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631 results

Article

✓ Peer Reviewed

Demands in Early Childhood Education: Montessori Pedagogy, Prepared Environment, and Teacher Training

Available from: International Journal of Research in Education and Science

Publication: International Journal of Research in Education and Science, vol. 7, no. 1

Pages: 144-162

Trainings

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Abstract/Notes: Recognizing the inherent attention in examining how educational practices affect our future, there is little known about society's demands related to early childhood education. This paper aims to analyze the current preschool enrolment situation in the Euro-Western world and the demands of society, focusing attention on the characteristics needed in the prepared environment and in teacher training practices that inclusive education offers. Different socio-cultural theories have been analyzed, and practices regarding human development have been presented as they guarantee an integral development of the child, one which respects infant developmental stages and offers the right scaffolding and environment to stimulate a child's interest and potential. All these aspects are claimed in society, and are reflected in the Montessori Pedagogy principles, where thanks to the observation and knowledge regarding children's needs, educators can prepare stimulating environments that lead to personal formative development.

Language: English

DOI: 10.46328/ijres.1272

ISSN: 2148-9955

Thesis

Pedagogika a škola Marie Montessori v České republice / Pedagogy and school of Maria Montessori in the Czech republic

Available from: Univerzita Karlova Institutional Repository

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Abstract/Notes: Diplomová práce „Pedagogika a škola Marie Montessori v České republice“ v teoretické části popisuje ţivot Marie Montessori, principy Montessori pedagogiky a vývoj škol s Montessori zaměřením na území České republiky. Praktická část se věnuje případové studii praţského gymnázia s Montessori principy a dotazníkovému šetření mezi řediteli Montessori škol. / This thesis "Pedagogy and Maria Montessori School in the Czech Republic" in the theoretical part describes the life of Maria Montessori, Montessori principles of education and development of Montessori schools with a focus on their development in the Czech Republic. The practical part deals with a case study of a Prague school with Montessori principles and a questionnaire survey with the headmaster of Montessori schools.

Language: Czech

Published: Prague, Czechia, 2012

Bachelor's Thesis

Duchovní aspekty pedagogiky Marie Montessori / Spiritual aspects of pedagogy Maria Montessori

Available from: Univerzita Karlova Institutional Repository

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Abstract/Notes: Bakalářská práce „Duchovní aspekty pedagogiky Marie Montessori“ ukazuje duchovní a náboženská východiska Marie Montessori, která se zrcadlí v celém jejím díle. Práce popisuje její život, didaktiku, vývoj dítěte, náboženskou výchovu, kosmickou výchovu a její pojetí křesťanství. / Bachelor thesis "The spiritual aspects of pedagogy of Maria Montessori". Work shows the spiritual and religious bases of Maria Montessori, which is reflected in all her work. Work describes her biography, didactics, child development, religious education, cosmic education and her conception of Christianity.

Language: Czech

Published: Prague, Czechia, 2016

Thesis

Montessori pedagogika v českém školství / Montessori pedagogy in the Czech education

Available from: Univerzita Karlova Institutional Repository

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Abstract/Notes: Diplomová práce zpracovává uplatnění montessori pedagogiky v českém prostředí. Úvodní kapitoly této práce se věnují životu a dílu Marie Montessori, základním antropologický myšlenkám a principům, dále pak vývoji montessori pedagogiky. Deskriptivní metodou práce mapuje současné zastoupení institucí a základních škol, které v českém prostředí působí. Další kapitoly obsahují případové studie dvou pražských Montessori základních škol. Výsledky této práce poukazují na to, že pedagogika Marie Montessori není jen strnulou koncepcí, nýbrž pedagogikou, která je stále schopna rozvoje v rámci živého procesu v praxi. / The thesis processes the use of Montessori pedagogy in the Czech environment. The introductory chapters of this thesis describe the life and work of Marie Montessori, the fundamental anthropological thoughts and principles, and the development of Montessori approach. The thesis maps out by descriptive method the current institutions and primary schools which operates in the Czech environment. The following chapters contain case studies of two Montessori primary schools in Prague. The results of this thesis show that the approach of Marie Montessori is not just a rigid conception, but that it is still capable of development in the living process in school practice.

Language: Czech

Published: Prague, Czechia, 2017

Article

✓ Peer Reviewed

Maria Montessori Between Medicine and Pedagogy. Roots, Actuality and Educational Perspectives

Available from: Università di Bologna

Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 16, no. 2

Pages: 23-39

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Abstract/Notes: This paper examines the thinking of Maria Montessori in relation to the contribution of other branches of educational science to the epistemological status of pedagogy. Specifically, it situates the interconnections between Montessori’s approach and medicine (primarily auxology and child neuropsychiatry) understood as a Naturwissenschaften, as well as the practical implications of this interrelatedness, within a heuristic framework that extends beyond the field of special education. Analysis of Montessori’s scientific output around the turn of the twentieth century is followed by a proposed outline of its present-day relevance, in terms of promising avenues of inquiry informed by Montessori’s initial ideas and educational work and recent neuropsychological research.

