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Article

✓ Peer Reviewed

The Change Is in Me. The Transformation of Adults to the Role of the Montessori Guide. Qualitative - Biographical Research Study / Zmiana jest we mnie. Transformacja dorosłych do roli przewodnika Montessori. Raport z badania jakościowo – biograficznego

Available from: CZASOPISMA - Państwowa Wyższa Szkoła Techniczno-Ekonomiczna

Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, vol. 18, no. 1 (no. 68)

Pages: 65-78

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Abstract/Notes: Artykuł stanowi sprawozdanie z badania jakościowo – biograficznego zrealizowanego wśród dwóch grup uczestników biorących udział w kursach Montessori. Podstawowym celem badania była analiza znaczeń nadawanych zmianie. Pytanie badawcze sformułowano następująco: Jak uczestnicy kursu Montessori (6-12) tematyzują swój proces transformacji?  Artykuł podejmuje kwestię zmiany edukacyjnej w kontekście wiedzy milczącej oraz teorii osobistych a następnie opisuje procedurę gromadzenia i analizy danych z dwudziestu pięciu pogłębionych, jakościowych wywiadów indywidualnych, które następnie poddano analizie zgodnie z opisanymi przez Kvale siedmioma krokami. W rezultacie analiz udało się zidentyfikować i opisać dwie główne kategorie: radykalną transformację oraz korektę biograficzną. W końcowej części artykułu autor, w kontekście zebranego materiału zwraca uwagę na ograniczone możliwości narzucania zmiany w edukacji i – podążając za głosami uczestników badania rekomenduje pożądane warunki do zaistnienia potencjalnych zmian: tworzenie nauczycielom warunków wolności do podejmowania decyzji i tworzenia autorskich rozwiązań dydaktycznych, demokratyzacja sfery związanej z edukacją oraz wspieranie poczucia godności wśród nauczycieli.

Language: English

DOI: 10.35765/eetp.2023.1868.05

ISSN: 2353-7787

Conference Paper

Montessori and Vygotsky: a dialogue under edition

Available from: DiVA at Stockholms Universitet

Rethinking the Futures of Education in the Nordic Countries, NERA 2020 Conference (4-6 March 2020, Turku, Finland)

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Abstract/Notes: The undertaken research was initiated by the internal research fund of the department of education (Högskolan i Gävle), aiming to bring new thoughts in the history of education through international and retrospective investigation. More specifically, the intention of the undertaken research aimed to enlarge and renew the reality of the fate of Montessori’s and Vygotsky’s special pedagogical ideas in Russia with certain extensions to Europe between 1909-1939. The frame for the research period (1909-1939) is describing Montessori’ and Vygotsky’ ideas as being formally introduced, developed, applied, partly interacting and finally disappearing from the international pedagogical scientific arena. Their scientific presence returned back about two decades later, differently for Vygotsky and Montessori, connecting their ideas to a specific series of events of the Russian and European societal and educational history.Theoretical departure and framework was taken from ‘reformistic or social-pedagogical’ movement, uniting numerous ideas in the European, American and Russian pedagogical contexts at the beginning of the 20s century. The research was focused on how Montessori’s and Vygotsky’s ideas were presented and understood by professional and political elites in the Russian and European ideological contexts during this period. Research methodology was composed out of historical-pedagogical research, determined through a general background and dominant requirements of pedagogical knowledge development, affected by ideological influence on the formation of pedagogy as a science. The hermeneutics of the research procedure was based on a qualitative study of the texts and inductive content analysis. This approach emphasized the sustainable presence of interaction of ideas derived directly from the chosen for analysis texts of: philosophers; Vygotsky and Montessori original texts; different official documents and scientific fundamentals of reformistic pedagogy from the applied for this research time period, etc.

Language: English

Pages: article 343

Book Section

Maria Montessori, M.D.: A Biographical Sketch

Book Title: American Montessori Manual: Principles, Applications, Terms

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Language: English

Published: New York: American Montessori Society, 1970

Article

✓ Peer Reviewed

Tolstoy, Vygotsky, and the Making of Meaning

Available from: JSTOR

Publication: College Composition and Communication, vol. 29, no. 3

Pages: 249-255

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Language: English

DOI: 10.2307/356939

ISSN: 0010-096X, 1939-9006

Article

✓ Peer Reviewed

Sociocultural Critique of Piaget and Vygotsky

Available from: ScienceDirect

Publication: New Ideas in Psychology, vol. 18, no. 2/3

Pages: 215–239

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Language: English

DOI: 10.1016/S0732-118X(00)00009-X

ISSN: 0732-118X, 1873-3522

Article

Vygotsky and Montessori: The Process of Learning in the Preschooler

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 14, no. 1

Pages: 6–11

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Language: English

ISSN: 0010-700X

Article

Vygotsky and Montessori: One Dream, Two Visions

Publication: Montessori International, vol. 69

Pages: 16–19

Lev Vygotsky - Biographic sources, Lev Vygotsky - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy

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Language: English

ISSN: 1470-8647

Article

Vygotsky's Theory of Cognitive Development

Publication: Montessori Life, vol. 3, no. 3

Pages: 13–15

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Language: English

ISSN: 1054-0040

Article

Vygotsky and Montessori: One Dream, Two Visions

Available from: ProQuest

Publication: Montessori Life, vol. 15, no. 1

Pages: 30–33

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Language: English

ISSN: 1054-0040

Book

Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky

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Abstract/Notes: A look at the ideas of five educational theorists in relation to early childhood care. An easy-to-learn overview of the theorist opens each chapter. The author then distills the theorists' work to reveal how it relates to child care and children.

Language: English

Published: St. Paul, Minnesota: Redleaf Press, 2000

Edition: 1st ed.

ISBN: 1-884834-85-X 978-1-884834-85-1

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