Language: Italian

ISSN: 0042-7241

Abstract/Notes: After a brief introduction to Maria Montessori’s bio through selected life pills concerning some significant periods in her life, as reported by original chronicles or by authors who wrote about her, the Author’s contribution is aimed at giving a satisfactory representation of the Montessori’s approach to the “triumphant child” and of the adult behavior which we would expect in order to ensure effective help to the child self-development and joy for life. The framework is developed using a selection of situations and/or episodes of real life that actually happened, sometimes to Montessori herself, as described in the Montessori’s book “The secret of childhood”. The specific intention is that of bringing the selected content to the attention of the reader, allowing wider reflection about effective, respectful, non-invasive adult behavior compared with the child’s needs from different points of view, as well as giving the reader himself the oppor- tunity to elaborate further reflections and conclusions independently.

Language: Italian

ISSN: 2039-4039

Abstract/Notes: Il contributo affronta una possibile analisi inerente al rapporto tra infanzia, famiglia ed istituzione educativa a partire da un’indagine osservativa condotta nella realtà di un nido ad indirizzo montessoriano. Attraverso la rappresentazione della vita quotidiana dei bambini - inseriti al nido aziendale “La Casa del Cedro”, organizzato dal Centro Nascita Montessori (CNM) di Roma - viene restituita la valenza euristica dell’approccio montessoriano e il suo inconfondibile contributo all’educazione globale ed estetica, per l’infanzia del tempo presente. [The essay presents an analysis of the relationship infancy/family/children’s institutions through a survey carried out on the reality of a Montessorian crèche. Through the representation of the children’s daily life in the company crèche “Cedro”, organized by the Centro Nascita Montessori (CNM) in Rome, we will give an idea of the intrinsic value of the Montessorian approach, its relevance and its inimitable contribution to education in present time.]

Language: Italian

DOI: 10.6092/issn.1970-2221/1761

ISSN: 1970-2221

Abstract/Notes: Article presented at International Workshop “Children and Families; critical issues and socio-cultural resources”, Bologna October 16th 2009.

Language: Italian

DOI: 10.6092/issn.1970-2221/1772

ISSN: 1970-2221

Language: Italian

ISSN: 0393-361X

Abstract/Notes: Nella consapevolezza che spazi e tempi costituiscono spesso il principale strumento educativo per coloro che frequentano la prima scuola a più livelli – tanto per i bambini, nei quali tali categorie contribuiscono a rafforzare il livello di familiarità con il contesto di apprendimento, quanto per gli educatori, che riconoscono spesso nell’organizzazione di spazi e tempi scolastici un fondamentale dispositivo didattico – il presente contributo intende focalizzare l’attenzione sul metodo Montessori, che rappresenta in tal senso un utile strumento per adattare spazi e tempi della programmazione educativa ai ritmi di apprendimento e ai livelli cognitivi dei bambini. Il principio 'dell’aiutami a fare da solo' alla base del metodo Montessori, che per i bambini presenta valenza emancipativa, in quanto dispositivo ideale per apprendere l’autonomia, può dunque diventare per gli educatori un utile strumento didattico per avviare un’azione trasformativa della propria esperienza professionale e per ripensare in termini progettuali il proprio agire formativo. / Los espacios y tiempos son, con frecuencia y desde diversas perspectivas, el principal instrumento educativo para los niños de Educación Infantil. Son importantes para los niños, porque contribuyen a reforzar el nivel de familiaridad con el contexto de aprendizaje, y lo son para los educadores porque la organización de los espacios y de los tiempos escolares resulta, para ellos, un dispositivo didáctico fundamental. El presente artículo quiere dirigir la atención al método Montessori que representa, en tal sentido, un instrumento útil para adaptar los espacios y los tiempos de la programación educativa a los ritmos de aprendizaje y a los niveles cognitivos de los niños. El principio de 'Ayúdame a hacerlo yo sólo' que está en la base del método Montessori, tiene para los niños un valor de emancipación en cuanto dispositivo ideal para aprender la autonomía y puede, por lo tanto, convertirse para los educadores en un instrumento didáctico útil para empezar una acción transformadora de su propia experiencia profesional y para repensar, en términos de proyecto, su propia acción educativa. / Space and time are often, and from different perspectives, the main educational tools for Early Childhood Education. They are very important for children because they help them to strengthen their level of familiarity with the context of learning, and so are for educators because the organization of space and school time acts as an essential teaching device. This article aims to draw attention to the Montessori method because it represents, in this sense, a useful tool to adapt the spaces and times of educational programming to the rhythms of learning and to cognitive levels of children. The principle of “Help me do it by myself”, which is one of the basis of the Montessori method, has a great value for emancipation as an ideal device for children to learn autonomy. This principle may, therefore, become a useful teaching tool for educators to transform their professional experience and to rethink, in terms of project, their own educational practices.

