Abstract/Notes: El presente trabajo de investigación contiene aspectos importantes como la implementación de metodologías educativas las cuales apoyan en la adquisición de conocimientos, desarrollo de habilidades, destrezas para los niños y niñas de educación inicial, para el cual se plantea el tema “La Influencia del Método Montessori para el Desarrollo Integral en Niños y Niñas de Educación Inicial del Centro Infantil Virgen del Rosario de La Ciudad de El Alto, Gestión 2016”. El instrumento que se utilizo fue la Escala Abreviada de Desarrollo Psicosocial de Nelson Ortiz, el cual permitió identificar el nivel de desarrollo de los niños y niñas de la sala inicial antes de la intervención pedagógica. La propuesta educativa está fundamentada de manera teórica y práctica a través de información obtenida de autores especializados en el tema de investigación, lo cual fue importante para la aplicación del Método Montessori. La intervención pedagógica se realiza en tres etapas que son las siguientes: En la Primera Etapa.- Se trabajó el Área Sensorial que es la educación de los sentidos; En la Segunda Etapa. - Se trabajó el Área de Vida Práctica que son ejercicios del cuidado personal y social; En la Tercera Etapa.- Se realizó la aplicación de dos áreas de Lenguaje y Matemática. El Método Montessori permite al niño y niña dar todo su potencial de una manera didáctica utilizando materiales, ambientación de las salas, se realizó también la intervención en Salud, Nutrición y Protección, ya que son factores importantes para lograr el Desarrollo Integral. Posteriormente se realizó el post test donde se da a conocer los resultados obtenidos después de la aplicación del método Montessori y su respectivo análisis. Finalmente se da el paso a las conclusiones y recomendaciones del presente trabajo.

Language: Spanish

Published: La Paz, Bolivia, 2017

Abstract/Notes: Speech delivered by author on October 13, 1956 at the 4th National Study Conference (Venice, Italy).

Language: Italian

Published: Roma, Italy: Vita dell'infanzia, 1957

Language: Uzbek

ISSN: 2181-368X

Abstract/Notes: Montessori education is distinct for its implementation in 154 countries around the world. Lacking a Montessori trademark or comprehensive overseeing body, the expansion of the Montessori approach has often been diffuse and fragmented among competing organizations. The absence of centralized, accurate, and consistent accounting has made it difficult to document the scope, growth trends, and diverse populations of students served in Montessori schools. The primary objective of this study was to gather evidence to support a robust estimate of the number of Montessori schools worldwide. This estimate relies on national and regional organizations’ broadest definitions of what constitutes a Montessori program. The study included two components: a survey of regional and national Montessori organizations and supplemental sources, including other published estimates and direct inquiries within key countries. Multiple sources allowed for triangulating data to reach a more confident estimate for the number of schools in each country and for synthesizing global perspectives on significant elements of Montessori fidelity worldwide. Through these sources, we document a total of 15,763 Montessori schools around the globe, roughly 9% of which are government funded. Countries with the largest number of Montessori schools are the United States, China, Thailand, Germany, Canada, and Tanzania; the United States, Thailand, the Netherlands, and India have the largest number of government-funded or public Montessori programs. Results of the fidelity analysis identified six practices that emerge consistently as central pillars of Montessori implementation.

