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Article
Rewriting Wundtian Psychology: Luigi Credaro and the Psychology in Rome
Available from: APA PsycNet
Publication: History of Psychology, vol. 25, no. 4
Date: 2022
Pages: 342-366
Europe, Italy, Luigi Credaro - Biographic sources, Luigi Credaro - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Sante de Sanctis - Biographic sources, Sante de Sanctis - Philosophy, Southern Europe, Wilhelm Wundt - Biographic sources, Wilhelm Wundt - Philosophy
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Abstract/Notes: After Rome became the capital of Italy in 1871, prestigious scientists arrived at the University of Rome. One of these scholars was the pedagogical philosopher Luigi Credaro (1860-1939). He was one of the rare Italian students of Wilhelm Wundt (1832-1920) when he went to Leipzig and attended the Institute for Experimental Psychology in the academic year 1887-1888. There he also followed the pedagogical seminars and considered the usefulness of establishing sections of practical pedagogy in Italian magisterium schools, which were teacher-training institutions. In 1904, he founded in Rome the Scuola Pedagogica (Pedagogical School). Through the school, Credaro proposed the concept of a scientific pedagogy based on the application of the results of experimental sciences in the educational field. We can suppose that this approach influenced the first generation of Italian scholars interested in experimental psychology in Rome, in particular Sante De Sanctis (1862-1935) and Maria Montessori (1870-1952). The article thus considers the hypothesis of the formation of a so-called Roman school of psychology, which created in the field of pedagogy a ground on which to develop its research and applications. It should be noted that Credaro devoted himself to the potential applications of experimental psychology in the context of the modernization of the liberal states of the 20th century. Specifically, scientific pedagogy constituted a field of application and development for Roman psychology. At the end, the foundation of psychology in Rome was influenced by a particular version of the Wundtian psychology promoted by his pupil Credaro.
Language: English
DOI: 10.1037/hop0000219
ISSN: 1939-0610, 1093-4510
Book Section
Attualità dei principi montessoriani nell'indirizzo scientifico moderno della psicologia infantile [Topicality of Montessori principles in the modern scientific direction of child psychology]
Book Title: Maria Montessori e il pensiero pedagogico contemporaneo [Maria Montessori and contemporary pedagogical thought]
Pages: 185-194
Conferences, International Montessori Congress (11th, Rome, Italy, 26-28 September 1957), Montessori method of education - Criticism, interpretation, etc.
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Language: Italian
Published: Roma, Italy: Vita dell'infanzia, 1959
Article
Materiales sensoriales Montessori en el desarrollo de la noción de seriación en infantes de cinco años [Montessori sensorial materials in the development of the notion of seriation in infants of five years]
Available from: Universidad César Vallejo
Publication: Eduser. Revista Científica de Educación, vol. 5, no. 1
Date: 2018
Pages: 79-88
Americas, Latin America and the Caribbean, Montessori materials, Montessori method of education, Peru, Sensorial materials, South America
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Abstract/Notes: El objetivo de la presente investigación determinar la influencia de los materiales sensoriales Montessori en el desarrollo de la noción de seriación en infantes de cinco años de una institución educativa de Comas, 2016; diseño experimental de tipo cuasi-experimental, de corte longitudinal, con una población de 50 infantes, la información fue obtenida mediante la administración individualizada de una escala valorativa con respuestas de tipo Likert, para el análisis de datos se utilizó el programa estadístico SPSS versión 22. A partir de los resultados obtenidos se encontró que los materiales Montessori favorecen el desarrollo de la noción de seriación en infantes de cinco años. [The objective of the present investigation was to determine the influence of the sensory materials Montessori in the development of the notion of seriation in infants of five years of an educational institution of Comas, 2016; Experimental design of quasi-experimental type, of longitudinal cut, with a population of 50 infants, the information was obtained by means of the individualized administration of a valuation scale with Likert-type responses, for the analysis of data the statistical program SPSS version 22 was used From the results obtained it was found that the Montessori materials favor the development of the notion of seriation in infants of five years.]
