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Journal articles on the topic 'Pedagogika Montessori'

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

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Fernandes, Hercília Maria, and Marta Maria de Araújo. "Pedagogia científica à descoberta da criança." Revista Educação em Questão 50, no. 36 (December 15, 2014): 248–47. http://dx.doi.org/10.21680/1981-1802.2014v50n36id7087.

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12

Kolasa-Skiba, Agata, and Wiktoria Skiba. "Wpływ pedagogiki Marii Montessori na wszechstronny rozwój dzieci." Edukacja • Terapia • Opieka 3 (October 29, 2021): 190–206. http://dx.doi.org/10.52934/eto.143.

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Koncepcje Marii Montessori w zakresie antropologii, pedagogiki, pedeutologii i dzisiaj mogą być źródłem pogłębionej autorefleksji każdego nauczyciela. Pragnąc być prawdziwym wychowawcą, zwłaszcza w sensie Montessori, nie wystarczy być metodycznie przygotowanym. Należy zacząć od samego siebie. Właśnie ta idea przebudowy wewnętrznej, odrzucenia „dumy, pychy i gniewu”, które w wielu z nas tkwią, a głębokie ukochanie dziecka poparte metodyczną obserwacją, stanie się jego sługą, współpracownikiem, pomocnikiem, doradcą, przewodnikiem, organizatorem i inicjatorem (impulsem) w osiąganiu duchowej niezależności i doskonałości, będzie zawsze aktualna.
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13

Kolasa-Skiba, Agata. "Edukacja muzyczna dzieci w przedszkolu Marii Montessori." Edukacja • Terapia • Opieka 1 (December 31, 2019): 31–52. http://dx.doi.org/10.52934/eto.58.

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Istota pedagogiki Marii Montessori sprowadza się do stwierdzenia, że każde dziecko jest inne, powinno rozwijać się według swoich możliwości, kompetencji i umiejętności – indywidualnych planów rozwojowych tak, aby ich właściwa realizacja umożliwiała mu naukę samodzielną i efektywniejszą. Dziecko wychowane w duchu pedagogiki Marii Montessori będzie w przyszłości osobą samodzielną, odpowiedzialną za siebie i świat, pracowitą. Rozwój każdego dziecka dokonuje się według indywidualnego „planu rozwoju”. Dlatego nie można z góry stworzyć systemu wychowawczego i dydaktycznego bez uwzględnienia indywidualnych cech dziecka. Wychowaniu muzycznemu Maria Montessori poświęciła wiele uwagi. Ważne jest łączenie muzyki z ruchem, który jest ważnym czynnikiem rozwoju dziecka.
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14

Sosunovsky, Vadim S., Alexandra I. Zagrevskaya, Maria D. Akinina, and Svetlana V. Radaeva. "Organization of Preschoolers' Physical Education in the Montessori Pedagogical System." Vestnik Tomskogo gosudarstvennogo universiteta, no. 466 (2021): 182–89. http://dx.doi.org/10.17223/15617793/466/22.

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To date, in the programs implemented according to the Montessori method, the section “Physical Education” has not been adapted. The section is aimed at developing the child's general culture, physical qualities and basic motor skills. In the process of physical education, the values of Maria Montessori are not realized. The Montessori pedagogical system is among the most relevant ones today as modern education is focused on the individualization of learning. The development of health in preschool children depends on their well-organized physical education, which should be directed towards the children's harmonious development and considered in an integrative relationship with the various sections of the preschool education program (artisti c, aesthetic, educational, verbal and socio-communicative development). The aim of the research is to develop the structure and content of the model of physical education of preschool children in the Montessori pedagogical system and check its effectiveness in a pedagogical experiment. To reach this aim, the following research methods were used: pedagogical observations, modeling, pedagogical testing, pedagogical experiment, mathematical and statistical data processing. In the course of the pedagogical experiment, a control (15 girls and 15 boys) and an experimental (15 girls and 15 boys) group were formed; a total of 60 five- and six-year-old pupils of the Montessori preschool educational institution in Tomsk took part in the study. To assess the effectiveness of the developed model, the following tests were selected: shuttle run 3x5 m, standing long jump, medicine ball throw, seated forward bends, ball catching at a distance of 5 meters. The model of preschoolers' physical education based on the integration of personality-oriented, activity-based, synergetic and technological approaches in the Montessori pedagogical system has shown its effectiveness. The research shows a positive dynamics of indicators reflecting the level of preschoo lers' motor readiness after the pedagogical experiment. At the end of the exp eriment, when comparing the indices of motor readiness demonstrated by the experimental group before and after the experiment, statistically significant differences were revealed in motor tests (ball catching at a distance of 5 m, shuttle run (3x5 m), medicine ball throwing), which indicates the effectiveness of the proposed model of five- and six-year-old preschoolers' physical education.
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15