Language: English

ISSN: 2378-3923

Abstract/Notes: Tulisan ini berusaha menjelaskan pendidikan Islam dari sudut pandang Maria Montessori, yang merupakan tokoh pendidikan anak yang mencurahkan hampir keseluruhan hidupnya untuk anak-anak. Maria Montessori memiliki prinsip dasar mengenai metode montessori ini, yang sangat memfokuskan anak sebagai childern center dan orang dewasa sebagai pembimbing. Menurutnya, suatu fase kehidupan di awal sangat berpengaruh terhadap faserase kehidupan selanjutnya artinya bahwa pengalaman-pengalaman yang dialami oleh seorang anak di awal kehidupannya sangat berpengaruh terhadap kedewasaannya kelak begitu juga perlakuan yang di dapatkan anak sejak kecil akan sangat berpengaruh terhadap perkembang an anak selanjutnya. Kemudiaan sebagai umat Islam, sudah menjadi kewajiban bagi orang tua dan pendidik untuk menanamkan nilai-nilai ke-Islaman pada anak-anaknya. Dan agar nilai-nilai ke-Islaman tersebut dapat terserap dengan sempurna, maka harus diajarkan sejak anak-anak usia dini juga. Rasulullah telah menegaskan tentang tanggung jawab orang tua terhadap anak-anak dalam sabdanya. [This paper tries to explain Islamic education from the perspective of Maria Montessori, who is a figure of children's education who devotes almost her entire life to children. Maria Montessori has a basic principle regarding this Montessori Method, which is very focused on children as children centers and adults as guides. According to him, a phase of life at the beginning is very influential on the phases of the next life which means that the experiences experienced by a child early in life are very influential on their maturity as well as the treatment that children get from childhood will greatly affect the subsequent development of children. Youth as Muslims, it has become an obligation for parents and educators to instill Islamic values in their children. And so that these Islamic values can be absorbed perfectly, it must be taught from an early age as well. Rasulullah has emphasized the responsibility of parents towards children in their sayings.]

Language: Indonesian

ISSN: 2549-3329

Language: Spanish

ISSN: 2766-7936, 2766-7944

Abstract/Notes: L’articolo compie un’analisi di tipo storico educativo che si inserisce all’interno del Progetto di ricerca nazionale Maria Montessori dal passato al presente. Accoglienza e implementazione del suo metodo educativo in Italia nel 150° anniversario della sua nascita, finalizzato alla ricostruzione della figura e dell’opera della studiosa italiana, a partire dall’istituzione della prima Casa dei Bambini nel 1907. In particolare, il presente saggio tiene conto di un buon numero di studi che sono apparsi negli ultimi tempi su Maria Montessori, nonché dell’analisi condotta sulle sue opere al fine di compiere una riflessione sulla portata innovativa del suo percorso scientifico. Dagli studi medici all’azione e alla ricerca in campo pedagogico, l’itinerario intrapreso da Maria Montessori, sul finire dell’Ottocento, fino alla morte, avvenuta nel 1952, presenta un preciso filo conduttore: il suo impegno coniuga il principio di emancipazione femminile con quello più ampio di emancipazione umana, ponendo l’infanzia al centro di un progetto per rendere l’umanità migliore. L’articolo prende in considerazione un preciso periodo della storia della scuola e dell’educazione italiana, il periodo della cosiddetta Età giolittiana, per cogliere i rapporti di Maria Montessori con le personalità pedagogiche del suo tempo, mettendo in luce gli ostacoli che ella incontrò nel realizzare una pedagogia che educasse il bambino alla libertà attraverso la libertà. La sperimentazione del suo progetto ebbe infatti una scarsa diffusione in Italia, soprattutto, come emerge dall’articolo, per le difficoltà incontrate nella formazione di un nuovo modello di insegnante.

Language: Italian

DOI: 10.17227/pys.num58-17208

ISSN: 2500-6436, 0121-2494

Abstract/Notes: Dalla rivista "Vita dell'Infanzia", Roma, anno I, n. 5-6-7, maggio-giugno-luglio, 1952. [From the magazine "Vita dell'Infanzia", Rome, anno I, n. 5-6-7, May-June-July, 1952.]

Language: Italian

Published: Roma, Italy: Comitato italiano dell'OMEP, 1967

Language: English

Published: Memphis, Tennessee, 1977

Language: German

Published: Salzburg, Austria: Dr. Wilhelm Weinhäupl, 2016

ISBN: 978-3-200-04765-5 3-200-04765-8