Abstract/Notes: Artykuł prezentuje wyniki badań kwestionariuszowych dotyczących wartości preferowanych przez nauczycieli w szkołach pracujących w systemie tradycyjnym oraz al-ternatywnym – Marii Montessori. Badania zostały przeprowadzone w 2017 roku na terenie województw lubelskiego, mazowieckiego oraz kujawsko-pomorskiego. Zastosowano kwestio-nariusz PVQ-RR Shaloma Schwartza w polskiej adaptacji Jana Cieciucha. Ogółem przebadano 102 osoby (51 nauczycieli montessoriańskich, 51 tradycyjnych) i zakwalifikowano ich wyniki do ostatecznej analizy. Celem badań było określenie wartości, które są cenione zarówno przez nauczycieli montessoriańskich (grupa badawcza), jak i nauczycieli pracujących w systemie tradycyjnym (grupa porównawcza), a także zbadanie, czy istnieją różnice w zakresie prefe-rowanych wartości między tymi dwiema grupami. / The article presents the results of questionnaire concerned values preferred by teachers working in schools on the basis of traditional and alternative systems - Maria Montessori. The research was conducted in 2017 in the Lublin, Mazovian and Kuyavian-Pomeranian provinces. The S. Schwartz PVQ-RR questionnaire was used in the Polish adaptation of Jan Cieciuch. Overall, the research group of 102 respondents were qualified for the final analysis (Montessori teachers = 51, traditional = 51). In the research undertaken, the aim was to identify values that are valid both by Montessori teachers (research group) and teachers working in the traditional system (comparative group). The collected data presents whether there are differences in the preferred values between the both groups.

Language: Polish

DOI: 10.17951/lrp.2018.37.4.143-154

ISSN: 0137-6136

Abstract/Notes: Dynamic changes taking place in the contemporary social reality pose new challenges for Polish schools. The necessity to depart from a deep-rooted educational tradition and a school model which does not suit the current conditions prompts the search for alternative solutions. Consequently, for several years there has been an increase in interest in various educational offers, and education in line with the assumptions of Maria Montessori’s pedagogical concept has an important place among them. The educational process realized in Montessori institutions based on the child’s activity, subjective treatment of the pupil, respect for his individual needs, abilities and interests, support for his versatile development become a catalyst for self-development, self-education and self-training, which are so much expected from the contemporary generation of students. However, the growing popularity of Montessori institutions raises the question of how much their choice is the result of parents’ rational decision and real conviction about the value of the Montessori education system. The analysis of the empirical material gathered for this study revealed the surveyed parents’ motives for selecting a kindergarten facility for their child, as well as their expectations and opinions about education in the kindergarten working on the basis of Maria Montessori pedagogy. / Dynamiczne zmiany zachodzące we współczesnej rzeczywistości społecznej stawiają nowe wyzwania przed polskim szkolnictwem. Konieczność odejścia od głęboko zakorzenionej tradycji edukacyjnej i niedostosowanego do obecnych warunków modelu szkoły skłania do poszukiwania alternatywnych rozwiązań. W związku z tym od kilkunastu lat obserwuje się wzrost zainteresowania różnorodnymi ofertami edukacyjnymi, wśród których ważne miejsce zajmuje kształcenie zgodne z założeniami koncepcji pedagogicznej Marii Montessori.Oparcie realizowanego w placówkach montessoriańskich procesu edukacyjnego na aktywności dziecka, podmiotowe traktowanie wychowanka, respektowanie jego indywidualnych potrzeb, możliwości i zainteresowań, wspieranie jego wszechstronnego rozwoju staje się katalizatorem samorozwoju, samokształcenia i samowychowania, których tak bardzo oczekuje się od współczesnego pokolenia uczniów. Rosnąca popularność placówek montessoriańskich skłania jednak do postawienia pytania, na ile ich wybór jest efektem racjonalnej decyzji rodziców i faktycznego przekonania o wartości systemu pedagogicznego Montessori. Analiza materiału empirycznego zgromadzonego na potrzeby niniejszego opracowania ujawniła motywy, jakimi kierowali się badani rodzice, dokonując wyboru placówki przedszkolnej dla swojego dziecka, a także ich oczekiwania i opinie na temat edukacji realizowanej w przedszkolach wykorzystujących pedagogikę Marii Montessori.

