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Master's Thesis

Poučevanje tujih jezikov v montessori in waldorfskih šolah ter v vrtcih v Sloveniji / Fremdsprachenunterricht an Montessori und Waldorfschulen und Kindergärten in Slowenien [Foreign language teaching at Montessori and Waldorf schools and kindergartens in Slovenia]

Available from: Digital Library of the University of Maribor (DKUM)

Comparative education, Europe, Language acquisition, Montessori method of education, Montessori schools, Second language acquisition, Slovenia, Southern Europe, Waldorf method of education, Waldorf schools

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Abstract/Notes: Magistrsko delo se posveča alternativnim šolam in vrtcem v Sloveniji na primeru pristopov montessori in waldorf. Ti dve vrsti šol, ki so ju običajno ustanovili starši, postajata v Sloveniji v zadnjih letih vedno bolj priljubljeni. Namen magistrskega dela ju je primerjati in analizirati, torej podrobneje preučiti filozofiji waldorf in montessori šol, njun položaj v svetu in v Sloveniji ter znotraj tega njuno poučevanje tujih jezikov. V nadaljevanju magistrskega dela sledi opis izobraževanja za učitelje pri enem in pri drugem sistemu, torej waldorf in montessori. Navajamo tudi, kdo so znane osebnosti obeh šol in kaj o njuni teoriji, razlikah in podobnostih ter primerjavi z ustaljenim šolskim sistemom ugotavljajo mednarodne in domače raziskave. Sledi opis organiziranosti teh šol in vrtcev v Sloveniji. V empiričnem delu se ukvarjamo s podobnostmi in razlikami obeh šol. Skušamo odgovoriti na vprašanje, kakšno vlogo igrajo te alternativne šole v našem šolskem sistemu. Primerjalno opišemo tudi učne načrte obeh šol s poudarkom na področju poučevanja tujih jezikov. S pomočjo intervjujev in opazovanj pouka tujega jezika skušamo predstaviti sliko realnega šolskega življenja v teh alternativnih šolah. / Die vorliegende Magisterarbeit widmet sich Alternativschulen und Kindergärten, und zwar den Montessori- und Waldorfschulen in Slowenien. In Slowenien bekommen diese aus Elterninitiativen entstandenen Schulen in letzter Zeit neuen Schwung. Der Zweck der Magisterarbeit ist die Montessori- und Waldorfschulen gegenüberzustellen und sie zu analysieren, insbesondere im Bereich der Fremdsprachen. Zuerst befasst sich die Magisterarbeit mit der Montessori-Schule und ihrer Philosophie, ihrer Lage weltweit und in Slowenien und mit dem dort ausgeführten Fremdsprachenunterricht. Im Weiteren wird untersucht, wie man ein Montessori- oder Waldorf-Pädagoge wird, wer bekannte Montessori- oder Waldorf Personen sind und was die Forschung empfiehlt. Es folgt die Beschreibung der Organisation der Montessori- oder Waldorfschulen und Kindergärten im slowenischen Raum. Der empirische Teil befasst sich mit den Ähnlichkeiten und Unterschieden der beiden Alternativschulen. Der Frage, welche Rollen diese beiden Alternativschulen in slowenischem Schulsystem spielen, wird ebenfalls nachgegangen. Die Lehrpläne der beiden Schulen wurden verglichen, insbesondere im Bereich der Fremdsprachen. Mit den Interviews und den Unterrichtsbeobachtungen wird ein Bild des realen schulischen Lebens in beiden Alternativschulen dargestellt. [This master’s thesis is dedicated to alternative schools and kindergartens, namely the Montessori and Waldorf schools in Slovenia. In Slovenia, these schools, which were created from parents' initiatives, have recently been gaining momentum. The purpose of the master’s thesis is to compare the Montessori and Waldorf schools and to analyze them, especially in the field of foreign languages. First, the master’s thesis deals with the Montessori school and its philosophy, its situation worldwide and in Slovenia and with the foreign language teaching carried out there. It also examines how to become a Montessori or Waldorf teacher, who are known Montessori or Waldorf people and what research recommends. The following is a description of the organization of the Montessori or Waldorf schools and kindergartens in the Slovenian region. The empirical part deals with the similarities and differences between the two alternative schools. The question of what roles these two alternative schools play in the Slovenian school system will also be investigated. The curricula of the two schools were compared, particularly in the field of foreign languages. With the interviews and the observation of lessons, a picture of the real school life in both alternative schools is presented.]

