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Article

The Confirmation of Montessori Postulates in Contemporary Educational Neuroscience / Potvrde postulata Montessori pedagogije u suvremenoj obrazovnoj neuroznanosti

Available from: University of Zagreb

Publication: Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, vol. 22, no. 4

Croatia, Europe, Neuroscience, Southern Europe

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Abstract/Notes: This paper lends insight into the fundamental postulates of Montessori pedagogyand definitions of contemporary educational neuroscience, focusing on the needsand solutions of contemporary didactic approaches. By presenting the results ofcontemporary researches, the paper connects the achievements of Montessoripedagogic methods and strategies with the scientific indicators of educationalneuroscience about the manners of positive impact on the development of anindividual. The results of the educational neuroscience research will corroborate thepostulates of Montessori pedagogy that state that understanding the developmentalstages of upbringing, individual competences, and specificities of each child areimportant for upbringing. Specific cases will be used to emphasize that, apartfrom the cognitive competence, it is essential to develop psychomotor and affectivecompetences, meaning that the development of these personality spheres isconnected and interdependent. By providing the pedagogic perspective, the paperpoints to the need for further deliberation on how to shape an optimal curriculum.The paper suggests that various social and technological changes are reasons toconsider pedagogic methods, strategies, and approaches of Montessori, which is alsosupported and substantiated by contemporary educational neuroscience.Key words: didactics; Montessori pedagogy; neurodidactics; neuroscience. - U ovom radu daje se uvid u osnovne postulate Montessori pedagogije i definicijesuvremene obrazovne neuroznanosti, orijentirajući se prema potrebama i rješenjimaza suvremene didaktičke pristupe. Prikazom rezultata suvremenih istraživanja radpovezuje dostignuća Montessori pedagoških metoda i strategija sa znanstvenimpokazateljima obrazovne neuroznanosti o načinima pozitivnoga utjecaja na razvojpojedinca. Rezultati istraživanja obrazovne neuroznanosti potkrijepit će postulateMontessori pedagogije da je za odgojni pristup važno razumijevanje razvojnih fazaodrastanja, individualnosti kompetencija i specifičnosti odgajanika. Specifičnimprimjerima naglasit će se da je uz kognitivne, bitno razvijati psihomotorne iafektivne kompetencije, odnosno da je razvoj ovih sfera ličnosti povezan imeđuovisan. Ponuđenom pedagoškom perspektivom rad ukazuje na potrebudaljnjega razmatranja kako pristupiti oblikovanju optimalnih kurikula. U radu sesugerira da je upravo zbog različitih društvenih i tehnoloških promjena potrebnorazmišljati o pedagoškim metodama, strategijama i pristupima Montessoripedagogije, što podržava i potkrepljuje suvremena obrazovna neuroznanost.Ključne riječi: didaktika; Montessori pedagogija; neurodidaktika; neuroznanost.

Language: English

DOI: 10.15516/cje.v22i4.3751

ISSN: 1848-5189, 1848-5197

Book Section

The Influence of Neuroscience on Early Childhood Education

Available from: Taylor and Francis Online

Book Title: Scientific Influences on Early Childhood Education

Pages: 176-190

Developmental psychology, Early childhood education, Maria Montessori - Philosophy, Neuroscience

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Abstract/Notes: It is only within very recent history – the past 25 to 30 years – that neuroscience has become a force in child development and educational research, as the tools to study the brain in action have improved and become more readily available. Although neuroscience research on reading, math, and social and emotional function also has important implications for education, this chapter focuses on executive function (EF) skills because these skills play an especially foundational role in learning and because they have been particularly well studied. Basic research on EF development has provided an important foundation for interventions designed to specifically target EF skills in young children, and suggests how to structure places of education to playfully explore their environments in intentional and attentive ways, to practice reflection, and to engage in self-regulated learning. Although neuroscience is a relatively new player in early education, it has transformed people's understanding of the conditions that support learning and brain development.

Language: English

Published: New York: Routledge, 2020

ISBN: 978-0-429-46828-5

Article

Four Pillars of the Montessori Method and Their Support by Current Neuroscience

Available from: Wiley Online Library

Publication: Mind, Brain, and Education, vol. 14, no. 4

Pages: 322-334

Maria Montessori - Philosophy, Montessori method of education - Evaluation, Neuroscience

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Abstract/Notes: Maria Montessori developed an educational program during the first half of the 20th century. Nowadays, the Montessori method (MM) is considered one of the main alternatives to teacher-paced conventional preschool education. This review aims to open a dialogue between the MM and current understanding of neurodevelopment. Four conceptual pillars of the MM—the sensitive periods, the education of the senses, the prepared environment, and spontaneous activities through repetition—are discussed. According to the MM, the teacher provides children with an environment that, leaning on maturational time windows, should promote sensory development through spontaneous repetition. We describe brain changes in 3- to 6-year-old children due to development and externally-provided experience. Then, it is discussed whether these pillars are supported by neuroscience. Finally, the influences of Montessori are explained, and we suggest possible lines of research to underpin the neuroscientific grounds of the MM.