Costa, Cosimo. "Between Secularists and Catholics. The debate on Maria Montessori in the early 20th Century." Rivista di Storia dell’Educazione 8, no. 2 (November 4, 2021): 25–35. http://dx.doi.org/10.36253/rse-10312.

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The contribution, after a brief parenthesis which describes the Unione Magistrale Nazionale and the Associazione Magistrale Italiana “Nicolò Tommaseo” as expressions of the difficult socio-educational condition experienced by Giolitti’s Italy, through different opinions taken from the files of two representative pedagogical magazines of the time, Rivista Pedagogica and Scuola Italiana Moderna, analyzes the way in which, in the first twenty years 1900s, secular and catholic circles discussed Maria Montessori’s thought and system.
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De Giorgi, Fulvio, William Grandi, and Paola Trabalzini. "Maria Montessori, her times and our years. History, vitality and perspectives of an innovative pedagogy." Rivista di Storia dell’Educazione 8, no. 2 (November 16, 2021): 3–8. http://dx.doi.org/10.36253/rse-12307.

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Il numero monografico sul tema Maria Montessori, i suoi tempi e i nostri anni. Storia, vitalità e prospettive di una pedagogia innovativa è parte delle iniziative di ricerca collegate al Progetto di Rilevante Interesse Nazionale (PRIN) dal titolo Maria Montessori dal passato al presente. Accoglienza e implementazione del suo metodo educativo in Italia nel 150° anniversario della sua nascita, finalizzato alla ricostruzione della figura e dell’opera della scienziata di Chiaravalle e della penetrazione del suo metodo educativo in Italia a partire dall’istituzione della prima Casa dei Bambini nel 1907 e all’analisi delle esperienze innovative diffuse negli ultimi anni nel solco della pedagogia montessoriana
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17

Modekin, Alexander A. "Three foundations of self-organization or Montessori in the postnonclassical age." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 2, 2020 (2020): 93–102. http://dx.doi.org/10.31862/2218-8711-2020-2-93-102.

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The article is devoted to the study of self-organization in the Montessori Elementary school. The topic of self-organization was previously discussed within different areas of science by P. Kropotkin, H. Haken, E. Sheval and others. M. Montessori described conditions required for the big groups of children to study independently and productively. These conditions can be discussed through the lens of the modern science. The article contains three groups of the self-organization foundations in the Elementary school: philosophical, psychological and pedagogical. The philosophical foundations are the elements of the self-organizing system, which are the following: an open system, a big amount of the elements and the energy coming to the system from the outside. Psychological foundations are the executive functions development, self-determination and flow. Pedagogical foundations of the self-organization are the key elements of the Montessori Method: a prepared environment, observation by the teacher and mixed age classroom. The theoretical analysis shows that a Montessori Elementary school creates all conditions for self-organized system in any classroom.
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18

Jendza, Jarosław. "The power of authority and the Montessori teachers’ (in)ability to learn – research intervention report." Problemy Wczesnej Edukacji 48, no. 1 (March 31, 2020): 100–109. http://dx.doi.org/10.26881/pwe.2020.48.09.

