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Doctoral Dissertation

L'héritage des pédagogies de Maria Montessori et de Friedrich Fröbel dans les classes enfantines valaisannes, respectivement dans le Valais romand et dans le Haut-Valais [The legacy of Maria Montessori's and Friedrich Fröbel's pedagogies in Valais infant classes, respectively in Valais Romand and Haut-Valais]

Available from: Haute École Pédagogique du Valais

Friedrich Fröbel - Biographic sources, Friedrich Fröbel - Philosophy, Kindergarten (Froebel system of education) - Criticism, interpretation, etc., Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History

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Abstract/Notes: Dans notre travail de recherche nous nous sommes intéressée à l’héritage des pédagogies de Maria Montessori et de Friedrich Fröbel dans les classes enfantines valaisannes, respectivement dans le Valais romand et le Haut-Valais. Pour ce faire, nous avons tout d’abord proposer une brève partie historique. Cette partie a permis de comprendre comment les noms de Maria Montessori et de Friedrich Fröbel sont entrés dans la pédagogie de notre pays et dans celle de notre canton. De plus, nous avons retracé l’évolution des institutions enfantines dans notre pays. Étant donné que nous cherchons à définir l’héritage de ces deux pédagogies originnelles dans l’enseignent en enfantine de nos jours, il nous a fallu décrire ce qu’est l’école enfantine actuellement. Pour cela, nous avons utilisé les plans d’études en vigueur dans notre canton, à savoir le Plan d’études romand (Valais romand) et le Lehrplan 21 (HautValais). Puis, nous avons présenté les principes et les caractéristiques qui régissent les pédagogies de Maria Montessori et Friedrich Fröbel. Les concepts mis en évidence nous ont permis d’établir deux tableaux de synthèse des concepts des pédagogues qui étaient nos outils principaux pour l’analyse des données. Toute notre partie empirique nous a permis d’analyser les concepts des pédagogies de Maria Montessori et de Friedrich Fröbel grâce aux discours des enseignantes rencontrées et de les interpréter. À la fin de ce travail, nous avons obtenu des résultats qui nous ont permis de répondre à notre question de recherche. / In our research work we are interested in the heritage of the pedagogies of Maria Montessori and Friedrich Fröbel in the Valais child classes, respectively in Valais Romand and Haut-Valais. To do this, we first propose a brief historical part. This part has made it possible to understand how the names of Maria Montessori and Friedrich Fröbel entered the pedagogy of our country and that of our canton. In addition, we traced the evolution of children's institutions in our country. Given that we seek to define the heritage of these two original pedagogies in teaching in kindergarten today, we had to describe what kindergarten is today. For this, we used the study plans in force in our canton, namely the Plan d’études romand (Valais romand) and the Lehrplan 21 (Haut Valais). Then, we presented the principles and characteristics that govern the pedagogies of Maria Montessori and Friedrich Fröbel. The concepts highlighted allowed us to establish two summary tables of the concepts of the pedagogues which were our main tools for the analysis of the data. All our empirical part allowed us to analyze the concepts of the pedagogies of Maria Montessori and Friedrich Fröbel thanks to the speeches of the teachers met and to interpret them. At the end of this work, we obtained results that allowed us to answer our research question.

Language: French

Published: Saint-Maurice, Switzerland, 2016

Article

Obituary [Ans Heyenk]

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1998, no. 4

Pages: 36

Ans Heyenk - Biographic sources, Obituaries

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Language: English

ISSN: 0519-0959

Article

A Long Letter to Montessorians in America, in Answer to Some of the Many Questions I Receive

Available from: ProQuest

Publication: Montessori Life, vol. 19, no. 1

Pages: 50-51

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Language: English

ISSN: 1054-0040

Book Section

La solidarité humaine dans le temps et dans l'espace

Book Title: La formazione dell'uomo nella ricostruzione mondiale: atti dell'8. Congresso internazionale Montessori presieduto da Maria Montessori, San Remo, 22-29 agosto 1949

Pages: 225-235

Conferences, International Montessori Congress (8th, San Remo, Italy, 22-29 August 1949), Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings

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Language: French

Published: Roma, Italy: Ente Opera Montessori, 1950

Article

Montessorians "MAD" in Dunedin [Montessorians Around Dunedin]

Publication: Montessori NewZ, vol. 29

Pages: 13

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Language: English

Article

La méthode Montessori dans les écoles maternelles. La méthode Montessori dans les jardins d'enfants

Publication: L'Éducation, vol. 23, no. 1

Montessori method of education

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Language: French

Article

With the Teachers [12 Montessorians give Montessori talks to non-Montessorians]