Language: Slovenian

Published: Maribor, Slovenia, 2017

Master's Thesis

Pogled na nagrajevanje in kaznovanje v različnih oblikah osnovnošolskega izobraževanja [Rewards and Punishments in Various Forms of Basic School Education]

Available from: Digital Library of the University of Maribor (DKUM)

Discipline, Europe, Montessori method of education, School discipline, Slovenia, Southern Europe, Teacher-student relationships

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Abstract/Notes: V teoretičnem delu so predstavljeni vidiki, ki učitelja usmerjajo k odločitvi za vrsto nagrajevanja in kaznovanjato so vzgojni stili, tehnike vodenja razreda, postavljanje mej ter druge učiteljeve kompetence. Obravnavane so različne tehnike nagrajevanja in kaznovanja. Predstavljene so tudi osnove montessori pedagogike, njen pogled na nagrajevanje in kaznovanje ter nekaj izhodišč o šolanju na domu v Sloveniji, saj se naloga osredotoča na analizo podobnosti in razlik v uporabi nagrad in kazni pri različnih načinih šolanja šoloobveznih otrok. V empiričnem delu je na podlagi polstrukturiranih intervjujev predstavljeno, kako se nagrajevanje in kaznovanje razlikuje glede na obliko izobraževanjaprimerjava, podobnosti in razlike odgovorov učiteljev, ki poučujejo v javni osnovni šoli, Montessori osnovni šoli ter učiteljev, ki poučujejo v skupnosti, kjer imajo učenci urejen status izobraževanja na domu. V raziskavo je bilo vključenih osem učiteljev. Rezultati so pokazali, da imajo učitelji iz našega vzorca v javnih osnovnih šolah zastavljenih več pravil, katera postavljajo skupaj z učenci, medtem ko imajo učitelji v šolah, kjer poučujejo po Montessori pedagogiki pravil manj, so vnaprej zastavljena in bolj splošno oblikovana. Večina učiteljev iz vzorca ima vnaprej zastavljen načrt nagrajevanja in kaznovanja. Učitelji, ki poučujejo po montessori pedagogiki, namesto nagrad in kazni uporabljajo metodo naravnih posledic, pri kateri izhajajo iz posameznika in situacije, zato so tudi bolj prilagodljivi. Zaradi istega razloga kazni in nagrade izrekajo tam, kjer se je dejanje izvršilo, medtem ko jih učitelji javnih šol izrekajo izključno pred sovrstniki. V nagrajevanje in kaznovanje vključujeta starše v največji meri učitelja, ki poučujeta v skupnosti, kjer imajo učenci urejen status šolanja na domu. Ugotovitve kažejo, da nihče izmed intervjuvancev ne uporablja metode žetoniranja. Pojmovanje graje kot kazni in pohvale kot nagrade se od učitelja do učitelja razlikuje, prav tako se razlikuje mnenje o pomembnosti nagrade in kazni v razredu. Vsi učitelji pa so bili enotnega mnenja, da je pomembno, da v razredu prevladuje pozitivno vzdušje. [The theoretical part presents the aspects that guide the teacher towards deciding on the type of rewards and punishments, which include educational styles, class management techniques, boundary settings and other teacher competencies. Various techniques of rewarding and punishing are considered. The thesis presents the fundamentals of Montessori pedagogy, its view on rewarding and punishing, and some aspects of homeschooling in Slovenia, since the focus of this thesis is on the analysis of the similarities and differences in using rewards and punishments in various ways of schooling school-aged children. Based on semi-structured interviews, the empirical part presents how rewarding and punishing differs based on the type of educationthe comparison, similarities and differences in the answers of teachers that teach in public basic school, Montessori basic school, and teachers who teach in a community where the pupils have a homeschooling status. The research includes eight teachers. The results have shown that the teachers from our public school sample have more rules in place, which they make together with the pupils, while the teachers in schools that teach by the Montessori pedagogy have fewer rules, which are structured in advance, and are more generally shaped. The majority of teachers from our sample have a reward and punishment plan structured ahead. The teachers who teach by the Montessori pedagogy instead of rewards and punishments use the method of natural consequences that comes from an individual and specific situation, which is why they are more adaptable. This is also the reason why they give out punishments and rewards at the place of the incident, while the public school teachers give them out only in front of peers. The teachers who teach in the homeschooling community are the ones who include the parents in the process of rewarding and punishing the most. The findings suggest that none of the interviewees use the token system. The notion of scolding as punishment and praise as reward differs from teacher to teacher, as well as a difference in opinion of the importance of a reward and punishment system in the classroom. All teachers, however, were of the same opinion that it is important for a positive atmosphere to prevail in the classroom.]