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The article concentrates on the issue of Montessori teachers’ attitude towards pedagogical knowledge they develop during different forms of training. The analysis presented in the text is based on quasi-experiment rooted in Critical Realism research paradigm. Eighty-two Montessori teachers participated in a workshop and were asked to comment on eight different quotes. Half of them knew that these extracts had been taken from the publications by Maria Montessori and the other half did not have that knowledge. As a result, the first group of teachers formulated numerous critical remarks whereas the other one concentrated on positive interpretations. This experiment might shed some light on the power of authority and limitations to transform teachers’ implicit pedagogical presuppositions. The teachers that took part in this experiment were provided with the opportunity to problematize their personal teaching theories.
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Paschoal, Jaqueline Delgado, and Maria Cristina Gomes Machado. "A pedagogia de Maria Montessori para a educação na infância." Quaestio - Revista de Estudos em Educação 21, no. 1 (April 30, 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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20

Plekhanov, A. "The Pedagogical Theory and Practice of Maria Montessori." Russian Social Science Review 33, no. 4 (July 1992): 79–92. http://dx.doi.org/10.2753/rss1061-1428330479.

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21

Plekhanov, A. "The Pedagogical Theory and Practice of Maria Montessori." Russian Education & Society 34, no. 3 (March 1992): 83–96. http://dx.doi.org/10.2753/res1060-9393340383.

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22

Namukasa, Immaculate Kizito, and Kinful Lartebea Aryee. "Pedagogical Knowledge for Teaching Mathematics in Montessori Schools." International Electronic Journal of Mathematics Education 16, no. 3 (June 23, 2021): em0646. http://dx.doi.org/10.29333/iejme/11005.

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23

Ballmann de Campos, Simone. "O viés americano do método Montessori em São Paulo: Ciridião Buarque e Mary Buarque." Revista Inter Ação 43, no. 3 (March 14, 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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Rosales Chavarria, Romali. "Second Language Corner for Children’s House." Journal of Montessori Research 7, no. 1 (May 19, 2021): 67–82. http://dx.doi.org/10.17161/jomr.v7i1.13401.

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This work reports, from a qualitative research perspective, the development of an English Corner project for a preschool Children’s House classroom in central Mexico over the course of a 3-year period. It shows the transition of a language specialist over six consecutive periods of work, from a traditional understanding and practice of teaching English as a second language to young learners into a more comprehensive one of the Montessori Method. The analysis of my own practice is used to recover insights through a reflective process with the intention to develop a second language (L2) Montessori program for 3- to 6-year-olds that aligns better with Montessori pedagogy. Variables such as instruction time, setting, group constitution, materials, and teaching and learning strategies allowed for certain aspects to arise as leading points of interest for the focus of the analysis and the methodological and pedagogical adaptations that followed each period. This paper is an attempt to fill the gap between the need to deliver a second language effectively in Montessori education and the lack of guidance for doing it the Montessori way; it is especially for practitioners who do not have a Montessori background but also for Montessori-trained teachers for whom more specific preparation would aid their practice. I also hope to stimulate further research in the field of second language acquisition and multilingualism in Montessori education at every level of education.
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Slovacek, Matej, and Monika Minova. "Training of undergraduate preschool teachers in Montessori education in Slovakia and the Czech Republic." Research in Pedagogy 11, no. 1 (2021): 137–50. http://dx.doi.org/10.5937/istrped2101137s.

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The paper presents a description and comparison of the undergraduate student teacher training and kindergarten teacher continuing education in the Montessori Method of Education encompassed in formal education in Slovakia and the Czech Republic. The theoretical part of the paper aims at depicting Montessori education, still an attractive pedagogical direction in both countries, in a thorough, unconventional and innovative way. Even though Montessori education has been rooted worldwide for centuries, in Slovakia and the Czech Republic it presents relatively new alternative education, considering that an integrated school system, introduced in these countries in 1948 and lasting almost to the end of20thcentury, did not allow the use of other alternatives in addition to the mainstream education. A description of (preschool) education in both countries and an analysis of kindergarten teacher's personality and his/her lesson plans are included in the theoretical part of the paper. The empirical part contains pedagogical research of qualitative design, conducted in Slovakia and the Czech Republic in order to identify and map the current state, level and possibilities of formal education of pre-service and in-service teachers in Slovak and Czech kindergartens.
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Chytrý, Vlastimil, Janka Medová, Jaroslav Říčan, and Jiří Škoda. "Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies." Sustainability 12, no. 23 (December 7, 2020): 10215. http://dx.doi.org/10.3390/su122310215.