Language: Polish

DOI: 10.17951/lrp.2018.37.1.75-94

ISSN: 0137-6136

Abstract/Notes: In 2019, educators at Beehive Montessori School (Beehive) in Western Australia implemented their self-defined digital literacies framework. The framework guided their approach to, and use of, digital technologies in their classrooms. Doing so came out of a whole school action research project in which the school became a hub for inquiry and educators, and researchers worked together to identify issues and develop improvement processes. At the project conclusion, the educators and researchers had collaboratively defined a solution that met the mandated curriculum needs and fitted with the school autonomy. Most importantly the project and the solution empowered educators, as it aligned with the school-identified virtues and utilized the three-period lesson to teach it, all of which was consistent with Montessori pedagogy.

Language: English

DOI: 10.14324/LRE.18.3.03

ISSN: 1474-8460

Abstract/Notes: The research was conducted over a period of nine months, from September 2013 to April 2014.It consisted of interviews with 94 graduates of the Maria Montessori Primary School No.27 in Lublin, who were educated according to the principles of the Montessori alternative system of education. I analyzed 69 sets of surveys completely filled in by persons meeting the focus group criteria. The questionnaire Self-reflection on Education in the Montessori System prepared on the basis of Hubert Hermans’s Method of Self-confrontation was used for testing the emotional meanings of school experiences. The overview of the indicators that evaluated the school situation can be contained in the statements: You will be responsible for the education of your children. You assume that you will choose the Montessori system, as well as that the general and ideal experiences showed that both basic motives highlighted by Herman were active (high average values of S and O), and that their activity was balanced (no statistically significant differences between S and O).General as well as ideal experiences connected with school, which were analysed in this paper, presented one of the six possible and yet the most integral type of emotional climate: strength and unity (+HH), in which intense self-awareness occurs with a “pleasant feeling of crossing the boundaries between one’s own self and someone else’s” (Chmielnicka-Kuter, Oleś, Puchalska-Wasyl 2009, p.14).On the basis of this, it was ascertained that the school space was an area of self-assertion for the subjects. / Badania zrealizowano w okresie dziewięciu miesięcy, od września 2013 do kwietnia 2014 roku. Objęto nimi 94 absolwentów Szkoły Podstawowej nr 27 im. Marii Montessori w Lublinie, którzy kształcili się według zasad alternatywnego systemu kształcenia. Analizie poddano 69 zestawów narzędzi badawczych wypełnionych kompletnie przez osoby spełniające kryteriadoboru do grupy. Do badania emocjonalnych znaczeń doświadczeń szkolnych wykorzystano kwestionariusz Autorefleksja nad kształceniemw systemie Montessori, autorsko opracowanym na podstawie Metody konfrontacji z sobą Huberta Hermansa. Ogląd wskaźników wartościowań sytuacji szkolnej ujętej w stwierdzeniu: „Będziesz odpowiedzialny za kształcenie własnych dzieci. Zakładasz, że wybierasz zarówno system Montessori (przyszłość S = 15,40; O = 15,33), jak i doświadczeń ogólnych (S = 13,89; O = 14, 54) i idealnych (S = 18,18; O = 17, 91)" wskazał, że aktywne były wyróżnione przez Hermansa dwa motywy podstawowe (wysokie średnie wartości S i O), a ich działanie zostało zrównoważone (brak istotnych statystycznie różnic między S i O). Analizowane w niniejszej pracy doświadczenia szkolne oraz ogólne i idealne prezentowały jeden z sześciu możliwych, ale najbardziej integralny typ klimatu emocjonalnego: siły i jedności (+HH), w którym intensywna samoświadomość występuje z „przyjemnym poczuciem przekraczania granic między własnym Ja, a kimś drugim” (Chmielnicka-Kuter, Oleś, Puchalska-Wasyl 2009, s. 14). Na tej podstawie uznano, że przestrzeń szkoły stanowiła dla badanych obszar samopotwierdzenia.