Language: Slovenian

Published: Maribor, Slovenia, 2018

Master's Thesis

Glasba in gibanje: razvoj ritmičnih sposobnosti predšolskih otrok v vrtcih montessori [Music and Movement: The Development of Rhythmical Abilities of Children from Montessori Preschool]

Available from: Digital Library of the University of Maribor (DKUM)

Child development, Europe, Eurythmics, Montessori method of education, Montessori schools, Music education, Rhythm, Slovenia, Southern Europe

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Abstract/Notes: V magistrski nalogi smo obravnavali področje razvoja glasbenih sposobnosti s poudarkom na ritmičnih sposobnostih v povezavi z glasbenimi dejavnostmi in izhodiščem pedagoškega koncepta montessori. Želeli smo proučiti učinek glasbeno-gibalnih dejavnosti po konceptu pedagogike montessori na razvoj glasbenih sposobnosti predšolskih otrok iz vrtca montessori. Na podlagi relevantne literature s področja gibanja ob glasbi po konceptu pedagogike montessori smo oblikovali dva eksperimentalna programa. Zanimalo nas je, kakšen bo učinek teh programov in ali bodo otroci teh dveh eksperimentalnih skupin bolje razvili ritmične sposobnosti kot kontrolna skupina ter kakšne bodo razlike med napredki skupin. Uporabili smo neslučajnostni namenski vzorec 59 predšolskih otrok druge starostne skupine iz treh enot vrtca montessori iz osrednjeslovenske regije ter za potrebe raziskave prilagodili tri teste ritmičnih sposobnosti, ki smo jih povzeli po že oblikovanih testih. Najprej smo s testiranjem razvitosti ritmičnih sposobnosti v začetnem stanju ugotovili, da med skupinami ni statistično pomembnih razlik, nato sta obe eksperimentalni skupini tri mesece po trikrat tedensko izvajali eksperimentalna programa. Po koncu eksperimenta smo ponovili testiranje in zaznali statistično pomembne razlike med skupinami v razvitosti ritmičnih sposobnosti. Izvajanje obeh eksperimentalnih programov je imelo pozitiven učinek na razvoj ritmičnih sposobnosti predšolskih otroknajvečji učinek smo opazili pri eksperimentalni skupini 1, pri kontrolni skupini pa učinka neaktivnosti nismo zaznali. [In the master thesis the development of musical abilities with emphasis on rhythmical abilities in connection with musical activities based on the Montessori pedagogy was discussed. The study focused on the effect of music-movement activities that are based on the concept of the Montessori educational method on the development of musical abilities of children from the Montessori preschool. In accordance with the relevant literature from the field of musical movement based on the concept of Montessori pedagogy two experimental programs were developed. The interest of the thesis lies in the effect of these programs, if the children of the two experimental groups would develop better rhythmical abilities than the control group and what the difference in development between the groups would be. A non-probability sample, in which 59 second-age-group preschool children from three Montessori preschool units from Central Slovenia were selected, was used. For the purposes of the study, three rhythmical- ability tests, which had been adapted from previously created tests, were adjusted. An initial test of rhythmical abilities established that there are no major statistical differences between the two groups. Following this, the two experimental groups carried out the workshops of the experimental program, three times per week for a period of three months. After ending the experiment, the testing was repeated and crucial statistical differences in the development of rhythmical abilities were noted between the two groups. The implementation of both experimental programs had a positive effect on the development of rhythmical abilities of preschool children. The biggest effect was noticed in the experimental group 1, while an effect of nonactivity was not detected in the control group.]

Language: Slovenian

Published: Maribor, Slovenia, 2020

Article

Cooperation Between Parents and Preschool Institutions Through Different Concepts of Preschool Education

Available from: Center for Educational Policy Studies Journal

Publication: Center for Educational Policy Studies Journal, vol. 7, no. 4

Pages: 207-226

Europe, Slovenia, Southern Europe

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Abstract/Notes: This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementionedalternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education ofpreschool children.

