolvimento do ser humano, de concreto, muito pouco se tem praticado. Num cenário em que as mudanças técnico-científicas e econômicas acontecem na mesma velocidade em que avança o pensamento humano, as organizações mantêm características ainda conservadoras e parecem não conseguir acompanhar estas mudanças, com sua "alma", os profissionais nela inseridos. Um olhar extremamente cuidadoso precisa ser dirigido às organizações educacionais, nas quais os professores precisam preparar os alunos para as mudanças, ao mesmo tempo em que contribuem tanto para que as mesmas aconteçam, quanto sofrem suas conseqüências. O desenvolvimento humano permeia esta dissertação, cujo alvo de pesquisa é uma organização de ensino confessional que utiliza o Sistema Montessori de Educação, visando verificar se a pedagogia montessoriana, aliada aos fatores que caracterizam a organização, favorece o desenvolvimento humano dos professores que aí trabalham. Na pesquisa de campo, que utiliza a metodologia do grupo focal, verificou-se que, sob os aspectos de desenvolvimento da criatividade, preservação da identidade pessoal e aumento da renda, assistência médica e acesso à educação, a conjunção dos aspectos estruturais apresentados é fator de acréscimo de possibilidade de desenvolvimento. Do ponto de vista da valorização do desempenho e da possibilidade de introdução de modificações, as características de uma organização formal burocrática utilitário-coercitiva, confessional e com uma pedagogia específica determinam um empecilho para as condições de desenvolvimento humano, uma vez que normatizam demasiadamente os procedimentos e condutas e enxergam seus professores como um todo, não individualmente
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Häggstam, Cecilia. "Engelska på lika villkor? : Tre pedagogiker." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-624.

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Sammandrag Med detta arbete vill jag titta på de största skillnaderna mellan en kommunal-, en Montessori- och en Waldorfskola med inriktning på deras engelskundervisning. Detta för att få inspiration till olika sätt att undervisa elever i problem på, i framförallt engelska. För att kunna se de största skillnaderna och likheterna mellan den kommunala skolan, Montessoriskolan och Waldorfskolan började jag med att studera vad som finns skrivit om dem i litteraturen. Efter att ha gjort detta valde jag att ta kontakt med en skola av varje sort. Jag besökte de tre skolorna under två dagar vardera under tre veckors tid. Under de två dagarna satt jag med i klassrummet och tittade på hur undervisningen såg ut. Besöket avslutade jag med att intervjua den lärare vars klassrum jag besökte. Intervjufrågorna jag ställde till lärarna var formulerade utifrån den litteratur jag studerat. Jag kom fram till att det inte bara finns skillnader utan även likheter mellan skolorna, framförallt mellan den kommunala skolan och Montessoriskolan. Detta både i litteraturen och i resultatet. En av de största skillnaderna mellan de olika pedagogikerna och skolorna var utöver hur de lägger upp elevernas skoldagar, hur de använder sig av de nationella proven. Den kommunala skolan gör de nationella proven i årskurs fem, medan Montessoriskolan gör femmans nationella prov i både fyran, femman och sexan, och Waldorfskolan inte gör dem över huvud taget mer än i årskurs nio. Både Montessoriskolan och Waldorfskolan anser att de kräver mer av sina elever än vad som görs i de nationella målen. Men alla tre skolorna följer målen, även om Waldorfskolorna har sin egen läroplan.
In this study I have looked at some of the differences between a municipal-, a Montessori- and a Waldorf school, with focus on their English teaching. This is because I wanted to find ways to teach English to pupils with various types of learning difficulties. To be able to see the main differences and similarities between a municipal school, a Montessori school and a Waldorf school I began with literature studies. When I had finished the literature studies I contacted three schools that applied the different pedagogies. I visited the three schools during two days each through a three-week period. During these two days I was in the classroom when the pupils were there and followed the teachers’ teaching. I ended the visits with an interview with the teacher whose classroom I visited. I came to the conclusion that there are both differences and similarities between the three schools. The two schools that are most similar are the municipal school and the Montessori school both in the literature and in the result from the observations and interviews. Two of the main differences between the schools are how they plan the school days for the pupils, in which order they have the lessons, and how they use the national tests. The municipal school uses the national test in fifth grade, the Montessori school uses it in the years four, five and six and the Waldorf school only use it in year nine. The Montessori school and Waldorf school believe that they require more from their pupils that the national goals. All the three schools aim at those goals, but the Waldorf schools have their own curriculum.
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Färnlöf, Anna, and Emilia Wadenbäck. "Waldorf, Montessori och Kommunal förskola : -Hur resonerar man?" Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-14125.

