Abstract/Notes: In a context of strong diffusion of the pedagogy inspired by Maria Montessori within the French public kindergarten, this article questions what can happen when ordinary teachers import alternative practices into their classes. It is based on the analysis of two field surveys. The first is carried out in 2016 in a kindergarten class located in reinforced education priority area implementing practices inspired by Montessori. The second is carried out in 2010-2011 in six other kindergarten classes with more conventional practices and focusing on the construction of learning process. Two parts are developed. The first one insists on the way in which the observed teacher grasps Montessori pedagogy, both from the point of view of the intentions she gives herself and of its concrete implementation in the classroom. The second is interested in the appropriation of these practices by the students, questioning what is produced in terms of learning. In a transversal way, the article questions the continuities and breaks between alternative pedagogical practices and ordinary practices. / Dans un contexte de forte diffusion de la pédagogie inspirée de Maria Montessori au sein de l’école maternelle publique française, cet article propose d’interroger ce qui peut se jouer quand des enseignants ordinaires importent dans leurs classes des pratiques alternatives. Il s’appuie sur l’analyse de deux enquêtes de terrain : l’une réalisée en 2016 dans une classe de grande section de maternelle située en REP + mettant en œuvre des pratiques d’inspiration montessorienne ; l’autre en 2010-2011 dans six autres classes de grande section aux pratiques plus conventionnelles et analysant les processus de construction des apprentissages à l’œuvre. Deux parties sont développées. La première revient sur la manière dont l’enseignante observée se saisit de la pédagogie Montessori, aussi bien du point de vue des intentions qu’elle se donne que de sa mise en œuvre concrète dans la classe. La seconde s’intéresse à l’appropriation de ces pratiques par les élèves en questionnant ce que cela produit en termes d’apprentissages. De manière transversale, il s’agit d’interroger les continuités et les ruptures entre pratiques pédagogiques alternatives et pratiques ordinaires.

Language: French

DOI: 10.3917/spec.016.0010

ISSN: 2256-7186, 2426-6272

Abstract/Notes: There are a wide variety of approaches towards education and treatment that have been used in the education of individuals with special needs. One of these approaches is the Montessori Method. The Montessori Method emphasizes that education is a natural process and believes that the child behaves by listening to his or her own inner voice and in this way develops self control and learning. Mentally disabled and autistic children and other children with developmental disorders exist in the same environment with their able peers in special education schools which practice the Montessori Method. Furthermore, the Montessori Method provides the child to find the best and the easiest way of learning through practicing by himself. In the present study, the topics of equipment, arrangement of the educational environment, education and teaching methods, the role of the teacher in education in the Montessori Method and the use of the method in disabled children will be discussed. / Özel gereksinimli bireylerin eğitiminde çok çeşitli eğitim ve öğretim yaklaşımı vardır bunlardan birisi de Montessori yöntemidir. Montessori yöntemi, eğitimin doğal bir süreç olduğunu vurgular ve çocuğun kendi iç sesini dinleyerek hareket edeceğine, böylece hem kendi kendini denetlemeyi hem de öğrenmeyi gerçekleştireceğine inanır. Montessori yöntemini uygulayan özel eğitim okullarında, zihinsel engelli, otistik özellikleri olan çocuklar ve diğer gelişimsel bozuklukları olan çocuklar engelli olmayan akranları ile birlikte aynı ortamda bulunurlar. Ayrıca Montessori yöntemi, çocuğa kendi kendine uygulayarak en iyi ve en kolay şekilde öğrenme yolunu bulmasını sağlar. Bu çalışmada, Montessori yönteminde; araç gereç, eğitim ortamının düzenlenmesi, eğitim öğretim yöntemleri, öğretmenin eğitimdeki rolü ve yönteminin engelli çocuklarda kullanımı konularına yer verilmiştir.

Language: Turkish

ISSN: 1308-4933

Language: German

Published: Kippenheim, Germany: Verlag Information Ambs, 1982

Edition: 1st ed.