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In research focused on self-efficacy it is usually teacher-related phenomena that are studied, while the main aspects related to pupils are rather neglected, although self-efficacy itself is perceived as a belief in one’s own abilities. Evidently, this strongly influences the behavior of individuals in terms of the goal and success in mathematical problem-solving. Considering that alternative teaching methods are based on the principle of belief in one’s own ability (mainly in the case of group work), higher self-efficacy can be expected in the pupils of teachers who use predominantly the well-working pupil-centered pedagogies. A total of 1133 pupils in grade 5 from 36 schools in the Czech Republic were involved in the testing of their ability to solve mathematical problems and their mathematical self-efficacy as well. Participants were divided according to the above criteria as follows: (i) 73 from Montessori primary schools, (ii) 332 pupils educated in mathematics according to the Hejný method, (iii) 510 pupils from an ordinary primary school, and (iv) 218 pupils completing the Dalton teaching plan. In the field of mathematical problem-solving the pupils from the Montessori primary schools clearly outperformed pupils from the Dalton Plan schools (p = 0.027) as well as pupils attending ordinary primary schools (p = 0.009), whereas the difference between the Montessori schools and Hejný classes was not significant (p = 0.764). There is no statistically significant difference in the level of self-efficacy of pupils with respect to the preferred strategies for managing learning activities (p = 0.781). On the other hand, correlation between mathematical problem-solving and self-efficacy was confirmed in all the examined types of schools. However, the correlation coefficient was lower in the case of the pupils from the classes applying the Hejný method in comparison with the pupils attending the Montessori schools (p = 0.073), Dalton Plan schools (p = 0.043), and ordinary primary schools (p = 0.002). Even though the results in mathematical problem-solving are not consistent across the studies, the presented results confirm better performance of pupils in some constructivist settings, particularly in the case of individual constructivism in the Montessori primary schools. The factors influencing lower correlation of self-efficacy and performance in mathematical problem-solving ought to be subject to further investigation.
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De Oliveira Silva, Jocenir, Idilia Fernandes, and Luísa Righi Fonseca. "Políticas para pessoa com deficiência e as contribuições de Freire e Montessori." Textos & Contextos (Porto Alegre) 19, no. 1 (May 26, 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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Сафаралиева, О., and O. Safaralieva. "About the Program Vocational-Personal Self-Development Teacher Montessri." Scientific Research and Development. Socio-Humanitarian Research and Technology 6, no. 4 (December 18, 2017): 40–44. http://dx.doi.org/10.12737/article_5a2e6c4ca17ab6.28360403.

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Humanization of the modern national education inevitably entailed changes to the requirements for the individual nature of the competence of professionals working with the child. From the teacher it is required to create a very special environment, in collaboration with the child. It increases the relevance of the professional transformation of the modern teacher and changes in their professional training. Practice shows that many established professionals pedagogical ideas of Montessori discovers the true foundations of the humanistic paradigm of education. Training of Specialists in Montessori system allows them not only to obtain new skills, but also the personality and self-modifying self-development. The course of professional and personal self-development Montessori teacher turns from simple to complex, from cognition to interpersonal and internal communication. In this sequence, each stage of the program appears as an element of the whole process of personal development.
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Jendza, Jarosław, and Agata Rzeplińska. "Od pedagogiki krytycznej ku postkrytycznej pedagogii (z metodą Montessori w tle)." Ars Educandi, no. 9 (December 8, 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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Silva, M. P., and A. F. S. Guerra. "Um Movimento em Direção aos Espaços Educadores Sustentáveis na Pedagogia Montessori." Comunicações 22, no. 2e (December 30, 2015): 391–413. http://dx.doi.org/10.15600/2238-121x/comunicacoes.v22n2ep391-413.