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Syftet med vårt arbete var att jämföra Montessoripedagogik, traditionell pedagogik och Waldorfpedagogik utifrån föräldrasamverkan, skolförberedelse, kunskapssyn, pedagogens roll och synen på barns förutsättningar att lära. Vidare under forskningsarbetets gång har vi intervjuat verksamma pedagoger inom de valda pedagogikerna. Vårt arbete har resulterat i jämförelser där vi har försökt tydliggöra likheter och skillnader inom de olika pedagogikerna. De slutsatser vi kan dra av detta forskningsarebete är att ingen förskola är den andra lik miljömässigt men att förskolor med samma pedagogik har liknande drag. Vidare beskrivs liknande arbetssätt på olika vis inom de olika pedagogikerna.
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Tenser, Manuel, and Malin Bergsland. "Jakten på det goda lärandet : Montessoripedagogers reflektioner kring pedagogik." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11371.

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Syftet med arbetet var att klarlägga vad pedagoger anser är skillnaderna mellan så kallad traditionell pedagogik och Montessoripedagogik, samt belysa för och nackdelar mellan dem. Empiri har insamlats med djupintervjuer av tolv Montessoripedagoger som även har erfarenhet av traditionell pedagogik. Det resultat vi fick fram var att Montessorilärare har många gemensamma drag såsom synen på barn, arbetssätt, engagemang och att de anser att Montessoripedagogiken är lätt att anpassa till Lpfö 98 och Lpo 94. Resultatet har visat att Montessoripedagogerna i studien uttrycker gemensamma uppfattningar om fördelar med Montessoripedagogiken samt nackdelar med den traditionella pedagogiken. De har dessutom svårt att finna några nackdelar med Montessoripedagogiken. Studiens slutsats är att det återfinns många likheter mellan verksamma Montessoripedagoger i allt från deras syn på lärande och Montessoripedagogikens styrkor och svagheter. Bristen på självkritik kring Montessorimetoden skulle kunna leda till att Montessoripedagogiken inte utvecklas. Däremot innebär pedagogernas engagemang och barnsyn till ett gott lärande där barnets individuella behov sätts i fokus.
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Books on the topic "Pedagogika Montessori"

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Bröderman Smeds, Mari (1956- ). and Łabędzka-Karlöf Ilona Tł, eds. Pedagogika Montessori w przedszkolu i szkole. 2nd ed. Kraków: Oficyna Wydawnicza "Impuls", 2009.

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Sorokova, M. G. Sistema M. Montessori v paradigme reformatorskoĭ pedagogiki. Moskva: Prometeĭ, 2003.

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Educazione dell'infanzia e pedagogia scientifica da Froebel a Montessori. Roma: Bulzoni, 1990.

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Book chapters on the topic "Pedagogika Montessori"

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Strauß, Manfred. "Montessori, Maria: Il metodo della pedagogia scientifica." In Kindlers Literatur Lexikon (KLL), 1–2. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_14966-1.

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Montessori, Maria, J. McV Hunt, and Jaan Valsiner. "Pedagogical Methods used in the "Children's Houses"." In The Montessori Method, 72–85. Routledge, 2017. http://dx.doi.org/10.4324/9781315133225-4.

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"Maria Montessori: Il metodo della pedagogia scientifica." In Hauptwerke der Pädagogik, 296–99. Verlag Ferdinand Schöningh, 2009. http://dx.doi.org/10.30965/9783657768387_115.

