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202 results

Article

Il linguaggio del dambino: le ipotesi di Piaget e Vygotsky

Available from: Atlante Montessori

Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 24, no. 12

Pages: 29-32

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Language: Italian

ISSN: 0042-7241

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

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

Article

✓ Peer Reviewed

Inclusive Education Perspectives: Montessori and Vygotsky's Approaches to Creating a Supportive Learning Environment for All Children

Available from: Indonesian Journal of Education

Publication: Indonesian Journal of Education (INJOE), vol. 3, no. 2

Pages: 247-256

Comparative education, Inclusive education, Lev Vygotsky - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: This article delves into the application of Maria Montessori's and Lev Vygotsky's thoughts within the realm of inclusive education. Employing a descriptive comparative methodology, it meticulously scrutinizes both theorists' perspectives to uncover the convergences and divergences in their views on inclusive educational practices. Drawing upon an extensive literature analysis of the original works of Montessori and Vygotsky, as well as relevant research studies, this research aims to shed light on the synergies and disparities between their pedagogical philosophies. The research findings reveal common ground in their emphasis on active learning methodologies, recognition of the significance of progression and procedural learning, and a shared commitment to prioritizing the child's individual needs within the educational framework. Nevertheless, the research underscores the distinctive features within Montessori's advocacy for fostering independence and self-exploration, juxtaposed with Vygotsky's emphasis on the pivotal role of social interaction and guided instruction. The practical implications distilled from their respective viewpoints furnish valuable insights that resonate with the design and implementation of inclusive learning strategies. By interweaving Montessori's self-directed learning ideals with Vygotsky's scaffolding concept, the article contends that an enriched and adaptive approach to inclusive education can be cultivated. This study endeavors to enrich the discourse surrounding the integration of Montessori's and Vygotsky's pedagogical tenets, fostering a comprehensive understanding of how these distinct yet complementary philosophies can be harnessed to fashion an inclusive educational environment that not only accommodates the diverse needs of all learners but also nurtures their holistic growth.

Language: English

DOI: 10.54443/injoe.v3i2.65

ISSN: 2810-059X

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

✓ 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

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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