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Zwierzchowska, Iwona. "(Nie)świadoma decyzja, czyli o motywach wyboru przedszkola Montessori." Lubelski Rocznik Pedagogiczny 37, no. 1 (November 6, 2018): 75. http://dx.doi.org/10.17951/lrp.2018.37.1.75-94.

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<p>Dynamiczne zmiany zachodzące we współczesnej rzeczywistości społecznej stawiają nowe wyzwania przed polskim szkolnictwem. Konieczność odejścia od głęboko zakorzenionej tradycji edukacyjnej i niedostosowanego do obecnych warunków modelu szkoły skłania do poszukiwania alternatywnych rozwiązań. W związku z tym od kilkunastu lat obserwuje się wzrost zainteresowania różnorodnymi ofertami edukacyjnymi, wśród których ważne miejsce zajmuje kształcenie zgodne z założeniami koncepcji pedagogicznej Marii Montessori.</p><p>Oparcie realizowanego w placówkach montessoriańskich procesu edukacyjnego na aktywności dziecka, podmiotowe traktowanie wychowanka, respektowanie jego indywidualnych potrzeb, możliwości i zainteresowań, wspieranie jego wszechstronnego rozwoju staje się katalizatorem samorozwoju, samokształcenia i samowychowania, których tak bardzo oczekuje się od współczesnego pokolenia uczniów. Rosnąca popularność placówek montessoriańskich skłania jednak do postawienia pytania, na ile ich wybór jest efektem racjonalnej decyzji rodziców i faktycznego przekonania o wartości systemu pedagogicznego Montessori. Analiza materiału empirycznego zgromadzonego na potrzeby niniejszego opracowania ujawniła motywy, jakimi kierowali się badani rodzice, dokonując wyboru placówki przedszkolnej dla swojego dziecka, a także ich oczekiwania i opinie na temat edukacji realizowanej w przedszkolach wykorzystujących pedagogikę Marii Montessori.</p>
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Tregenza, Virginia Anne. "Looking back to the future: The current relevance of Maria Montessori’s ideas about the spiritual well-being of young children." Journal of Student Wellbeing 2, no. 2 (March 27, 2009): 1. http://dx.doi.org/10.21913/jsw.v2i2.392.

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Maria Montessori (1870-1952) was an Italian educator whose ideas and principles have validity in informing, understanding and responding to the challenges faced by contemporary educators . Many of her foundational principles are at the forefront of current educational thinking but are unacknowledged or unknown in mainstream education. It is argued that her ideas and principles about the spiritual wellbeing of young children have validity in the current debate. Montessori saw spirituality as innate in young children, the primary force driving their development and central to their capacity for joyful and deep engagement with their environment. She saw children’s capacity and ability to concentrate deeply as a spiritual pathway to a new level of individual consciousness and connection to the environment. These principles can inform our current thinking, understanding and response to young children’s spirituality. The conditions to bring about, support and protect what Montessori calls ‘concentration’ should be considered in pedagogical responses to the spiritual needs of young children
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Negri, Martino, and Gabriella Seveso. "Teacher’s training in the Montessori Approach: the debate on the pages of La Coltura Popolare (1911-1922)." Rivista di Storia dell’Educazione 8, no. 2 (November 4, 2021): 59–71. http://dx.doi.org/10.36253/rse-10385.

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In the first two decades of the Twentieth Century, reflections on teacher training were particularly rich, implying the lively and significant participation of a plurality of actors. Even Maria Montessori actively participated in this debate and the meeting with the Humanitarian Society in Milan, and with Augusto Osimo primarily, proved to be very fruitful on these issues. The specialist magazine La Coltura Popolare represents a faithful and interesting mirror of this relationship and of the many reflections and initiatives arose from it, promoting the propagation of the Montessori method and offering at the same time a space for dialogue and comparison of all the most innovative and vivifying voices of the pedagogical reflection of the time. This paper proposes a first and partial reconstruction of the significant role that La Coltura Popolare played, from 1911 to 1922, in soliciting the attention of its public on the topic of teacher training, in spreading the Montessori method, in stimulating a not biased and preconceived comparison between different approaches, experiments and views on childhood.
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Dudnyk, Nadiya, and Oleksandra Sviontyk. "THE USE OF PEDAGOGICAL SYSTEM OF MARIA MONTESSORI IN UKRAINIAN EDUCATION." Human Studies. Series of "Pedagogy", no. 9/41 (September 5, 2019): 88–99. http://dx.doi.org/10.24919/2413-2039.9/41.175703.