Language: Polish

DOI: 10.17951/lrp.2017.36.1.87

ISSN: 0137-6136

Abstract/Notes: Foreign language learning has been a part of German elementary schools for several years now. Montessori schools focusing on individual learning, i.e. mostly independent from the teacher and based on auto-education, interest, and free choice, are also asked to teach an L2. The original lack of a concept of L2 learning for this environment has brought forth different approaches. Bilingual education seems to be feasible and applicable in Montessori education. The downside to this is that even in a bilingual classroom the Montessori way of learning may not allow for very much oral production of the foreign language. The role of L2 production (cf. Swain 1985, 1995, 2005) for language acquisition has been theoretically claimed and empirically investigated. Output can have a positive influence on L2 learning (cf. e.g. Izumi 2002, Keck et al. 2006). This also applies to interaction (cf. Long 1996), where negotiation of meaning and modified output are factors supporting L2 development (cf. e.g. de la Fuente 2002, McDonough 2005). Task-based Language Learning (TBLL) presents itself as one way to promote oral language production and to provide opportunities for meaning-negotiation. Especially tasks with required information exchange and a closed outcome have been shown to be beneficial for the elicitation of negotiation of meaning and modified output. This paper argues that TBLL is a promising approach for the facilitation of L2 production and thus the development of speaking skills in a Montessori context. It also hypothesizes that TBLL can be implemented in a bilingual Montessori environment while still making the Montessori way of learning possible. Different tasks on various topics, examples of which are presented in this article, can lay the foundation for this. Offering such tasks in a bilingual Montessori elementary classroom promises to foster language production and the use of communication strategies like negotiation of meaning, both being facilitative for L2 acquisition. This hypothesis remains to be tested in future research.

Language: German

DOI: 10.13092/lo.54.284

ISSN: 1615-3014

Language: English

ISSN: 0748-4321

Abstract/Notes: Adolescents' school engagement is related to continuities and discontinuities in learning notions between various contexts (e.g., school, home, peer groups). Learning notions are the prevalent ideas in a context about appropriate learning goals, contents and means. It has remained unclear how adolescents' learner identities mediate the role that (dis-)continuities play in adolescents' school engagement. To advance insight into adolescents' school engagement, we examined what relations could be found between various contextual (dis-)continuities in learning notions adolescents with diverse levels of school engagement experience and their learner identities. Our comparative case study suggests that especially (dis-)continuities regarding notions of what it entails to be a good learner and the importance of being one between the school context on the one hand, and the contexts of home and peer groups on the other inform students' school-related learner identities. The present study implies that adolescents' school engagement can be fostered by building continuities between school and home in the appreciation of students' efforts and by making them resilient to unconstructive learning notions in home and peer group contexts.

Language: English

DOI: 10.1016/j.lcsi.2020.100460

ISSN: 2210-6561

Abstract/Notes: While emotion recognition is shaped through social interactions from a child's early years through at least late adolescence, no emphasis has thus far been given to the effects of daily experiences at school. We posited that enriched, more diverse, and less competitive social interactions fostered by some pedagogical practices may contribute to emotion recognition processes in children. Here, we investigated differences in emotion recognition among schoolchildren experiencing the Montessori versus traditional practices. Children performed two tasks; one measuring the impact of social context on fear-surprise perception, and one measuring their bias toward happiness or anger. Results suggest that children experiencing traditional practices show a higher sensitivity to fear-recognition, while children attending Montessori schools show a higher integration of social cues and perceive expressions of happiness for longer durations. Such preliminary findings call for replication and further research to determine which pedagogical features from the Montessori method may explain these effects.