Language: English

DOI: 10.6092/issn.1970-2221/12161

ISSN: 1970-2221

Article

✓ Peer Reviewed

Maria Montessori’s Pedagogy and Small Schools. The Montessori Educational Method Within the Multi-Classes

Available from: Università di Bologna

Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 16, no. 2

Pages: 77-92

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Abstract/Notes: The pedagogical thought of Maria Montessori supports the multi-class as it is able to respect and care for the natural interests of children. From a series of interviews with the teachers of the multi-classes of some public schools in the upper Caserta area, it emerged how Montessori pedagogy offers valid and effective suggestions for teaching in the multi-classes. In particular, didactic continuity, heterogeneity, the teacher-director and the learner-actor, time management, reciprocal teaching represent the salient points of the Method embodied in the multi-classes.

Language: English

DOI: 10.6092/issn.1970-2221/12193

ISSN: 1970-2221

Article

✓ Peer Reviewed

The Savage Origins of Child-Centered Pedagogy, 1871-1913

Available from: SAGE Journals

Publication: American Educational Research Journal, vol. 52, no. 1

Pages: 73-103

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Abstract/Notes: Child-centered pedagogy is at the ideological core of progressive education. The simple idea that the child rather than the teacher or textbook should be the major focus of the classroom is, perhaps, the single most enduring educational idea of the era. In this historical study, the author argues that child-centered education emerged directly from the theory of recapitulation, the idea that the development of the White child retraced the history of the human race. The theory of recapitulation was pervasive in the fields of anthropology, sociology, and psychology at the turn of the 20th century, and so early progressive educators uncritically adopted the basic tenets of the theory, which served as a major rationale for child-centered instruction. The theory was inherently ethnocentric and racist because it pointed to the West as the developmental endpoint of history, thereby depicting people of color as ontologically less developed than their White counterparts.

Language: English

DOI: 10.3102/0002831214561629

ISSN: 0002-8312, 1935-1011

Book

Neuropedagogia e neurodidattica oppure DSA?: a scuola e a casa tutti possono riuscire: bambini, genitori, insegnanti, educatori e pedagogisti [Neuropedagogy and Neurodidactics or SLD?: Everyone can Succeed at School and at Home: Children, Parents, Teachers, Educators and Pedagogists]

Available from: Google Books

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Abstract/Notes: L’inquietudine, l’impulsività, l’estrema vivacità ed irrequietezza, le difficoltà di attenzione e concentrazione, di leggere, scrivere e far di conto, il rifiuto delle regole di convivenza e dell’apprendimento che caratterizzano la presenza a scuola di molti studenti, non sono sempre i “sintomi” osservabili del “segno” di una malattia, di un disturbo o di un bisogno speciale ma, più spesso, possono essere l’effetto non solo di percorsi apprenditivi o storie personali svantaggiate, quando non drammatiche, ma anche del loro non sapere “come fare”, del non saper “imparare ad imparare”, della mancanza di consapevolezza del funzionamento della propria attività mentale. Noi riteniamo, infatti, che esista una via di soluzione pedagogica o, meglio, neuropedagogica e non psicologica o psichiatrica, all’insuccesso scolastico ed umano di questi bambini. La neuropedagogia, che tiene conto anche delle ricerche di Maria Montessori e di Antoine de la Garanderie, infatti, è una nuova scienza dell’apprendimento, dell’educazione e della personalità fondata sulla dialettica del biologico e del sociale, una scienza che integra il sociale-educativo della pedagogia e il biologico della neurologia, alla luce dei processi storici, valoriali, filosofici, morali e spirituali. [The restlessness, the impulsiveness, the extreme vivacity and restlessness, the difficulties of attention and concentration, of reading, writing and arithmetic, the rejection of the rules of coexistence and learning that characterize the presence at school of many students , are not always the observable "symptoms" of the "sign" of a disease, a disorder or a special need but, more often, they can be the effect not only of learning paths or disadvantaged personal stories, when not dramatic, but also of their not knowing “how to do it”, of not knowing how to “learn to learn”, of the lack of awareness of the functioning of one's mental activity. We believe, in fact, that there is a way of pedagogical or, better still, neuropedagogical and not psychological or psychiatric solution to the scholastic and human failure of these children. Neuropedagogy, which also takes into account the researches of Maria Montessori and Antoine de la Garanderie, in fact, is a new science of learning, education and personality based on the dialectic of the biological and the social, a science that integrates the social -educational of pedagogy and the biological of neurology, in the light of historical, value, philosophical, moral and spiritual processes.]

Language: Italian

Published: Varazze, Savona, Italy: PM Edizioni, 2020

ISBN: 978-88-312-2242-6

Series: Il grande albero: rami tesi verso il sociale [The big tree: branches stretched towards the social] , 10

Article

Il Metodo Montessori di Fronte alla Pedagogia [The Montessori Method in the Face of Pedagogy]

Publication: Perfice Munus

Pages: 83-89

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Language: Italian

Article

On the History of Montessori Pedagogy in Its International Comparison

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1976, no. 1/2

Pages: 32–33

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Language: English

ISSN: 0519-0959

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