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Seveso, Gabriella. "Non solo seggioline e tavolini: il valore sociale della proposta di Maria Montessori." Educação (UFSM) 43, no. 4 (October 1, 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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Kiryakova, A. V., and A. K. Suleimanova. "AUTHOR’S MODELS OF EDUCATION OF FOREIGN AND RUSSIAN THEORY AND EDUCATIONAL PRACTICE AS AN AXIOLOGICAL ORIENTATION OF CONSTRUCTION OF AUTHOR’S SCHOOL." Vestnik Orenburgskogo gosudarstvennogo universiteta 225 (2020): 38–46. http://dx.doi.org/10.25198/1814-6457-225-38.

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The educational system in the world is in constant innovative development. This article uses learning models (concepts and educational projects) that provide an opportunity to develop humanistic pedagogy in modern times and to serve as the basis for the formation of new pedagogical theories and practices. Models of education are distinguished by a qualitative originality, a pronounced author’s approach, axiological significance. We came to the conclusion that there are irrefutable human values in the world that exist in the world not less than a hundred years ago. The purpose of the article is to show that they are the axiological basis of pedagogy. We have presented the models of anthroposophical pedagogy by Rudolf Steiner, Alexander Neill Free School, “Children’s Home”, Maria Montessori, Yen Plan, “School without Forcing”, Celestin Freine, as well as some Russian models of upbringing, such as “School on Pudozhskaya”, lyceum No. 2 in Orenburg, pedagogical ideas of L.N.Tolstoy. A more detailed consideration of the listed alternative models of education allows us to highlight the provisions that are most important for axiological orientation of building the concept of the author’s school. A comparative analysis of axiological ideas in foreign and Russian pedagogies of the twentieth century is also presented.
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Levsen, Dirk. "Maria Montessori (1870–1952) – Et kritisk blikk på hennes pedagogikk og liv." Norsk pedagogisk tidsskrift 90, no. 03 (June 28, 2006): 243–52. http://dx.doi.org/10.18261/issn1504-2987-2006-03-06.

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Khopta, S. M. "PEDAGOGICAL IDEAS OF MARIA MONTESSORI IN THE CONTEXT OF MODERN EDUCATIONAL SPACE." Innovate Pedagogy, no. 28 (2020): 48–51. http://dx.doi.org/10.32843/2663-6085/2020/28.8.

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39

Czarnecka, Aleksandra. "Popularization of Maria Montessori's method of education on the pages of the pedagogical journal “Education in Kindergarten” between 1989 and 2017." Pedagogika 27, no. 1 (2018): 457–71. http://dx.doi.org/10.16926/p.2018.27.33.

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Golovko, Marharyta, and Svitlana Rakityanskaya. "Experience of Pedagogical Support of Preschool Childhood in Modern M. Montessori Schools of Ukraine." Bulletin of Luhansk Taras Shevchenko National University 2, no. 1 (324) (2019): 112–22. http://dx.doi.org/10.12958/2227-2844-2019-1(324)-2-112-122.

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41

Cepeda Escobar, Angie Alejandra, Maria Angélica Arias García, Karent Yubeli Castañeda López, Diana Johana Forero Mendonza, Tatiana Geraldine Ramírez Bello, Sandra Adriana Useche, and 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, no. 1 (July 5, 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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Lamrani, Rachid, and El Abdelwahed. "Game-based learning and gamification to improve skills in early years education." Computer Science and Information Systems 17, no. 1 (2020): 339–56. http://dx.doi.org/10.2298/csis190511043l.