Language: Italian

ISSN: 2255-0666

Abstract/Notes: La pedagogia dell’interiorità, realizzata nelle Case dei bambini, si rivela di grande attualità in un tempo che appare contrassegnato dal predominio della chiacchiera e della fugacità. La lezione di Maria Montessori, attenta alla cura della vita interiore del bambino, offre alle nuove generazioni pratiche di autentica religiosità, rispondendo a un nuovo bisogno di sacro sempre più diffuso nel tempo della globalizzazione. A partire dalle suggestioni montessoriane, la pedagogia contemporanea rilancia l’infanzia come una nuova risorsa per l’adulto e si impegna affinché ogni luogo dell’educare venga trasformato in laboratorio di pace e di autentica democrazia. / The Pedagogy of interiority, realized in the House of children, it’s revealed to be of great actuality in times that seems to be marked from the predominance of the gossip and fugacity. The lesson of Maria Montessori, attentive and caring for the interior life of the child, offers to the new generations practices of authentic religiousness, answering to a current need for the dimension of the sacred, more and more diffused in times of globalization. Starting from the suggestions of Maria Montessori, the contemporary Pedagogy launches again the childhood as a new resource for the adult and engages and commits itself for transforming every place of education into a laboratory of peace and for an authentic democracy.

Language: Italian

DOI: 10.12897/01.00067

ISSN: 2240-9580

Abstract/Notes: Il pensiero e l'opera della Montessori possono aiutarci a ripensare i modelli educativi per i bambini del terzo millennio. La studiosa ci fornisce indicazioni interessanti su molte questioni: la formazione dei docenti, l'organizzazione dello spazio e dei materiali, la capacità dei bambini di essere liberi e competenti in ambienti appositamente strutturati. Ella sostiene con forza il diritto all'istruzione e alla formazione di tutti i bambini. / The writings of Montessori help us to think anew educational models for children of the third millennium. The scholar gives us important clues about many issues: teachers' education, the arrangement of space and materials, children's ability to be free and competent in specifically structured environments. Moreover, she makes a strong claim for any child's right to instruction and education.

Language: Italian

DOI: 10.12897/01.00066

ISSN: 2240-9580

Abstract/Notes: This contribution aims to highlight the aspects of the Montessori Method that are particularly functional to inclusive classroom management and for a heterogeneous school context. The theoretical framework is the idea of education in the Montessori approach in that she is considered the forerunner of an inclusive pedagogical vision. In fact, while the first years of her research were addressed to the field of special education, she was soon convinced of the possibility of extending her studies also to “conventional” schools. On the basis of this belief, her experimental work was soon extended from institutions for disabled children to a series of kindergartens (called “Children’s House”) first in Rome and then in the rest of the world. In the second part of this brief analysis, a study is presented on the use of the QBS questionnaire (Tobia & Marzocchi, 2015) with a sample of 73 Montessori public school children and their parents. The questionnaire on “Quality of Wellbeing at School” is the tool we selected for the phase of data collection, with the intention to investigate the point of view of pupils and their parents. Our analysis aims to understand the perception of well-being at school in children and their families. The statistical analysis applied to the results from the administration of the questionnaires revealed some significant data, in particular in the scale relating to satisfaction and recognition and in the scale relating to the relationship with classmates. At the same time, the statistical analysis of the questionnaire dedicated to parents revealed a significant effect on the scale related to child awareness.

Language: Italian

ISSN: 2282-5061, 2282-6041

Language: Italian

ISSN: 0390-2420