Abstract/Notes: Anaokulları okul öncesi çocukların bilgi ve becerilerini destekleyen eğitim kurumlarıdır. Farklı eğitim sistemlerini benimsemiş olan anaokullarında aktivitelere göre alanlar oluşturulmaktadır. Algının ve çevrenin öneminin büyük olduğu bu dönemde çocukların hayal güçlerine ilham verecek mekanlar tasarlanmalıdır. Çocukların sözlü beceriden önce öğrenilen görsel dil ile yaratıcılıkları desteklenmektedir. Bunun yanında mekanda bulunan güvenli ve ulaşılabilir mobilyalar da çocukların özgürce hareket etmelerini ve sorumluluk bilinci kazanmalarını sağlamaktadır. Anadilin yanında farklı bir dilin de okul öncesi dönemde öğrenilmesi için mekanda kullanılan görseller ve bunları destekleyici yabancı dilde kelimeler ile görsel hafıza da yer etmesi sağlanabilmektedir. Bu sayede öğrenilen yabancı dildeki kelimeler ile hafızadaki ilişki kuvvetlenerek hatırlanması kolaylaşmaktadır. Bu makalenin amacı Montessori anaokullarında kullanılan mekan ihtiyaçlarını ve günümüz okullarında oluşturulan modern tasarımları araştırmaktadır. Sonuç olarak mekanda kullanılan eğrisel formlar ve donatı elemanlarının boyutlarının çocuklara göre tasarlanması ile çocuğun özgürce hareket edebileceği mekanlar eldeilmektedir. Bu mekanlar bir bütünlük içerisinde estetik bir uyum ile tasarlanmalıdır. Bir düzen içerisinde organize edilmiş az ve yeterli sayıda renk ve obje ile daha huzurlu bir mekan oluşturulmaktadır. Tasarımda ana unsuru yetişkinler ve çocuklar arasındaki olumlu ilişkiler oluşturmaktadır. Mekan tasarımı da bu ilişkiyi desteklemektedir. Doğal aydınlatma, uygun boyutta askılıklar, depolama alanlarının yeterli ve güvenli olması, dolaşım alanlarının yeterli olması da gerekmektedir. / Kindergartens are educational institutions that support the knowledge and skills of preschool children. In kindergartens in different education systems, areas are created according to the types of activities. In this period when perception and the environment are of great importance, spaces that will inspire children's imaginations should be designed. Children's creativity is supported by the visual language learned before verbal skills. In addition, safe furniture in the space allows children to move freely and gain a sense of responsibility. In addition to the mother tongue, it is possible to learn foreign languages in the pre-school period. Therefore, it can be ensured that the language is embedded in the memory with the visuals used in the space and the words in the foreign language supporting them. In this way, the relationship in the memory with the words in the learned foreign language is strengthened and the recall of the word becomes easier. This article aims to explore the space needs found in Montessori kindergartens and the modern designs created in today's schools. As a result, designing the dimensions of the furniture used in the space according to children ensures that children can move freely, implement their own decisions and receive an education without encountering obstacles. The kindergarten interior should be designed with an aesthetic harmony within a unity. Overmuch colors and toys cause a distraction for children. A more peaceful space is created with a sufficient number of colors and objects organized in order.

Language: Turkish

DOI: 10.29228/JASSS.52208

ISSN: 2148-4163

Abstract/Notes: In our brief historical outline of educational conditions in Italy, we have seen that by far the greatest efforts over the past fifty years have been devoted to clarifying the theoretical issues of educational problems. We have been examining philosophical Systems that pretended to afford an unshakeable foundation to educational theory and to answer every problem raised by educational practice. They have been scrutinized and found wanting. The new Government Syllabus (1955) for the Italian elementary schools is thoroughly Catholic in spirit, humanistic in content and progressive in method. The author of the present paper feels, however, that too much theorizing is still blinding Italian educators. The canker of Transcendental Idealism is still gnawing at the efforts of all too many, also Catholic, thinkers. The “active schools” need renewed fervour, cogent Stimulation, and enlightened Inspiration from an integral Catholic philosophy of life. We must stop philosophizing and get down to realizing: experimentation and co-operative effort are badly needed, not less than clear ideas. Not words but deeds! Idealism had thought of itself being the all-inclusive answer to every problem. We must repeat Hamlet's word to the die-hard Idealist: “There are more things in heaven and earth, Horatio, Than are dreamt of in your philosophy”.