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Early childhood education has become a prevalent public policy issue. It has a serious impact on the child's personality, upbringing, education, socialization, development, and academic success from the preschool period to the university and beyond. In general, traditional teaching methods usually have a fixed learning structure which disables the child to be motivated, creative and innovative. Learners receive theoretical rather than practical instructions, which discourage them from keeping and recalling concepts and information more quickly. Moreover, traditional teaching usually lacks attracting the full attention of learners which decreases their interaction, engagement and investment in the content. Thus, the development of innovative approaches offering better education is an effective way to address this problem. On the other hand, recent researches in the fields of cognitive science and educational neuroscience show that play-based learning is a promising approach to use in early childhood education. Four key success factors for learning have been identified to strengthen children's skills, namely attention, active engagement, feedback, and consolidation. Thus, the proposed approach presents a digital play-based learning approach deploying serious games augmenting the pedagogical aspect of the Montessori approach. Our purpose is to improve children's skills in their early years education through play-based learning and gamification. It aims to provide children with a rich variety of serious gaming activities and challenging experiences in an interactive environment. We developed several serious games based on Montessori pedagogical principal and the four pillars of learning. For the evaluation, we have chosen a representative sample of children from rural regions.
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Живковић, Ивица. "ХРИШЋАНСКО ВАСПИТАЊЕ И МОДЕРНА ПЕДАГОШКА МИСАО." ГОДИШЊАК ЗА ПЕДАГОГИЈУ 2, no. 1 (December 15, 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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Glier, Joachim. "The Montessori's pedagogy in holistic terms." Studia z Teorii Wychowania XI, no. 4(33) (December 31, 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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Szymaniak, Jadwiga. "Report on the pedagogical congress in Hameln (2017)." Studia Gdańskie. Wizje i rzeczywistość XIV (June 3, 2018): 165–75. http://dx.doi.org/10.5604/01.3001.0014.2565.

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My report shows only selected issues and trends. I describe lectures on the topics: school of diversity, perspectives of migrant pedagogy, teacher health, appreciative leadership as a key factor for the development of good schools, peer culture at school, Montessori education in inclusive education and potential development through educational regions. How school changes – these are the key topics of all lectures and workshops. The opening lecture (Klaus Hurrelmann Professor of Public Health and Education: Ist Leisten immer mit Leiden verbunden?) shows the current health disorders: the three risk factors – lack of exercise, incorrect stress management and the funding opportunities of the school: strengthening the education and school culture (a lot of travel – fixed rules). Professor Olaf-Axel Burow (PhD) looks into an important topic Positive Pädagogik. Sieben Wege zu Lernfreude und Schulglück. He discusses keys factors that determine successful leadership: Appreciating communication and building an appreciative school culture. Professor Joachim Bauer’s (MD) closing lecture Warum Integration manchmal schwieriger ist als wir gedankt haben? The encounter of communit yoriented and individualistic cultures. Educators, as well as neuroscientists, are interested in this topic because cultures deeply affect the psyche and the human brain. Will the encounter of cultures succeed us? People who seek our help as refugees come almost exclusively from sociotropic cultures. Will we be able to learn from each other? Professor J. Bauer (MD) says that if we want to survive on this globe, we also have to learn from each other.
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Nogaro, Arnaldo, Ritieli Andressa Anese, and Rosane de Fátima Ferrari. "A ATUALIDADE DE MONTESSORI: EVIDÊNCIAS A PARTIR DA INVESTIGAÇÃO DAS PRÁTICAS PEDAGÓGICAS NA EDUCAÇÃO INFANTIL." Vivências 17, no. 32 (December 14, 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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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, no. 4 (October 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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48

Betancourt-Odio, Manuel Alejandro, Andresa Sartor-Harada, Oscar Ulloa-Guerra, and Juliana Azevedo-Gomes. "Self-Perceptions on Digital Competences for M-Learning and Education Sustainability: A Study with Teachers from Different Countries." Sustainability 13, no. 1 (January 2, 2021): 343. http://dx.doi.org/10.3390/su13010343.