Language: English

DOI: 10.1111/mbe.12262

ISSN: 1751-228X

Article

Il contributo delle neuroscienze per l’educazione / La contribución de las neurociencias a la educación / The contribution of Neuroscience to Education

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 7, no. 1

Pages: 35-41

Child development, Neuroscience

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Abstract/Notes: La mia personale attenzione agli apporti della biologia e, più in particolare, delle neuroscienze per la conoscenza dei processi di sviluppo, apprendimento e formazione (a livello motorio, sensoriale, linguistico, emotivo) e, parallelamente, per lo studio dei processi di cambiamento che si verificano nel corso delle varie età della vita individuale, mi hanno portata a formulare la proposta (confluita nel testo Educazione e senescenza) dello studio comparato della mente bambina e della mente anziana e, in particolare, dello studio dei processi di invecchiamento bio-psicologico e socioantropologico. Le domande iniziali sono state: quale la struttura del cervello, le sue funzioni?, in quale modo le modificazioni cerebrali intervengono a modificare la mente? Per rispondere a questi quesiti, si presentava ineludibile lo studio delle ricerche che in quegli anni si andavano moltiplicando sul cervello e le sue funzioni. Tutto ciò collegato ai contributi che alla mia prima formazione aveva dato il testo di Maria Montessori “La mente del bambino”, unitamente alla conoscenza delle tesi dell’evoluzionismo darwiniano. Si tratta di spiegare i comportamenti umani in termini di attività del sistema nervoso e ad approfondire le interconnessioni cervello-mente-ambiente nonché i collegamenti tra basi neuronali, meccanismi fisio-psicologici (agire, percepire, pensare, parlare, apprendere, comunicare) e ruolo dei contesti ambientali nell’attivare il potenziale di sviluppo e nell’innescare l’attività mentale. / Mi interés personal por las aportaciones de la biología y, más en particular de las neurociencias, al conocimiento de los procesos de desarrollo, aprendizaje y formación (a nivel motor, sensorial, lingüístico, emotivo) y, en paralelo, por el estudio de los procesos de cambio que se verifican en el curso de las sucesivas etapas de la vida de las personas, me han llevado a formular la propuesta (de la que nació el libro Educación y senectud) de hacer un estudio comparado de la mente infantil y la mente anciana y, más en particular, un estudio de los procesos de envejecimiento bio-psicológico y socio-antropológico. Las cuestiones planteadas han sido las siguientes: ¿cuál es la estructura del cerebro y cuáles sus funciones?, ¿de qué modo las modificaciones cerebrales provocan cambios en la mente? Para contestar a estas preguntas se hacía necesario el estudio de las investigaciones frecuentes aquellos años sobre el cerebro y sus funciones. Todo ello vinculado, por otra parte, a las contribuciones que, en relación a la primera infancia, nos había proporcionado María Montessori en su obra “La Mente del niño”, así como las tesis del evolucionismo darwiniano. Se trata de explicar el comportamiento humano en términos de actividad del sistema nervioso y profundizar en las interconexiones que se establecen entre cerebro-mente-ambiente, así como las relaciones entre las bases neuronales, los mecanismos fisio-psicológicos (actuar, percibir, pensar, hablar, aprender, comunicarse) y el rol de los contextos ambientales a la hora de activar el potencial de desarrollo y desencadenar la actividad mental. / My personal interest in the contributions of biology and, more particularly of neurosciences, to the knowledge of the processes of development, learning and training (to the motor, sensory, linguistic and emotional level) and, in parallel, my interest in the study of the processes of change that take place in the course of the successive stages of people’s lives, have led me to formulate the proposal (from which the book Education and Senescence was born) to make a comparative study between the infant mind and the old people mind and, more particularly, a study of the processes of bio-psychological and socio-anthropological aging. The questions raised have been the following: what is the structure of the brain and which are its functions?; how do brain changes cause changes in the mind? To answer these questions it became necessary to study the quite frequent researches in those years about brain and its functions. All this linked, on the other hand, to the contributions that, in relation to early childhood, Maria Montessori had given us in her work “The Mind of the Child”, as well as the theses of Darwinian evolutionism. It is about explaining human behavior in terms of activity of the nervous system and deepening the interconnections that are established among brain-mind-environment as well as the relationships among the neuronal bases, the physio-psychological mechanisms (act, perceive, think, speak , learn, communicate) and the role of environmental contexts in activating the development potential and triggering the mind activity.