Language: Spanish
DOI: 10.18050/RevEduser.v5n1a4
ISSN: 2412-2769
Article
Il ruolo del gioco infantile nel pensiero di Maria Montessori e nelle scuole a metodo / El papel del juego infantil en el pensamiento de Maria Montessori y en las escuelas de método / The role of children's playing in the thought of Maria Montessori and in Montessori method schools
Available from: Universidade de Santiago de Compostela (Spain)
Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 5, no. 2
Date: Jul 2016
Pages: 114-126
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Abstract/Notes: Lo scopo dell’articolo è di mettere in evidenza quale ruolo educativo assegni la Montessori ad alcune tipologie di gioco. In particolare si cerca di mettere in evidenza la sua mancata comprensione del ruolo del gioco simbolico nei primi anni di vita dei bambini, dando vita ad un vero e proprio paradosso per cui nonostante l’osservazione dei bambini in contesti scolastici e naturali, che la Montessori ha preconizzato al fine di proporre una pedagogia con basi di natura scientifica, ella non è riuscita a integrare il gioco simbolico nella sua proposta pedagogica. Si mette anche in luce la sua sua sostanziale concordanza con Dewey nella descrizione di un tipo di attività intelligente che origina da un interesse del bambino nei confronti di uno stimolo ambientale su cui egli riesce a mantenere una concentrazione sostenuta, tuttavia la Montessori mantiene una profonda distanza terminologica da Dewey, che chiama questa attività “gioco”, mentre lei, invece, “lavoro”. Si dà conto infine del ruolo positivo che hanno l’attività giocosa e l’attitudine giocosa (playfulness) nel metodo montessoriano e anche dell’importanza dei giochi sensomotori e dei giochi di regole nell’applicazione didattica ed educativa del metodo stesso. Dall’analisi emerge che la Montessori ha saputo integrare la dimensione giocosa dell’attività umana nel processo di insegnamento/apprendimento attraverso il riconoscimento dell’attività ludiforme, pur con incomprensioni e paradossi in merito al gioco simbolico e in merito alla definizione stessa di gioco. / El propósito de este artículo es analizar el papel educativo que Montessori otorga a ciertos tipos de juego. En particular, se pretende poner de relieve su falta de comprensión del papel del juego simbólico en los primeros años de vida de los niños, creando una verdadera paradoja, ya que a pesar de la observación de los niños en contextos escolares y naturales, método propuesto por Montessori con el fin de conseguir una pedagogía con base científica, no ha sido capaz de integrar el juego simbólico en su propuesta pedagógica. En el artículo también se evidencia la concordancia sustancial con Dewey en la descripción de un tipo de actividad inteligente que se origina en el interés del niño por un estímulo ambiental a partir del que es capaz de mantener una concentración sostenida, sin embargo, Montessori mantiene una profunda distancia terminología con relación a Dewey, quien llama a esta actividad “juego”, mientras que para Montessori es “trabajo”. Finalmente, se aborda el papel positivo que tienen las actividades y actitudes lúdicas (playfulness) en el método Montessori y también la importancia del juego sensoriomotor y el juego de reglas en la aplicación didáctica y educativa del propio método. El análisis muestra que Montessori ha sido capaz de integrar la dimensión lúdica de la actividad humana en el proceso de enseñanza/aprendizaje a través del reconocimiento de este tipo de actividad, a pesar de la incomprensión y las paradojas sobre el juego simbólico y de la propio definición de juego. / The purpose of the article is to highlight the role played by certain types of game in Montessori. In particular, it seeks to highlight the lack of understanding of the role of symbolic play in the early years of children’s lives, creating a real paradox in the Montessori system despite her observation of children in school and natural contexts. Montessori has advocated a view to proposing a pedagogy with scientific bases, but she has been unable to integrate the symbolic play in its pedagogical proposal. I also try to outline her substantial correlation with Dewey in the description of a type of intelligent activity that originates from a child’s interest in respect of an environmental stimulus on which he is able to maintain a sustained concentration, however Montessori maintains a deep distance from Dewey in terminology, who calls this activity “game”, while she, instead, “work.” I give an account of the positive role that have the playful activities and the playful attitude (playfulness) in the Montessori method and of the importance of sensorimotor games and rulegames. The analysis shows that Montessori has been able to integrate the playful dimension of human activity in the teaching/learning process through a general recognition of the playful activity, despite misunderstandings and paradoxes about the symbolic play and on the very definition of play.