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The current international landscape shows that the most common alternative for the continuity of formative learning processes during the coronavirus pandemic has been the use the of e-learning to support children’s learning in environments outside of school. This forced change in teaching methods has consolidated the recognition that the digital skills of teachers are a relevant factor for the sustainability of education, both during the pandemic and in a future post-pandemic period or in other emergencies. In this sense, the objective of this study carried out between May and September 2020 was to determine the perceptions of 427 teachers from 15 countries about their digital competences in working with m-learning in primary education using a Montessori approach. The results of the questionnaire showed that teachers perceive their digital competences as inert and not very effective for innovation compared with the subsistence of traditional pedagogical practices, to deal with unpredictable situations or to generate differentiated adaptations for an inclusive education. The results of this study also serve as empirical support for establishing four training dimensions that can be considered priorities for the construction and implementation of a teacher training model that contributes to the sustainable development of education.
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49

Vorobiova, Lolita. "American Experience of the Dalton Plan in the Dutch Schooling." Comparative Professional Pedagogy 9, no. 2 (June 1, 2019): 74–79. http://dx.doi.org/10.2478/rpp-2019-0021.

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Abstract This article presents the results of scientific-pedagogical research, which consisted in analyzing the American experience of the Dalton plan in the schooling of the Netherlands, the ranking surveys according to strict criteria, and the implementation of an adapted version of the original American pedagogical model of the Dalton Plan in the schooling of Holland; characterizing the features of the introduction of the Dalton Plan into the Dutch educational systems. While researching the works of M. Montessory, H. Parkhurst and D. Lager, had been examined as the main source of the study. The archival documents of the biggest collection of Helen Parkhurst papers of the Archive of University of Wisconsin Stevens Point had been analyzed. It was studied that American experience of the Dalton Plan is top ranked among private institutions of the country. It is obvious that after the United States, the country of the Dalton Plan origin, the continental Europe and Holland have a dominant position regarding the implementation of the Dalton plan in the educational systems. It is stated that schools implementing the Dalton Plan are united in recognizing the fact that such a pedagogical model ensures the development of the student’s individuality and his social experience. The special advantage the Dalton students obtain is the ability to use different approaches and sources in seeking information that is necessary for the organization and achievement of their own research. The ideas of the Dalton Plan can be justified in the light of modern theory and research. The Dalton Plan was successfully implemented into the primary and secondary schools of the Netherlands ranked the counrty11th in the world education survey. The Dalton Plan philosophy became one of the components of the complicated Dutch educational system.
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50

Kozubovska, Iryna, Vitaliia Palkush, and Oksana Tovkanets. "DEVELOPMENT OF AN ALTERNATIVE EDUCATION IN THE USA." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(49) (December 18, 2021): 62–65. http://dx.doi.org/10.24144/2524-0609.2021.49.62-65.

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This article is devoted to the problem of alternative education. In modern society we observe really great changes in many fields: policy, economy, communication, international contacts etc. In such conditions the system of education can’t be the same as it was during the last two or three centuries. In response to the establishment of standardized and compulsory education alternative education grew up. The aim of the study is to investigate the development and to reveal the peculiarities of alternative education in the USA. Theoretical research methods have been used in this study: analysis of scientific sources for the: systematisation and generalisation of available data; defining of the essence of basic concepts; identification of the current state of the problem. The results of investigation give possibility to state that alternative school is an establishment with a curriculum and teaching methods that are unusual, nontraditional. Alternative pedagogical approaches may include different structures, as in the open classroom, different teacher-student relationship, as in the free schools and different curricula and teaching methods, as in the Waldorf and Montessori schools. Synonyms for the alternative in this context include non-traditional, non-conventional, non-standardized. In modern times the legal right to provide educational alternatives has become established in many countries. Among them such country as the United States is worth to be mentioned. In the USA a variety of educational alternatives exist at the elementary, secondary and some other levels in four categories: school choice, independent schools, home-based education or home-schooling, self-education. Some schools are based on the pedagogical approaches different from the mainstream pedagogy, while other schools are for gifted students, children with special needs, vulnerable children etc. Alternative schools appeared in the United States more than three centuries ago. They provide special educational conditions for the personal development of each pupil.
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