Language: English

DOI: 10.26529/cepsj.372

ISSN: 2232-2647, 1855-9719

Master's Thesis

Pedagoška glasbena načela po Edgarju Willemsu v povezavi s pedagogiko montessori v predšolskem obdobju [Edgar Willems' Pedagogic Principles of Music in Conjunction with the Montessori Method in Pre-School Teaching]

Available from: Digital Library of the University of Maribor (DKUM)

Classroom environment, Edgar Willems - Philosophy, Europe, Montessori method of education, Montessori schools, Music education, Prepared environment, Slovenia, Southern Europe

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Abstract/Notes: Montessori pedagogika in glasbeni pristopi Edgarja Willemsa vzbujajo interes številnih, ki se ukvarjajo z vzgojo in izobraževanjem v povezavi z glasbeno umetnostjo. Težko je opisati razloge, zakaj je temu tako, ker se večina procesov odvija na emocionalni in podzavestni ravni, ki temeljijo na občutenju, nedvomno pa je, da oba pristopa obravnavata otroka kot prioriteto in se ob zavedanju njegovih sposobnosti optimalno razvijata otrokove individualne potenciale. Metodi temeljita na vsebinah, ki otroka vodijo do znanja na sprejemljiv in zabaven način. Oba pristopa poznata seveda tudi drugače misleče, vendar lahko na podlagi izkušenj trdimo, da je razlog temu v nepoznavanju in nekompetentnosti določenih pedagogov in glasbenih pedagogov v kontekstu pedagogike Montessori in metode Edgarja Willemsa. V magistrski nalogi predstavljamo v prvem teoretičnem delu pedagogiko montessori, njena načela in filozofska izhodišča ter pedagoški pristop in metode dela Edgarja Willemsa. V nalogi obravnavamo njune skupne in nasprotujoče vsebine, izhodišča in pristope. Med drugim izpostavljamo, kako glasbeno izobraževanje vpliva na kognitivno-socialni, afektivni in psihomotorični razvoj otrok. Oba pristopa pomembno ugotavljata, da je potrebno razumeti otroka, ga sprejemati kot individuum, vedeti, na kakšen način razmišlja in kako mu je potrebno ustrezno predstaviti nove vsebine, ki bodo otroka zanimale, ga pritegnile in ohranile pri delu dalj časa. V nalogi predstavljamo tudi vlogo vzgojitelja in pomembnost otrokovega okolja. V empiričnem praktičnem delu predstavljamo, kako montessori pedagogika ponuja otrokom glasbo in s katerimi pripomočki. V nalogi predstavljamo tudi posamezne vsebinske dele Willemsovih vzgojno učnih ur, postopek in predloge, kako jih lahko izvajamo ter nekatere pripomočke za uspešno delo. Willems je nedvomno natančneje in bolj strukturirano izoblikoval glasbeno pedagoške metode dela, kot je to razvila pedagogika montessori v predšolskem obdobju. Njegova dognanja sem umestila v montessori okolje tako pri glasbenih dejavnostih, kot tudi v kontekstu pripravljanja materialov, ki so otrokom dostopni kadarkoli v času varstva. Tako se lahko otrok v pripravljenem montessori okolju s pomočjo Willemsovega pristopa bolje seznani z glasbeno umetnostjo. [The Montessori pedagogy and Edgar Willems' approaches to music education arouse interest in many people who work in teaching and education combined with music. It is difficult to define the reasons for this because most of the processes occur on the emotional and subconscious level based on feelings but it is a fact that in both approaches a child is viewed as a priority. While being aware of their abilities, both of them develop individual child’s potentials optimally. The methods are based on the contents that motivate a child to learn in an acceptable and fun way. There are some people who oppose these approaches but from experience we can tell that it is because certain pedagogues and music pedagogues are incompetent and don’t know The Montessori pedagogy and Edgar Willems' method. In the postgraduate thesis we present the Montessori pedagogy, its principles and philosophy basis and Edgar Willems' pedagogic approach and his teaching methods in the first theoretic part. We present the contents, the basis and the approaches they have in common and the ones that are different. We point out how music education influences the cognitive-social, affective and psychomotor children's development. Both approaches point out that it is necessary to understand a child, accept them as individuals, understand their way of thinking and introduce new topics that will be interesting and will motivate them to learn for a longer period of time. We present the role of the teacher and the importance of the child's environment. In the empirical practical part we present how the Montessori pedagogy offers music to the children and what teaching accessories they use. In the thesis we present individual learning content parts of Willems’ lessons, the procedure and suggestions for the process of teaching and some teaching accessories for successful work in class. Willems has undoubtedly created musical pedagogy methods more thoroughly and structurally than the Montessori pedagogy in the preschool period. I have incorporated his discoveries into the Montessori environment with music activities and within preparing the materials which the children can use during the day care. So a child in a well arranged Montessori environment with help of the Willems’ approach can learn more about music.]