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Lino, Dalila Maria, and Cristina Parente. "Play and Learning in Early Childhood Education." In Advances in Early Childhood and K-12 Education, 147–63. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5167-6.ch010.

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The key role of toys and play in early years education has been highlighted by several childhood pedagogues such as Froebel, Montessori, Weikart, and Malaguzzi, among many others. It is consensual among the international educational community that children now spend far more time being instructed and tested in literacy and math than they do learning through play and exploration exercising their bodies and using their imagination. This chapter aims to reflect on the power of play for children's learning and development and to analyze how three pedagogical models—the High Scope, Reggio Emilia, and Montessori—integrate play through their curriculum development. The chapter is organized in several topics, namely (1) the role of play in early childhood education (0 to 6 years); (2) the High Scope curriculum and opportunities given to children to engage in free play and play with purposes; (3) the Reggio Emilia approach: play through 100 languages; (4) the Montessori method, from hands-on activity and self-directed activity to collaborative play; (5) final remarks.
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Florêncio-Wain, Autumn Joy. "Holistic Education." In Advances in Early Childhood and K-12 Education, 1–24. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4906-3.ch001.

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This chapter explores the theories and histories of the holistic educational paradigm. Beginning with a description of the theoretical structures that underpin the holistic educational viewpoint, it lays the groundwork to understand how pedagogies as diverse as Waldorf, Montessori, Democratic Free Schooling, and homeschooling are connected by a common set of paradigmatic assumptions. Following brief summaries of the origins of these traditions, key aspects of practice and highlights from research carried out in each pedagogy are discussed. Concluding remarks draw connections between the fundamental convictions that gave rise to these pedagogies and the needs of educators in diverse contexts today.
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Faria, Fernanda L., Ivoni Freitas-Reis, and Alaim Souza Neto. "Um estudo sobre pedagogias diferenciadas: Waldorf, Montessori e Escola da Ponte em discussão." In Desafios da docência: democratização de saberes em tempos de recusa do outro, 32–56. Pimenta Cultural, 2019. http://dx.doi.org/10.31560/pimentacultural/2019.32-56.

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Feltsan, Inna. "CLIL AS A COMPLEX TECHNOLOGY FOR ACHIEVING MULTI-TARGET RESULTS IN FOREIGN LANGUAGE LEARNING." In Pedagogical concept and its features, social work and linguology (2nd ed.). 2nd ed. Primedia eLaunch LLC, 2021. http://dx.doi.org/10.36074/pcaifswal.ed-2.04.

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Modern realia of education withstand the necessity to reform methodology of foreign language teaching and develop knowledge and skills required under current circumstances. Integration is an approach applied at many fields which enables creation of mental schemes of interrelated notions and expands the total set of a possible use. For many, foreign language (FL) is being regarded as an instrument to act in other fields, usually not related to language itself. Diversified informational background creates chaos of ideas and facts for a person, so educational technologies must include methods to teach critical thinking, analyzation, comparison, decision taking etc. Purpose of the article is to discuss the effectiveness of CLIL and its relation to the needs of a modern society. Practical skills are among primary results of the technology which is aimed at creating pretexts for communication. Beside the development of a higher-level notions like personal independence, critical thinking, interaction of minds, concepts and fields, CLIL augments development of speech, listening, verbal and non-verbal communication, grammar accuracy, translation efficiency. The findings have proven that content and language integrated leaning has a complex character and helps accumulate larger experience as it makes student a leader of the process responsible for own outcomes (the same philosophy promoted at M. Montessori training-centers); it activates theory, creates space for self-development and self-management, promotes independence at learning and work consequently. To understand current state of functioning and issues debated in modern practice, it seemed reasonable to address the methods of theoretical analysis, observation, study of practical experience and pedagogical feedback.
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Sichkar, Alla, and Yana Matiushynets. "IDEAS OF THE SUBJECT-DEVELOPMENT ENVIRONMENT FOR CHILDREN IN THE UKRAINIAN PEDAGOGICAL DISCOURSE LATE 19TH – 20TH YEARS OF THE ХХ CENTURY." In Integration of traditional and innovative scientific researches: global trends and regional as. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-1-8.

