Abstract/Notes: An innovative trend in pedagogy, known as "new education", which appeared in many European countries in the first half of the 20th century, aimed at the renewal of the school, learning conditions and the learning process, assigned a new role to the teacher, and emphasized a new approach to the child. One of the many representatives of the "new upbringing" was Maria Montessori (1870–1952), an Italian doctor and educator. The knowledge of M. Montessori's pedagogical theory in Poland was facilitated by her book publications and the pedagogical and psychological literature of Polish educators, which referred to the concept of Montessori education. The aim of the article is to present the reception of M. Montessori's pedagogical theory in preschool education in the years 1918–1939.

Language: English

DOI: 10.18778/2450-4491.11.09

ISSN: 2450-4491

Abstract/Notes: The theoretical part of the paper deals with the description of Montessori pedagogy and its outlook on the teacher’s personality. In the application part, it provides the methodology background to the research based on a quantitative content analysis method that deals with academic journals and papers with the subject of pedagogy in general, pre-school, primary education and pedagogy for special educational needs in Slovakia in context of the articles about the Montessori pedagogy as a possible source of an informal education.

Language: Polish

ISSN: 2353-7140, 2353-7159

Abstract/Notes: The Therapeutic Use of Daily Life Events is a practice model that incorporates the mostfundamental approach to Child and Youth Care. There is a risk for a divide between academicconceptualisations and practice to develop if they do not grow together. To contribute to this ‘growing together’, the authors from the two disciplines of Child and Youth Development and Philosophy joined their perceptions and approaches on the empowering of children within the various teachable moments thatform part of their interactions with adults. The article explores the usefulness of Mimetic Theory as anunderlying theory behind the practice approach proposed by the adoption of the Use of Daily Life Events inthe work with children in need of care. Although this article builds on the views of various authors fromdifferent countries, support and examples for the claims made in this article will be South African specific.

Language: English

ISSN: 1705-625X, 2410-2954

Abstract/Notes: Godly Play is an approach to religious education for young children between the ages of three and eight. The Godly Play room, modelled on Montessori’s prepared environment, provides opportunities for young children to respond to Sacred stories, Parables and Liturgical actions presented by the Storyteller through art using any of the materials available to them. However, there is a paucity of research into how different spatial affordances may enhance opportunities for spiritual development in the Godly Play room. This article examines the Godly Play room through the lens of affordance theory. It applies elements of the notion of affordances to three documented anecdotes of Godly Play storytellers to show particular action possibilities enhance opportunities for spiritual development and wellbeing. The analysis highlights the importance of the Storyteller’s guidance, the readily accessible materials, and the dedicated space in which Godly Play is undertaken.

Language: English

DOI: 10.3390/rel13121202

ISSN: 2077-1444

Abstract/Notes: Quando pensamos em educação especial, já buscamos meios eficientes para trabalhar de forma correta e eficiente. Entramos então na busca de defender a TEORIA MONTESSORIANA, criada por Anna Freud Maria Montessori, como uma das melhores formas de se trabalhar com educandos com deficiência, pois entendemos como educadores que educar é algo poético, que depende não somente do básico da teoria e sim do amor que nos liga a essa profissão. Este trabalho, que tem por objetivo básico a conclusão do curso de mestrado, apresentou no decorrer das pesquisas uma nova visão e base para a profissão. Buscando soluções e modificações imediatas no trabalho diário em sala de aula. O saber a teoria nos remete a uma modificação no cotidiano escolar, desde a forma com que olhamos para nossos alunos até a base estrutural da sala de aula. Este trabalho teve como metodologia a forma descritiva, a qual, segundo Lakatos (1997), expõe a pesquisa de material já publicado e autores renomados para sua execução. [When we think of special education, since we seek efficient ways to work properly and efficiently, then enter the search defend the Montessori Theory, created by Anna Freud Maria Montessori as the best way of working, because we understand as educators that to educate is something poetic, which depends not only on basic theory, but on the love that binds us to this profession. This work, whose primary objective is the completion of the master program, presented in the course of research a new vision and basis for the profession. Seeking solutions and immediate changes in the daily work in the classroom. Knowing the theory leads us to a modification in everyday school life, from the way we look at our students to the structural basis of the classroom. This work has as methodology a descriptive form, which according to Lakatos (1997) exposes the research material already published and renowned authors for its execution.]

Language: Portuguese

ISSN: 1982-8632

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2019

Edition: 4th ed.

ISBN: 978-3-451-81844-8 3-451-81844-2 978-3-451-81911-7 3-451-81911-2

Series: Montessori-Praxis (Herder)

Abstract/Notes: The aim of this contribution is to show the “outdated” relevance of Montessori pedagogy in the “No Schoolbag” (Senza Zaino, or “SZ”) model. Adopting some fundamental elements of Montessori’s activism, this model advocates a school in the fullest meaning of Scholè, as a place for dialogue, development and work, otium and negotium, commitment to study and the pleasure of knowledge, where the discipline of freedom, as applied to experience and filtered by emotions, is indispensable. In doing so, it rejects the idea of school being based on educational intellectualism. Rather it is an indirect educational path in which the experience of reality, rather than empty words, shapes the child's mind, developing an inner order that originates from its external counterpart, with the result that the child feels like an active participant, belonging to a welcoming, hospitable and motivating community. Drawing on the Montessori theory, the “No Schoolbag” model positions itself as a pedagogy of our time, but endowed with an ancient, rigorous, inclusive, and supportive heart.

Language: English

DOI: 10.6092/issn.1970-2221/12199

ISSN: 1970-2221

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2011

Edition: 1st ed.

ISBN: 978-3-451-32430-7 3-451-32430-X

Series: Montessori-Praxis (Herder)

Abstract/Notes: Contextualizes the mathematical intelligence as revealed in the human tendencies, as supported by the extended family, and facilitated by choice within a responsive environment. Reviews the function of Montessori materials, including mathematical materials, and emphasizes that the personal intelligences are integral to all activities simply because the Montessori classroom is a community of children.

Language: English

ISSN: 1522-9734

Abstract/Notes: Discusses the theory of multiple intelligences and Montessori practice as interpreted by Torff, Dubovoy, Baker, Hilliard, Zener, and Sillick (PS 524 854-859). Claims that Gardner and Montessori both look beyond the notion of fixed IQ, and their joint perception of human potential tends toward the boundless, and the belief that each child can make a contribution to the world. (MOK)

Language: English

ISSN: 1522-9734