ISBN: 978-3-88550-005-6

Series: Nahtstellen

Abstract/Notes: Research on privileged parents, defined here as those with the economic, social, and educational resources to navigate school choice processes to their advantage, often depicts such parents as anxious about maintaining social mobility, leading them to “opportunity hoard” desirable or academically competitive schools in ways that exclude other families. In contrast, we identify a subset of privileged parents in urban settings that we term “happiness-oriented parents” who seek schools that prioritize their child’s social-emotional happiness. Using a qualitative meta-analysis combining seven studies conducted by the authors in New York City; Hartford, Connecticut; and a small East Coast city between 2012 and 2021, we reanalyzed interview data from semistructured interviews with 106 privileged parents who have the ability to access and navigate a range of school choice options. We found a happiness orientation in a diverse group of privileged parents (40% identified as Black, Latinx, Asian American, or multiracial, and the remaining 60% were white). Although these parents were choosing a range of school options in different contexts and they identified different criteria as important to cultivating happiness, they consistently (1) centered happiness, (2) chose for social-emotional and noncompetitive academic factors, and (3) saw this choice as different from the norm. In identifying this repeated but understudied phenomenon, we consider that happiness-oriented parents’ choices might affect a range of education policy changes and outcomes. In the case of our studies, we examine the potential of these parents as allies in school integration efforts.

Language: English

DOI: 10.1086/723066

ISSN: 0195-6744, 1549-6511

Abstract/Notes: Bullying is a serious problem in mainstream public schools. One purpose of this article is to review the literature to investigate whether other types of schools, such as Steiner schools and Montessori schools, have a lower frequency of bullying than mainstream schools. Another purpose is to determine if bullying is a common factor leading to decisions to homeschool children. The article also includes a discussion of some lessons mainstream schools can learn from alternative schools about bullying prevention. There is evidence to suggest that bullying is more prevalent at mainstream schools, and bullying is a commonly cited reason to homeschool.

Language: English

ISSN: 1916-8128

Abstract/Notes: As prototypes for new forms of education, public and private alternative schools have much to offer regular schools in the way of new ideas. This paper provides an overview of alternative schools and the options available. Alternative schools are characterized by a more selected student body, a smaller and less bureaucratic structure, values derived from within the school community, holistic student work, and a recognition of the school-survival issue. The basic educational frameworks within the array of public alternative school options are identified: (1) the traditional approach; (2) the nontraditional and nongraded approach; (3) schools that focus on the development of student abilities; (4) schools that emphasize techniques for delivering education (rather than philosophy); (5) schools with community-based organizing principles; (6) the self-directed, Montessori-like environment; (7) schools that are intentionally structured for particular student groups; and (8) subcontracted arrangements. In conclusion, alternative schools are flexible and able to respond to students' various needs. (LMI)

Language: English

Published: Houston, Texas: University Council for Educational Administration, Oct 1993

Pages: 19 p.

Language: German

ISSN: 0949-2682

Language: English

DOI: 10.1080/09585170701292174

ISSN: 0958-5176, 1469-3704

Abstract/Notes: Children suffering with graphomotor skills which may be related to specific learning disabilities are identified in the first year of primary school. Learning disabilities are linked to developmental changes, but also to changes induced by targeted support and intervention. For this reason, it is required of the teacher to provide adequate support to eliminate problems in graphomotor skills in case of identifying the child's difficulties. The application of support activities can be included in both pre-school and primary education levels. Various development and stimulational programs might be an inspiration, as well as support techniques including montessori and waldorf pedagogy. The contribution is a partial output of the Kega project no. 0026UK-4/2021 Preventive Strategies of Specific Learning Disabilities in Terms of Graphomotor Skills in Preschool Age.

Language: Slovak

DOI: 10.54937/ssf.2022.21.4.76-81

ISSN: 1335-9185

Abstract/Notes: The article addresses the issue of alternative education in the context of cultural codes. On the basis of ethnographic research conducted in primary Montessori schools in Poland the author analyses the significance of local culture for the global range pedagogy, and in this way questions the thesis according to which Montessori is indifferent to cultural differences. The results of the research show, that all three cultural codes, including the totalitarian and folwark ones are present in many different situations investigated during the research. At the same time Polish Montessori schools are undoubtedly these places in which the modernization code is overwhelmingly present.

Language: English

DOI: 10.26881/pwe.2020.49.11

ISSN: 1734-1582, 2451-2230