Language: Italian
ISSN: 2255-0666
Article
A rotina de crianças de zero a dois anos na educação infantil e as especificidades infantis
Available from: Fondazione Montessori
Publication: MoMo (Mondo Montessori), no. 4
Date: Dec 2015
Pages: 74-81
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Abstract/Notes: Part of the special issue: Maria Montessori nel XXI secolo - Interventi Dal Congresso Internazionale: Maria Montessori e la scuola dell'infanzia a nuovo indirizzo (20-24 Febbraio 2015, Pontifica Università Lateranense, Roma.
Language: Portuguese
ISSN: 2421-440X, 2723-9004
Article
Cattolici, educazione infantile e metodo montessoriano. La posizione della rivista "Pro Infantia" fra età giolittiana e fascismo / Catholics, early childhood education and the Montessori method. The position of the journal "Pro Infantia" across the Giolitti and Fascist Eras.
Publication: Nuova Secondaria, vol. 40, no. 4
Date: Dec 2022
Pages: 123-135
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Abstract/Notes: The essay examines the opinions formulated by the journal «Pro Infantia» about the Montessori method, within the lively debate that this approach elicited among both secular and Catholic groups. A review of the contents of the periodical – which was produced by La Scuola publishing house in Brescia – shows that after initially considering Montessori’s work with interest, the publication adopted a more prudent and critical attitude. This stance became more radically pronounced in the 1920s, when, despite growing attention to the Montessori method in some of the leading Catholic circles, «Pro Infantia» began to voice strong criticism of it. (English)
Language: Italian
ISSN: 1828-4582
Article
Maria Montessori e i corsi di pedagogia infantile presso le Francescane Missionarie di Maria [Maria Montessori and the courses of infantile pedagogy at the Missionary Franciscans of Maria]
Available from: Torrossa
Publication: Annali di storia dell'educazione e delle istituzioni scolastiche, vol. 25
Date: 2018
Pages: 74-88
Maria Montessori - Biographic sources, Religious education, Trainings
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Abstract/Notes: The article intends to document the presence of the nuns at the courses held by the Prof. Montessori in the years 1910-1911 at the Franciscan Missionary Sisters of Mary in their home in Via Giusti in Rome. It is certain that, with the support of the Vicariate of Rome, numerous Franciscan Missionary of Mary, some Guanellian Sisters and a group of Sisters of Charity of St. Jeanne Antide Thouret participated in the courses. The article also illustrates the difficulty that the Montessori method elicited then in the Catholic sphere and the reaction...
Language: Italian
ISSN: 1723-9672, 2612-6559
Article
Un' iniziativa di grande importanza per l'educazione infantile: il corso di preparazione all'educazione infantile secondo il metodo Montessori istituito dalla Società Umanitaria
Available from: HathiTrust
Publication: La Coltura Popolare: Organo dell'Unione Italiana dell'Educazione Popolare, vol. 4, no. 19
Date: Nov 15, 1914
Pages: 872
Società Umanitaria (The Humanitarian Society)
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Language: Italian
ISSN: 0011-2801
Article
A Montessori Infant Community [Hope Infant-Toddler Community, Creve Coeur, Missouri]
Publication: Montessori Life, vol. 5, no. 4
Date: 1993
Pages: 15–19
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Language: English
ISSN: 1054-0040
Article
What Is the Ideal Infant Group Care Environment: Montessori Nido Versus Infant Daycare Programs
Publication: NAMTA Journal, vol. 39, no. 2
Date: Spring 2014
Pages: 149-167
Caregivers - Family relationships, Child development, Classroom environments, Early childhood education, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals, Prepared environment, Teacher training
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Abstract/Notes: Emily Shubitz appreciates the Nido and all of its facets and is well aware of the pioneers--Adele Costa Gnocchi and Silvana Montanaro--as she emphasizes the Nido being a developmental force rather than just a babysitting source. Her list for creating a Nido environment is thoughtful, extensive, and inclusive: home-like wood furniture, soft rugs, and custom shelves. She stresses that individualized movement in multi-age groups creates rich interactions, such as when snacks are served at a small table, parents help in the Nido, and children nap at different times. Toilet training is a step to early independence, and cloth diapers are preferred. Emily Shubitz emphasizes the importance of the Nido, where children begin life challenged but willingly work to their potential. [This talk was presented at the NAMTA conference titled "Montessori from Birth to Six: In Search of Community Values," Minneapolis, MN, November 7-10, 2013.]
Language: English
ISSN: 1522-9734