Abstract/Notes: There is significant research on the built environment’s support for children’s optimal learning in educational settings. While faith itself is transmitted through conversation with God, the process of conversation, as well as a child’s interaction and growth within their community, is affected by the physically built environment of the classroom. By filtering data through a lens of God’s gift of place, we can see what is often taken for granted or measured by adult standards. When place is viewed as the third teacher, best practices can help children enter a flow state of learning which supports their spiritual development.

Language: English

DOI: 10.1080/00344087.2023.2268463

ISSN: 0034-4087

Abstract/Notes: The purpose of this phenomenological study was to describe the lived experiences of 12 classroom teachers in different public Montessori schools in four different geographical regions of the United States. The interview was designed to allow the teachers to describe their Montessorian approach regarding areas of safety, social interaction, and respectful classroom environments to support students who may be experiencing the consequences of childhood trauma. The theories that guided this study were Albert Bandura’s (1977) social cognitive theory and the humanistic or person-centered theory of Carl Rogers (Rogers & Kramer, 1995). These theories facilitated the development of an understanding of fundamental concepts in children’s cognitive, social, and emotional learning and how those are related to classroom behavior concerns. Data were collected via a personal writing prompt and interviews, allowing the teachers to explain how they prepare their classrooms to best support the needs of children who may be dealing with the consequences of childhood trauma. Data were organized into themes to inform teacher preparation programs and ongoing professional development.

Language: English

Published: Lynchburg, Virginia, 2024

Language: English

ISSN: 1071-6246

Language: English

Language: English

Language: English

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Abstract/Notes: It is important that people who want to perform their duties in a global and uncertain reality are prepared for changes. Therefore, education can play a significant role in supporting the development of active, competent citizens. The superior task of the contemporary school is to provide an educational environment which would be a source of various experiences with the material, social and cultural world (Todd et al. 2019). The model solution in this regard is offered by the school environment organized according to Maria Montessori’s pedagogical principles. The guiding standard for such an environment is support of the individual’s potential. This is also the key rule on which the lifelong learning paradigm is based (Fleming, 2021). The aim of the paper is to evidence that the Montessori environment favors the development of skills necessary for lifelong learning and to verify empirically the affective significances of the educational experiences of Montessori school graduates. In order to discover the emotional significance of school experiences, the partly modified Hermans’s Confrontation With Yourself method was applied (Hermans, Hermans-Jansen, 2000). The educational experiences of Montessori school graduates are characterized by one type of emotional climate – strength and union (+HH) – in which the fulfilment of both basic motives of human behavior (of self-enhancement and contact with others) evokes positive feelings. Montessori school former pupils possess intra- and interpersonal skills, necessary in lifelong learning. The Montessori model of education supports the development of the ability to harmonize one’s interests with the goals of other people as well as personal and social responsibility. / Ważne jest, aby ludzie, którzy chcą wykonywać swoje obowiązki w globalneji niepewnej rzeczywistości, byli przygotowani na zmiany. Dlatego edukacja może odegrać znaczącąrolę we wspieraniu rozwoju aktywnych i kompetentnych obywateli. Nadrzędnym zadaniemwspółczesnej szkoły jest zapewnienie środowiska edukacyjnego, które byłoby źródłemróżnorodnych doświadczeń, nabywanych w kontaktach ze światem materialnym, społecznymi kulturowym. Modelowym rozwiązaniem w tym zakresie jest środowisko szkolne zgodne z zasadamipedagogiki Marii Montessori. Ideą przewodnią jego organizacji jest wspieranie potencjałujednostki. Jest to również kluczowa zasada, na której opiera się paradygmat uczenia sięprzez całe życie. Celem artykułu jest wykazanie, że środowisko szkoły Montessori sprzyja rozwojowiumiejętności niezbędnych w procesie uczenia się przez całe życia oraz empiryczna weryfikacjaafektywnych znaczeń doświadczeń edukacyjnych absolwentów szkoły Montessori. W celu określenia afektywnych znaczeń doświadczeń szkolnych zastosowanoczęściowo zmodyfikowaną Metodę Konfrontacji z Sobą Huberta J.M. Hermansa.Wyniki: Doświadczenia edukacyjne absolwentów szkoły Montessori charakteryzuje jeden typklimatu emocjonalnego – siły i jedności (+HH), w którym zaspokojenie obydwu motywówpodstawowych ludzkiego działania (umacniania siebie oraz kontaktu i jedności z innymi) wywołujeuczucia pozytywne. Absolwenci szkoły Montessori posiadają umiejętności intra- i interpersonalne, niezbędnew procesie uczenia się przez całe życie. Model edukacji Montessori wspiera rozwój zarównoumiejętności harmonizowania własnych interesów z celami innych ludzi, jak i odpowiedzialnościosobistej i społecznej.

Language: English

DOI: 10.17951/lrp.2023.42.4.113-130

ISSN: 0137-6136