Abstract/Notes: Depuis près de dix ans, la méthode Montessori adaptée aux personnes âgées connaît un essor particulièrement significatif dans les pays francophones. Cette revue de littérature a pour objectif de synthétiser les travaux scientifiques ayant étudié ses effets, ses bénéfices éventuels, mais également ses limites. Depuis la fin des années 1990, le nombre d’études sur la méthode Montessori a eu tendance à augmenter à travers le monde. Ces études mettent, en général, en évidence des bénéfices significatifs sur l’engagement dans les activités, les comportements, les affects ainsi que sur certaines capacités fonctionnelles, comme l’alimentation. Des effets bénéfiques ont également été retrouvé sur les aidants familiaux ou professionnels. Un nombre important de ces recherches souffrent cependant de limites méthodologiques. D’autres travaux doivent être envisagés dans le futur, en particulier dans les pays francophones, compte tenu de leur variabilité culturelle, pour mieux en cerner les effets et conditions de mises en œuvre effectives. [For nearly ten years, the Montessori method adapted to the elderly has experienced particularly significant growth in French-speaking countries. This literature review aims to synthesize the scientific work that has studied its effects, its possible benefits, but also its limits. Since the end of the 1990s, the number of studies on the Montessori method has tended to increase throughout the world. These studies generally highlight significant benefits on engagement in activities, behaviors, affects and on certain functional abilities, such as eating. Beneficial effects have also been found on family or professional caregivers. However, a large number of these studies suffer from methodological limitations.]

Language: French

DOI: 10.1684/pnv.2023.1095

ISSN: 2115-8789

Abstract/Notes: La pédagogie Montessori semble aujourd’hui bien installée dans le paysage des pédagogies alternatives. Ses particularités : un héritage de l’Éducation nouvelle, une rupture avec la forme scolaire, mais aussi, par l’intermédiaire d’un matériel médiateur, un changement dans relation éducative adultes / enfants. Comment la qualifier ? Quels sont ses spécificités, ses invariants ? Parce qu’elle repose sur des valeurs comme l’épanouissement de l’élève, le développement de ses capacités, de ses réussites ; mais aussi sur une posture de l’adulte-éducateur particulière, suffisamment en retrait pour ne pas gêner l’élève, tout en étant une ressource, une béquille, une source de motivation pour se mettre au travail, cette pédagogie pourrait, pour ces raisons, contribuer au bien-être de l’élève à l’école. Et s’il s’agissait d’une éthique éducative basée sur l’empathie ? C’est en mettant en perspective certains écrits de la pédagogue avec des exemples de situations de classe que nous proposons de réfléchir à cette question, en adoptant une posture de recherche qui mêle l’herméneutique textuelle et l’observation ethnographique. / The Montessori method seems to be well established in the landscape of alternative pedagogies today. Its particularities: a heritage of the Progressive Education, a rupture of the formal schooling, but also through the intermediary of a mediating material, a change in the educational relationship between adults and children. How can it be qualified? What are its specificities, its invariants? Because it is based on values related to the development of the student, to his capacities, to his successes; but also on a very particular role of the adult educator, sufficiently step back in order not to disturb the pupil, while being a resource, a crutch, a source of motivation to start working, this method seems, for these reasons, to contribute to the well-being of the student in school. Should it be an educational ethic based on empathy? It is by putting into perspective some writings of the pedagogue with examples of class situations that we propose to reflect on this question, by adopting a research posture that mixes textual hermeneutics and ethnographic observation.

Language: French

DOI: 10.4000/edso.22685

ISSN: 0992-3705

Abstract/Notes: Description: Notebook covered in green grained card, provided with a textile link passed through two points in the cover and the sheets. Title printed in blue ink on the upper cover, printer's name printed in blue ink on the lower cover. Sheets connected by a pass-through staple in the body of the book, as well as by the passage of the textile tie which holds the cover to the body of the book. Book body in calendered mechanical pulp paper and in laid paper (added at the end of the volume). Printing in black ink, black and color photomechanical processes. Marked in brown ink. Includes 12 pages of photographs, with the following captions: (1) School can start again, even before the complete reconstitution; (2) Exercise of the Musical Scale - Development of the sense of touch; (3) Dynamic walk; (4) Work in the garden; (5) Rest in the garden; (6) First arithmetic and writing exercises - Geometric drawing; (7) Arithmetic work - Children arranging their own materials; (8) The children watch their materials being made by the mutilated; (9) The children demonstrate to the disabled the effectiveness of the material - Grammatical analysis; (10) Montessori material - First exercises of the senses; (11) Fittings - Plans with boxes leading from the concrete to the abstract - Weighing tablets - Arithmetic exercises; (12) Rough letters and moving letters - 64 color tablets and boxes for sounds - Elementary arithmetic - Grammatical analysis - Geometry (elementary class). History: The Montessori material was produced under the direction of Henri Dubowsky and his father. The latter, back from the camps, had stopped the traditional production of furniture and converted the family cabinet-making workshop into a rehabilitation center for the war-disabled where they could re-learn woodworking. It was therefore these mutilated people who produced the Montessori material. This achievement was part of a good cause organized by the wealthy American Mary Cromwell, for children refugees from war and repatriated in the Paris region. Its honorary committee includes the ambassadors of France, Italy and the United States, the Director of Primary Education in France, etc.

Language: French

Published: Paris, France: Devambez, 1920

Language: French

ISSN: 0013-1318

Language: French

Published: Paris, France: Desclée de Brouwer, 1957

Edition: 2nd ed

Language: French

ISSN: 2019-4048

Language: French

Language: French

ISSN: 1768-7098

Language: French

Language: French