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The article highlights the features of the development of ideas about a subject-developing environment for children of preschool and primary school age in the pedagogical thought of Ukraine and their transformation under the influence of socio-economic, political, ideological, pedagogical factors (late 19th - 20s of the 20th century) To achieve the goal, to solve the tasks set, a set of research methods was used, namely: historical and retrospective - in order to analyze the priority ideas of domestic teachers on the creation and functioning of a developing environment for children and their implementation into practice; constructive-genetic – for the analysis of goals, objectives, content-methodological support of the dynamics of ideas of a developing environment for children of preschool and primary school age; chronological – to establish the time boundaries of phenomena and processes; hermeneutic – for a new reading and commenting on historical and pedagogical texts; specific historical – for the purpose of analyzing documents on the development of preschool education and primary education in Ukraine in a certain chronological framework. On the basis of the historical and pedagogical analysis of archival documents, narrative sources, theoretical provisions have been determined that relate to the development of ideas about a subject-developing environment in educational institutions of Ukraine: key ideas, periodization and factors influencing their development have been identified; highlights the features of their interpretation by Ukrainian teachers in a certain chronological framework. The historical genesis of ideas about a subject-developing environment is associated with the formation of the theoretical and methodological foundations of preschool education and primary school under the influence of progressive European systems of education (F. Frebel, M. Montessori) and scientific achievements in the field of child anatomy, physiology, and psychology. It was found that the ideas of self-activity and creative self-realization, self-development of a child in a subject-developing environment, control of the process of self-development of a child by introducing him to various types of activities in an environment prepared by the educator remained relevant in a certain chronological framework of the study, but the means of their implementation changed under the influence of social economic, ideological, political factors. During the three socio-political milestones identified by us, namely: ideas about the developmental influence of environments for children (1871-1917); filling developing environments with national content in the years of the UPR (1917-1919); adaptation of the ideas of previous periods to class education (1920-1930), different, of the above factors were dominant and exercised a decisive influence on the formation of pedagogical theory and practice on the organization of a subject-developing environment for children of preschool and primary school age in educational institutions and in the conditions of family education of children in the Ukrainian territory.
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Venhlovska, Olena, and Yevhen Antypin. "GENESIS OF PROFESSIONAL REQUIREMENTS FOR EDUCATORS IN THE PROCESS OF TRAINING AT THE TURN OF THE XIX–XX CENTURIES." In Integration of traditional and innovative scientific researches: global trends and regional as. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-1-1.

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The genesis of professional requirements for the training of educators of preschool children at the turn of the XIX – XX centuries is represented in the historical and pedagogical research. The design of the study is based on a solid source base (published and unpublished materials from the archives, monographs, dissertations, manuals, scientific publications, articles). Sources are systematized by groups according to system and problem approaches. Achieving the goal of scientific research was carried out using a set of interrelated research methods: search and bibliographic, theoretical analysis, synthesis, systematization, classification, historical-retrospective, constructive-genetic, semantic-methodological, chronological, hermeneutic. According to the results of studies, the formation of requirements for professional training of educators within certain chronological limits was influenced by public figures, statesmen, teachers, associates, the level of industrial development, which determined the need to build a network of kindergartens, and therefore needed qualified educators who were to provide education for preschool children. It was found that most educators who worked in private and public kindergartens improved their professional qualities in the process of practical activities. They received significant support for professional development from representatives of social and pedagogical societies, which in a certain period took care of the training of educators for kindergartens. The main center where the image of the educator was formed was the Kyiv Froebel Pedagogical Institute. It is proved that the training of specialists in this institute was focused on the formation of general cultural, personal and professional level of educators. The students mastered the content of academic disciplines, which served to form a knowledge component in professional training. The practice-oriented component was important, which was focused on the formation of practical skills and abilities to implement in the practice of kindergartens progressive ideas of P. Lesgaft, J. Pestalozzi, M. Montessori, F. Froebel, the implementation of child-centered, activity-based approaches in raising children. It was found that in the first decades of the twentieth century, professional training of educators was carried out on a national basis. It was found that the genesis of the studied phenomenon was influenced by pedagogical thought. The study highlights the views of teachers on the formation of professional requirements in the training of educators. According to the results of processing primary sources, it was found that in the legacy of B. Grinchenko, O. Doroshenko, N. Lubenets, T. Lubents, S. Rusova, J. Chepiga, attention is focused on the knowledge, skills and abilities that teachers must master during training. It was investigated that teachers were unanimous in the opinion that future educators should be bearers of common cultural values. They must realize that the period of childhood is a period of formation and development of the child's personality. Therefore, in building an educational environment, it is important to study the child, to be able to adapt the content, forms and methods of developmental activities in accordance with the nature of the child. The ideas of teachers represented in the study are consistent with modern approaches to training, and therefore are of both theoretical and practical interest.
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Guillet, Carène. "Mathematics in the Bulletins de l’enseignement de l’AOF (French West Africa Education Bulletins) (1913-1958)." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 151–64. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.12.

