Abstract/Notes: Book review of "The Best Weapon for Peace" by Erica Moretti.

Language: English

DOI: 10.1017/mit.2024.9

ISSN: 1353-2944, 1469-9877

Abstract/Notes: Although Montessori's name is almost universally known in education circles today, and there are countless nursery schools throughout the world using the "Montessori Method," the real core of her thinking has remained largely misunderstood. Most people regard the method as a system for the education of very young children. And most who have some direct experience of it, either as parent or teacher, would regard it as involving a certain set of procedures and specialized educational materials with clear and elaborate instructions for their use. However, the essence of Montessori's philosophy of education is in reality far broader than this, and contains a powerful message for educators everywhere. What is less well-known about Montessori's work is that she began by establishing the effectiveness of her approach at the pre-elementary level, but also strongly encouraged the extension of her method to the higher levels of education. Wentworth's purpose in writing this book is to elucidate this vital aspect of Maria Montessori's life's work and to show how it applies to real-life teaching situations. She believed that by transforming the process of children's education she could help to transform the attitudes of the adults they will later become, and so those of society and the world at large--a message she promoted as vitally relevant to the future of humankind as a whole.

Language: English

Published: New York, New York: Routledge, 1999

Edition: 1st

ISBN: 978-1-4106-0440-8

Language: English

ISSN: 1071-6246

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: Les jardins d’enfants qui se développent en Europe au XIXe siècle selon les principes froëbeliens s’implantent plus difficilement en France où les salles d’asile, puis l’école maternelle instituée par Pauline Kergomard1, développent un accueil spécifique pour les enfants d’âge préscolaire. Néanmoins, ils bénéficient dès les années 1910 de l’essor mondial du montessorisme, et l’on constate la création de nombreux jardins d’enfants et d’écoles nouvelles jusqu’à l’orée de la seconde guerre mondiale. Les jardinières reçoivent une formation spécifique, centrée sur les méthodes actives prônées par les psychologues s’intéressant au développement de l’enfant, et délivrée dès le début du XXe siècle par des institutions privées. Cette formation est prise en charge par l’État entre les années 1921 et 1931, alors que Mlle Amieux, professeur au collège Sévigné, crée un cours pédagogique au lycée de jeunes filles de l’École normale de Sèvres. Les jardinières munies du certificat d’État sont ensuite embauchées dans les jardins d’enfants et les classes enfantines des lycées bourgeois. Cette expérience s’arrête en 1931 lorsque les lycées ne sont plus autorisés à ouvrir des classes enfantines, mettant ainsi un terme à l’existence des jardins d’enfants dans l’enceinte de l’enseignement secondaire. Nous verrons dans ce chapitre en quoi cette formation a été à la résultante, pas toujours harmonieuse, de l’institution scolaire et du mouvement en faveur de l’éducation des jeunes enfants, et en quoi elle a été un enjeu qui reste actuel. Quelle était cette formation spécifique, quelles raisons conduisent à son arrêt en 1931 et qu’advient-il de la formation des jardinières après cette date ? Voici les questions que nous envisageons d’explorer à travers le prisme d’une éducation préscolaire envisagée dans et hors l’école, à partir de sources provenant de fonds d’archives publics2 et privés3, complétés par des ouvrages et revues pédagogiques telles La Nouvelle Éducation, la Revue universitaire, l’Éducation enfantine ou encore la Revue de l’enseignement secondaire des jeunes filles. [Kindergartens that developed in Europe in the nineteenth century according to Froëbelian principles were more difficult to establish in France where the asylum rooms, then the nursery school instituted by Pauline Kergomard, developed a specific reception for the children of preschool age. Nonetheless, they benefited from the worldwide boom in montessorism from the 1910s onwards, and many kindergartens and new schools were established until the onset of the Second World War. The gardeners receive specific training, focused on the active methods advocated by psychologists interested in the development of the child, and delivered from the beginning of the 20th century by private institutions. This training was paid for by the State between the years 1921 and 1931, when Miss Amieux, a teacher at the Sévigné college, created an educational course at the high school for young girls of the Normal School of Sèvres. The gardeners with the state certificate are then employed in the kindergartens and nursery classes of middle-class high schools. This experiment ended in 1931 when high schools were no longer allowed to open nursery classes, thus putting an end to the existence of kindergartens within the walls of secondary education. We will see in this chapter how this training was the result, not always harmonious, of the school institution and the movement in favor of the education of young children, and how it was an issue that remains current. What was this specific training, what are the reasons for its discontinuation in 1931 and what happens to the training of gardeners after that date? Here are the questions that we plan to explore through the prism of preschool education envisaged in and outside school, using sources from public2 and private3 archival funds, supplemented by educational books and reviews such as La Nouvelle Education, the University Review, Childhood Education or the Journal of secondary education for young girls.]

Language: French

Published: Rennes, France: Presses Universitaires de Rennes, 2018

ISBN: 978-2-7535-5561-7

Series: Histoire

Language: English

ISSN: 1071-6246

Language: English

Language: English

Published: New York, New York: American Montessori Society, 1971

Edition: 5th ed.

Language: English

ISSN: 0519-0959

Abstract/Notes: Neste artigo busca-se uma compreensão das ideias sobre a educação da segunda infância em Portugal, entre finais do século XIX e meados do seguinte. Compulsaram-se um conjunto de revistas de educação publicadas em Portugal. A análise detetou tendências e nuances do processo de modernização pedagógica. Certos autores defendem o ambiente familiar como o mais adequado para a educação da infância, destacando a mulher como mãe e educadora, outros denunciam a sua impreparação, advogando a sua formação e sustentavam a conveniência da educação de infância em instituições, segundo as modernas propostas pedagógicas. Estes últimos tenderam a manifestar posicionamentos idênticos aos que se expressam em outros países europeus sobre os modelos pedagógicos direcionados especificamente à segunda infância.

Language: Portuguese

DOI: 10.1590/2236-3459/85647

ISSN: 2236-3459