Language: Italian

ISSN: 2255-0666

Article

New Developments in Neuroscience Supports [sic.] Montessori Under Three Philosophy

Publication: Montessori NewZ, vol. 20

Pages: 7

⛔ No DOI found

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Language: English

Article

Maria Montessori and Neuroscience: The Trailblazing Insights of an Exceptional Mind

Available from: SAGE Journals

Publication: The Neuroscientist, vol. 26, no. 5-6

Pages: 394-401

Cognitive neuroscience, Maria Montessori - Biographic sources, Maria Montessori - Philosophy

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Abstract/Notes: This comment presents Maria Montessori (1870–1952) and highlights that her child-centered method of education is based on brilliant intuitions, which were confirmed by neuroscience research many decades later, such as the distinction of three critical periods in children’s psychobiological development; the importance of the environment in supporting cerebral development and in promoting learning, as well as of affective stimulation in psychological growth and maturation; the specific neural structure of humans that specifically enables the acquisition of a language; the vital role of fine object manipulation in neuropsychological development, and of the physical exercise in brain and nervous system development.

Language: English

DOI: 10.1177/1073858420902677

ISSN: 1073-8584

Article

The Confirmation of Montessori Postulates in Contemporary Educational Neuroscience

Available from: Croatian Journal of Education

Publication: Croatian Journal of Education / Hrvatski časopis za odgoj i obrazovanje, vol. 22, no. 4

Pages: 1227-1253

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Abstract/Notes: This paper lends insight into the fundamental postulates of Montessori pedagogy and definitions of contemporary educational neuroscience, focusing on the needs and solutions of contemporary didactic approaches. By presenting the results of contemp...

Language: English, Croatian

DOI: 10.15516/cje.v22i4.3751

ISSN: 1848-5189, 1848-5197

Book Section

Montessori-Pädagogik im Lichte der Neurowissenschaft [Montessori pedagogy in the light of neuroscience]

Book Title: Kinder Sind Anders: Maria Montessoris Bild Vom Kinde Auf Dem Prüfstand [Children Are Different: Maria Montessori's Picture of the Child on the Test Bench]

Pages: 153-181

Neuroscience

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Language: German

Published: Würzburg, Germany: Ergon, 1996

ISBN: 3-928034-90-1

Article

Montessori-Pädagogik und Gehirnforschung [Montessori Education and Neuroscience]

Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 43, no. 3

Pages: 97-115

Europe, Germany, Montessori method of education - Evaluation, Neuroscience, Western Europe

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Language: German

Article

A Neuroscience-Based Learning Technique: Framework and Application to STEM

Available from: World Academy of Science, Engineering and Technology

Publication: International Journal of Educational and Pedagogical Sciences, vol. 14, no. 3

Pages: 197-200

Montessori method of education, Neuroscience, ⛔ No DOI found

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Abstract/Notes: Existing learning techniques such as problem-based learning, project-based learning, or case study learning are learning techniques that focus mainly on technical details, but give no specific guidelines on learner’s experience and emotional learning aspects such as arousal salience and valence, being emotional states important factors affecting engagement and retention. Some approaches involving emotion in educational settings, such as social and emotional learning, lack neuroscientific rigorousness and use of specific neurobiological mechanisms. On the other hand, neurobiology approaches lack educational applicability. And educational approaches mainly focus on cognitive aspects and disregard conditioning learning. First, authors start explaining the reasons why it is hard to learn thoughtfully, then they use the method of neurobiological mapping to track the main limbic system functions, such as the reward circuit, and its relations with perception, memories, motivations, sympathetic and parasympathetic reactions, and sensations, as well as the brain cortex. The authors conclude explaining the major finding: The mechanisms of nonconscious learning and the triggers that guarantee long-term memory potentiation. Afterward, the educational framework for practical application and the instructors’ guidelines are established. An implementation example in engineering education is given, namely, the study of tuned-mass dampers for earthquake oscillations attenuation in skyscrapers. This work represents an original learning technique based on nonconscious learning mechanisms to enhance long-term memories that complement existing cognitive learning methods.

Language: English

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