Language: Slovenian

Published: Maribor, Slovenia, 2018

Article

Celostna vzgoja na osnovi principov pedagogike Marije Montessori na os Helena Puhar v Kranju

Publication: Naravoslovna solnica, no. 3

Pages: 16-17

Europe, Slovenia, Southern Europe

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Language: Slovenian

ISSN: 1318-9670

AudioRecording

Folk Tunes and Music of the Masters Adapted for the Classroom

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Abstract/Notes: SIDE A: Band I –– March (Old French Bugle Call) – Run (Russian Folk Tune) – March (Serbian Folk Tune) – Run (Puerto Rican Folk Tune) – March (Jewish Folk Tune) – Run (German Folk Tune) – March (Dutch Folk Tune) – Run (Lithuanian Folk Tune) – March (Soldier's March, Schumann) – Run (Danish Folk Tune) // Band II –– Gallop (Venezuelian Folk Tune) – March (Ukranian Folk Tune) – Run (Pillow Dance, J. Strauss Sr.) – March (from "Carmen", Bizet) – Gallop (Styrian Folk Tune) – March (Hungarian Folk Tune) – Run (from "Orpheus in the Underworld", Offenbach) // Band III –– Slow Walk (French Lullaby) – Gallop (Irish Folk Tune) – March (German Folk Tune, Theme in 4th Movement, Beethoven: Septet Op. 20) – Run (Czech Folk Tune) – Slow Walk (Italian Lullaby) – Gallop (Greek Folk Tune) – March (French Folk Tune, Theme for Variations Suite #5, Handel) – Skip (Swiss Folk Tune) // SIDE B: Band I –– Trot (Ecossaise: Schubert) – Slow Walk (American Lullaby) – Gallop (from: "Fidelio", Beethoven) – March (Polish March Song) – Trot (from: "Trio op. 14 #1", Mozart) – Slow Walk (Basque Folk Tune) – Run-March (English Folk Tune) – Skip (Norwegian Folk Tune) – Slow Walk (Neapolitan Folk Tune) // Band II –– Waltz Step (Portuguese Folk Tune) – Run March (Polish Folk Tune) – Trot (from: "The Masked Ball", Verdi) – Waltz Step (American Cowboy Song) – Gallop (from: Sonatina op. 100, Dvorak) – Slow Walk (The Little Boat: Mendelssohn) – Trot (Finnish Folk Tune) – Waltz Step (Catalonian Folk Tune) – March-Run-March (German Folk Tune) – Slow March (from "Iphigeni En Tauride", Gluck) // Band III –– Polka (American Folk Tune) – Waltz Step (Slovenian Folk Tune) – Skip (Scotch Folk Tune) – Slow March (from: "Caro Mio Ben", Giordani) – Polka (Danish Folk Tune) – March (French Folk Tune, arr. in L'Arlesienne Suite #2, Bizet) – Run (from: Quartet Op. 74 #2, Haydn) – Waltz Step (Czechosolovakian Folk Tune)

Language: English

Article

Izkušnje zaposlenih z uporabo metode montessori pri delu s starejšimi in osebami z demenco v domu starejših občanov: študija primera [Experiences of employees using the Montessori method in working with the elderly and people with dementia in a home for the elderly: a case study]

Available from: ZZBNS (Slovenia)

Publication: Obzornik zdravstvene nege [Nursing Review], vol. 55, no. 2

Pages: 102-112

Alzheimer's disease, Dementia, Gerontology, Montessori therapy, Montessori-based interventions (MBI)