Language: English

DOI: 10.1016/j.learninstruc.2020.101353

ISSN: 0959-4752

Abstract/Notes: Pre-school programs give children an edge in a competitive world and education climate. It teaches children the basic skills necessary to be successful in formal schooling. Pre-schools provide children a good foundation for continued learning, communication, higher self-esteem and enjoyment of the learning process. Pre-schools have the important task of giving children numerous and varied opportunities to promote children’s development during the formative years including physical development, social development and literary competence. Literary competences open the door to academic learning and help ensure later success in school. The present study was conducted to elicit information on the approaches adopted by pre-schools to foster literary skills among pre-schoolers in Bangalore city. A representative sample of 30 preschool centres were surveyed - 9 Montessori, 8 kindergarten, 8 play-way and 5 crèches. After an introductory session in the preschool centres, a self-developed questionnaire was distributed to the preschool teachers to elicit information on the approaches adopted by pre-schools to foster literary skills among pre-schoolers. Analysis of data obtained indicated that the preschools surveyed had no adequate approaches to foster literary skills in pre-schoolers. Also the preschools surveyed had no adequate library facilities.

Language: English

ISSN: 1930-2940

Abstract/Notes: Oggetto di analisi del presente saggio sono le annate del settimanale L’Alleanza, fondato a Pavia da Carmela Baricelli, una professoressa di Cremona, che intendeva, tramite il giornale, favorire un’alleanza di genere tra le donne, andando oltre gli schieramenti politici. Grazie alla sua intraprendenza, il giornale ebbe una durata maggiore rispetto a quella di testate analoghe, sorte in quel periodo, riscontrando una discreta diffusione nazionale in quanto si proponeva, a livello ufficiale, quale organo di collegamento tra i diversi comitati pro-suffragio. Come emerge da questa indagine, la rivista si caratterizzò non solo quale importante luogo di confronto fra le donne in merito alle questioni emergenti dell’emancipazionismo del tempo, ma anche come strumento di formazione e di autoformazione delle lettrici, in quanto queste risultavano essere, in molti casi, autrici di articoli, bozzetti, racconti, oltre ad apprendere le regole e le modalità per partecipare a congressi e ad assemblee. Dalle pagine del periodico emerge come un’intera generazione di donne abbia affrontato l’ampio spettro delle tematiche della cosiddetta «questione femminista». E ciò da parte delle esponenti più note (Maria Montessori, Teresa Labriola, Emilia Mariani e altre), come da parte di altre meno note, di cui si conosce assai poco sotto il profilo biografico, ma che hanno comunque offerto un apporto fondamentale al dibattito sorto all’interno della rivista. [This essay examines the annual issues of the weekly magazine L’Alleanza, which was founded in Pavia by Carmela Baricelli, a teacher from Cremona, whose aim was to use the magazine to promote a gender alliance among women, beyond different political parties. Thanks to her resourcefulness and self-initiative, the magazine lasted longer than other similar publications of the time, achieving a good national circulation, as it officially put itself forward as a “liaison body” for the various pro-suffrage committees. As this research points out, L’Alleanza was not only an important forum on which women could discuss the emerging emancipationist issues of the time, but also a training and self-education tool for its readers who, in many cases, wrote articles, short news items and stories, at the same time learning rules and procedures for participating in congresses and assemblies. The pages of the journal reveal how an entire generation of women dealt with the broad spectrum of themes associated with the “Feminist issue”: not only the leading figures of the time (Maria Montessori, Teresa Labriola, Emilia Mariani and others), but also those less well known, about whom we have very little biographical information, but who nevertheless made a fundamental contribution to the debate generated in the journal.]

Language: Italian

DOI: 10.4000/laboratoireitalien.6915

ISSN: 1627-9204, 2117-4970