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The journal Bulletin de l'enseignement de l’Afrique occidentale française was created in 1913 by Georges Hardy, then director of colonial school for a year, to promote the cohesion of the teaching staff through a system of collaboration. The aim of this paper is to study mathematics teaching in the French West African school system between 1913 and 1958, as seen through this journal. First, this paper will examine the place of mathematics in the African school system, both in importance and level, to compare it with the one of Metropolitan France. In particular, the examination test statements will be studied, and their level will be compared to the Metropolitan French ones. More qualitatively, we will look at impressions expressed by some authors on the level of students and teachers in West Africa. Then, we will focus on the official recommendations of the institutions concerning the content taught, the pedagogical methods and the resources. Among that, it is necessary to analyse the role of the European educational trends of the time (method of “the centers of interest”, Freinet or Montessori’s methods and “active pedagogy”) in the colonies. Finally, practices on the ground will be watched: the observation of the environment and the local population, the possible adaptation of teaching to the specificity of the territory and its inhabitants, and the various experimentations reported in the periodical. We will be careful to Hardy's ambition to see the birth of an “indigenous pedagogy”. This study is a way for us to travel through periods, personalities, and texts, just through reading magazines and staying on French soil. It is also an opportunity to see an example of how mathematics education has been impacted by a very particular historical and sociological context. Keywords: mathematics education, French West Africa, indigenous pedagogy, official instructions, curricula, classroom experiences, level
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Conference papers on the topic "Pedagogika Montessori"

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Colić, Vana. "POZITIVNE I NEGATIVNE STRANE PET METODIČKIH PRISTUPA U RANOM MATEMATIČKOM OBRAZOVANJU." In Metodički aspekti nastave matematike. University of Kragujevac, Faculty of Education in Jagodina, 2021. http://dx.doi.org/10.46793/manm4.302c.

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There is a tendency today, both in the world and in our country,for children education to start early. In this context, mathematics education begins early as well, even before children start school, wherein different approaches are used. This paper presented five methodical approaches in early mathematics education, highlighting the good and bad sides of each one – the method of Maria Montessori, the method of the Russian author Nikolai Zaitsev, the system of de- veloping games designed by the Nikitins, the Waldorf pedagogy and the increas- ingly popular Suan Pan method. Most of these approaches are applied within institutionalized forms of early education, with the exception of the system of developing games that the Nikitins have designed for use in family conditions. Some of the approaches have had a very significant impact on the development of curricula in preschool institutions, such as the views of Maria Montessori and Waldorf pedagogy, while other approaches are less known and represented in practice. It is considered as very important to know different theories and ap- proaches while working with children, so that the practical pedagogical work is scientifically based. Nevertheless, the integration of various approaches into a single concept is not simple, as some of these theories are not only different, but also contradictory. This only confirms the need and necessity for early education, including mathematical education, to be interdisciplinary, taking into account knowledge in various fields of science, as well as interactive, including all partici- pants in the child’s development, children, experts and parents.
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