Language: English

DOI: 10.1007/BF01423725

ISSN: 1573-0638, 0020-8566

Abstract/Notes: The purpose of the present article was to search for new ways of individual pedagogical support for primary school children with learning disabilities. The article describes the mechanisms for putting the educational principles of Maria Montessori into the system of pedagogical support for children with learning disabilities, which apply the exercises of practical life to a real social environment. The objective of the exercises was to develop universal learning activities, e.g., the ability to plan and manage a child's activity, to reflect its results, to build up communication, to encourage cognitive development.Keywords: learning disabilities, individual pedagogical support, Maria Montessori, universal learning activitiesJEL Classifications: I20; I23

Language: English

ISSN: 2146-4405

Abstract/Notes: By relying on the assumption that there are some missing, unknown, or omitted pieces in the History of Pedagogy and Education that are traceable in the History of other contiguous sciences, such as Medicine and Psychology, the author of this paper focuses his attention on the important role played by Medical Pedagogists. Among them we find such renowned names as Itard, Séguin, Montessori, Montesano, Bollea, but also lesser known ones such as Tamburini, Morselli, Pizzoli or Ferrari. These women and men devoted their attention to the education of people with disabilities, redefining the concept of education itself. For this reason, they should not be placed in a separate area- such as a supposed clinical pedagogy - or outside Science of Education, but ought to be identified as part of a historical path regarding education. A path that, by unfurling in the many stories that constitute it, eventually leads to multiplicity, which is one of the distinctive traits of Special Pedagogy.

Language: Italian

ISSN: 2282-5061, 2282-6041

Abstract/Notes: This article seeks to re-introduce Dr. Maria Montessori’s educational philosophy, which has been absent from modern philosophy of education literature. It describes and analyzes crucial aspects of her epistemology, as best known through her Method. Discussed are the need for early education, the development of the senses, and the exercise of choice by the students. Concept formation is also shown to be an important part of Montessori’s philosophy of instruction. This article concludes with a brief resolution of the “is–ought” objection as framed by Scheffler that might be waged against Montessori’s approach.

Language: English

ISSN: 2369-8659

Abstract/Notes: Music is an integral part of every person’s life. Scientific research has shown the effectiveness of music in medical-rehabilitation contexts to the extent that it is considered, for some categories of people (disabled, socio-cultural, elderly), for the exclusive use of the psychotherapeutic field.The purpose of this review is to demonstrate the importance that music has also in the educational and didactic field to “exploit” its peculiarities, “beyond” the therapeutic component to include the many different contexts of life. Among these, the “digital environments” make music the protagonist of a “world 2.0”, within which, starting from the strengths of the differentiated Method of Maria Montessori, it is possible to create a union between pedagogy and musical education. The last section deals with deafness and music as a specimen, highlighting how theoretical and empirical research on this topic has dealt with it from a threefold perspective: on the one hand, music as rehabilitation therapy for deaf people; on the other, music’s contribution in the overall education of the deaf; finally, music as entertainment and its enjoyment as an expression of quality free time for deaf people.

Language: English

DOI: 10.7346/sipes-01-2020-16

ISSN: 2282-5061, 2282-6041

Abstract/Notes: The present study examined currently popular children’s television shows to determine the prevalence of violent, prosocial, educational, and fantastical content (including fantastical events and anthropomorphism). Network, style, and content ratings were collected for 88 shows using a combination of Common Sense Media and laboratory ratings applied to two randomly-selected episodes of each show. Overall, currently popular children’s television shows were most often animated and contained little violent, prosocial, or educational content, but a great deal of fantastical content. Interrelations among variables were also examined. Shows with fantastical events were both more violent and more prosocial than shows without, and shows with anthropomorphism were more prosocial than shows without. The network on which a show aired predicted violent, prosocial, and educational content, but not fantastical content. Children’s television today is not as violent as might be believed, but nor is it particularly prosocial or educational. It is highly fantastical. The implications of the landscape for children’s behavior, learning, and cognition are discussed.

Language: English

DOI: 10.1080/17482798.2019.1605916

ISSN: 1748-2798

Abstract/Notes: If the purpose of an educational system is to guide pupils towards achieving independence, then certain conditions about the design and conduct of that system must be met. In this paper, those conditions are formulated from a socio‐cultural perspective on learning and development. This paper examines the extent to which those conditions were fulfilled by teachers judged ‘good’ by their pupils and by school management in a case‐study in two Montessori secondary schools. Because discourse is assumed to play a central role when pupils work on assignments with the teacher assisting them, dialogues occurring in various teaching‐learning situations were analysed. The types of language genre used by the teachers and pupils were found to be important characteristics of the ongoing dialogues. The main results were that ‘good’ teachers excel in the adoption of a personal approach to pupils, but they work much more intuitively than systematically or deliberately to stimulate pupils' development of higher mental functions.

Language: English

DOI: 10.1080/00220270903079237

ISSN: 0022-0272

Language: English

DOI: 10.1177/002205741508100606

ISSN: 0022-0574, 2515-5741

Language: English

ISSN: 0022-0574, 2515-5741