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Abstract/Notes: Uvod: Pristop, usmerjen k uporabniku, prispeva h kakovosti življenja starejših in oseb z demenco v domu starejših občanov ter k dobremu počutju zaposlenih na delovnem mestu. Namen raziskave je bil ugotoviti izkušnje zaposlenih v domu starejših občanov z uporabo metode montessori pri delu s starejšimi in osebami z demenco. Metode: Narejena je bila študija primera v domu starejših občanov, kjer uporabljajo metodo montessori. Delno strukturirani intervjuji so bili izvedeni z enajstimi zaposlenimi v enem izmed domov za starejše občane v Sloveniji. Za analizo podatkov je bila uporabljena metoda analize vsebine. Rezultati: Identificirane so bile štiri kategorije: (1) vsebinski in organizacijski vidiki metode montessori pri obravnavi starejših in oseb z demenco; (2) sodelovanje med zaposlenimi, stanovalci in svojci; (3) osebni razvoj zaposlenih; (4) pomen izobraževanja za zaposlene. Raziskava pri izkušnjah zaposlenih v obravnavi starejših in oseb z demenco pokaže preplet vseh kategorij.kategorij. Diskusija in zaključek: Ugotovitve prispevajo novo znanje na področju uporabe metode montessori v domovih za starejše občane. Izkušnje zaposlenih so pokazale, da uporaba metode montessori pripomore k boljšemu razumevanju pomena sodelovanja, izobraževanja ter s tem povezanega osebnega razvoja zaposlenih. V praksi je priporočeno sistematično uvajati metodo montessori za starejše in osebe z demenco s poudarkom na izobraževanju, ki je nujna podlaga za praktično delo. Predlagamo nadaljnje raziskovanje izkušenj zaposlenih ter iskanje možnosti za uvajanje metode tudi v druge domove starejših občanov. [Introduction: The user-centered approach contributes to the quality of life of the elderly and people with dementia in the home for the elderly and to the well-being of employees at work. The purpose of the research was to determine the experience of employees in a home for the elderly using the Montessori method in working with the elderly and people with dementia. Methods: A case study was done in a nursing home where the Montessori method is used. Partially structured interviews were conducted with eleven employees in one of the homes for the elderly in Slovenia. A content analysis method was used for data analysis. Results: Four categories were identified: (1) substantive and organizational aspects of the Montessori method in the treatment of the elderly and people with dementia; (2) cooperation between employees, residents and relatives; (3) personal development of employees; (4) the importance of education for employees. Research on the experience of employees in the treatment of the elderly and people with dementia shows the intertwining of all categories.categories. Discussion and conclusion: The findings contribute new knowledge in the application of the Montessori method in homes for the elderly. Employee experience has shown that the use of the Montessori method helps to better understand the importance of cooperation, education and related personal development of employees. In practice, it is recommended to systematically introduce the Montessori method for the elderly and people with dementia with an emphasis on education, which is a necessary basis for practical work. We suggest further research into the experience of employees and the search for opportunities to introduce the method in other homes for the elderly.]

Language: Slovenian

DOI: 10.14528/snr.2021.55.2.3024

ISSN: 2350-4595

Article

Analysing the Montessori Principles from the Perspectives of Schools, Teachers, and Families

Available from: Center for Educational Policy Studies Journal

Publication: Center for Educational Policy Studies Journal, vol. Recently Accepted Papers

Pages: 24 p.

Africa, Burkina Faso, Europe, Montessori schools, Southern Europe, Spain, Sub-Saharan Africa, West Africa

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Abstract/Notes: Education, especially early childhood education, is a responsibility that both families and schools share, so much so that children find themselves in two differentiated learning environments. Educational and parenting styles may join forces, sharing values and behaviours that enhance children’s development, just as the Montessori Pedagogy has shown. It is for this reason that the present study will attempt to analyse the relations established between the opinions and the application of the principles of such pedagogy focusing on the first six years of life, both in educational and family environments, considering the degree of commitment the school has towards the Montessori Pedagogy. / (Includes a Slovenian language abstract) Vzgoja, predvsem predšolska, je odgovornost, ki si jo delijo družine in šole, in to tako, da se otroci znajdejo v dveh različnih učnih okoljih. Vzgojno-izobraževalni in starševski slogi so se zmožni združiti, deleč si vrednote in vedenja, ki spodbujajo razvoj otrok, kot je pokazala peda-gogika montessori. Prav zaradi tega razloga ta študija preiskuje odnose med mnenji in izvedbo načel tovrstne pedagogike, pri čemer se osredi-nja na prvih šest let življenja v vzgojno-izobraževalnem in družinskem okolju, vseskozi upoštevajoč raven institucionalne pripadnosti pedago-giki montessori.

Language: English

DOI: 10.26529/cepsj.1232

ISSN: 2232-2647, 1855-9719

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