Publication: AMS News, vol. 3, no. 1

Pages: 3

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Language: English

ISSN: 0065-9444

Article

Educateurs sans Frontieres ≪kokkyō no nai kyōiku-sha≫ ni sanka shite / Educateurs sans Frontieres≪国境のない教育者≫に参加して / Attending the Assembly of Éducateurs sans Frontières

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 37

Pages: 100-105

Educateurs sans Frontieres (EsF)

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Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Article

Importer des pratiques alternatives dans une classe « ordinaire » : entre ruptures et continuités. Étude d’activités d’inspiration montessorienne dans une classe de maternelle / Importing Alternative Practices Into an "Ordinary" Class: Between Ruptures and Continuities. Study of Activities of Montessori Inspiration in a Kindergarten Class

Available from: CAIRN

Publication: Spécificités, vol. 16, no. 2

Pages: 10-24

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Abstract/Notes: In a context of strong diffusion of the pedagogy inspired by Maria Montessori within the French public kindergarten, this article questions what can happen when ordinary teachers import alternative practices into their classes. It is based on the analysis of two field surveys. The first is carried out in 2016 in a kindergarten class located in reinforced education priority area implementing practices inspired by Montessori. The second is carried out in 2010-2011 in six other kindergarten classes with more conventional practices and focusing on the construction of learning process. Two parts are developed. The first one insists on the way in which the observed teacher grasps Montessori pedagogy, both from the point of view of the intentions she gives herself and of its concrete implementation in the classroom. The second is interested in the appropriation of these practices by the students, questioning what is produced in terms of learning. In a transversal way, the article questions the continuities and breaks between alternative pedagogical practices and ordinary practices. / Dans un contexte de forte diffusion de la pédagogie inspirée de Maria Montessori au sein de l’école maternelle publique française, cet article propose d’interroger ce qui peut se jouer quand des enseignants ordinaires importent dans leurs classes des pratiques alternatives. Il s’appuie sur l’analyse de deux enquêtes de terrain : l’une réalisée en 2016 dans une classe de grande section de maternelle située en REP + mettant en œuvre des pratiques d’inspiration montessorienne ; l’autre en 2010-2011 dans six autres classes de grande section aux pratiques plus conventionnelles et analysant les processus de construction des apprentissages à l’œuvre. Deux parties sont développées. La première revient sur la manière dont l’enseignante observée se saisit de la pédagogie Montessori, aussi bien du point de vue des intentions qu’elle se donne que de sa mise en œuvre concrète dans la classe. La seconde s’intéresse à l’appropriation de ces pratiques par les élèves en questionnant ce que cela produit en termes d’apprentissages. De manière transversale, il s’agit d’interroger les continuités et les ruptures entre pratiques pédagogiques alternatives et pratiques ordinaires.

Language: French

DOI: 10.3917/spec.016.0010

ISSN: 2256-7186, 2426-6272

Doctoral Dissertation

Skolans Levda Rum och Lärandets Villkor: Meningsskapande i Montessoriskolans Fysiska Miljö [The School's Living Space and the Conditions of Learning: Creating Meaning in the Montessori School's Physical Environment]

Available from: DiVA Portal

Architecture, Design, Environment, Europe, Northern Europe, Scandinavia, Sweden

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Abstract/Notes: This study examines the school’s physical environment as a place of learning, and takes its starting point in the phenomenology movement, inspired both by Merleau-Ponty’s thesis of man’s physical relation to the world and by the existential analysis represented by Heidegger which implies a mutual relationship between man and the world. Such a view rejects a standpoint which describes man as being divided between a material body and a thinking soul. Instead, there emerges an embodied self which engages in meaningful interaction with its surroundings. The choice of this standpoint has implications for the design of the school’s physical environment. Montessori pedagogy is one of the activity-based pedagogies which have designed the physical environment in line with this theory. The purpose of the study is to understand, but further to visualise, the way in which the conditions for learning for children and adolescents are created in schools, from pre-school to lower secondary level, which follow the Montessori pedagogy. The material for the empirical study has been gathered from Europe and the US and from differing social contexts. The reason for this is to discover what distinguishes the prepared environment. The study also discusses the way in which the argument for a form of schooling which is based on activity, from the early 20th century to the present day, has been addressed through the architectural design of schools. The thesis shows that the rich array of didactic material in the schools observed offers pupils the opportunity to perform activities which create meaning. The organisation of the environment provides the pupils with the necessary conditions to concentrate fully on their work and to complete their tasks without interruption. I see the didactic continuity which prevails from pre-school to the lower secondary school in the Montessori schools studied as a prerequisite if the pedagogical activity is to offer meaning and create the conditions for learning in the way demonstrated by the empirical studies.

Language: Swedish

Published: Stockholm, Sweden, 2012

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