Abstract/Notes: La autora pone en evidencia el origen del Método Montessori y sus características peculiares. Enfatiza la organización de los clases montesorianas dando el perfil del nino. Se refiere ai material y a las asignaturas de la escuela montesoriana y presente la nueva dimensión que ha dado el "Constructor Sui" a la educación en Brasil. Define la Casa-Escuela y relaciona este nuevo ambiente con los principios que orientam una escuela montesoriana y sitúa la introducción del Método Montessori en Brasil senalando las dificuldades encontradas y las soluciones propuestas. Subraya la eficiencia dei método para el nino y concluye que la más "importante será que las personas quieram que las otras también sean personas".

Language: Portuguese

ISSN: 2175-795X

Abstract/Notes: A educação infantil, além de possibilitar descobertas e conhecimentos, torna-se também formadora da personalidade da criança. Este trabalho consiste em um estudo acerca da importância da arquitetura escolar para o processo de ensino-aprendizagem, mediante o uso da teoria pedagógica montessoriana e utilizando-se de aparatos como o ludicismo, as cores e a acessibilidade. O objetivo foi expor como a arquitetura, aliada ao método de ensino montessoriano, pode prover uma educação de qualidade. Diante disso, justifica-se a importância desta pesquisa, visto que a arquitetura e o ensino montessoriano podem motivar a aprendizagem da criança, transformando a educação em um instrumento que a estimule a aprender de modo prazeroso. Para isso, aplica-se um método de pesquisa que utiliza revisões da bibliografia acerca do tema e análise de projetos referenciais sobre o assunto, relacionando a teoria com a prática. Com base nisso, pode-se destacar as principais características presentes em um estabelecimento de ensino baseada na pedagogia montessoriana e como elas podem atuar em benefício da educação, além de apresentar recursos que a arquitetura dispõe que favorecem o processo de ensino-aprendizagem, mostrando o quanto um ambiente planejado e agradável torna-se fundamental para o pleno desenvolvimento infantil.

Language: Portuguese

DOI: 10.18256/2318-1109.2018.v7i2.3042

ISSN: 2318-1109

Abstract/Notes: La Dirección Nacional de Derechos de Autor (dnda) condenó al Colegio Montessori por la violación del derecho moral de divulgación del señor Loerbroks. Esta decisión es importante ya que es una de las pocas sentencias en las que se han protegido los derechos morales de los autores en Colombia. La decisión deja entrever la línea jurisprudencial que la dnda poco a poco ha trazado para la protección de los derechos de autor, y en especial de los derechos morales de que goza el autor de la obra. Ello obedece a que, a diferencia de los derechos patrimoniales, estos son perpetuos, inalienables e irrenunciables. Así se evidencia en el caso del artista Gabriel Antonio Calle contra el centro comercial San Diego y en el expuesto en esta reseña. [The Colombian Copyrights Office (dnda) decided against the Colegio Montessori of Cartagena for infringing the moral rights of disclosure of Marcus Igno Rudolf Loerbroks. This case is important because it is one of the few decisions in which authors moral rights have been protected in Colombia. This ruling reveals the jurisprudential line that the dnda has gradually established for the protection of copyrights in our country, and especially for the moral rights enjoyed by the author of the art work as their owner. This is because, unlike the economic rights, moral rights are perpetual, inalienable and unassignable; as exposed in the case of the artist Gabriel Antonio Calle against the shopping mall San Diego and the case exposed in this review.]

Language: Spanish

DOI: 10.18601/16571959.n23.12

ISSN: 2346-2116

Language: English

DOI: 10.33178/scenario.13.1.1

ISSN: 1649-8526

Abstract/Notes: La presente investigación tuvo como propósito determinar que la capacitación docente basada en la teoría Montessori, influye en la atención de la discapacidad intelectual leve en niños de educación general básica de Guayaquil. Se sustentó teóricamente con los aportes de Montessori (1907), Lee (2018), Molina (2012, 2015), Chiavenato (2000), Rodríguez y Ramírez (1997), OMS (2021), AARM (2020),Tünnermann (2011), (Aubrey, 2010), UNESCO (2006), Cossentino (2005), Díaz (2002), Ministerio de Educación del Ecuador (2011), entre otros. La investigación se catalogó como experimental-aplicada, con nivel netamente explicativo. El diseño se clasificó como pre-experimental, con modelo pre-test/post-test con un solo grupo. La población estuvo constituida por 50 profesionales de educación general básica; debido al número finito y conocido de la población se empleó un censo poblacional. Como técnica de recolección de datos se utilizó la encuesta y como instrumento, el cuestionario. El análisis descriptivo de los datos se realizó mediante la confección de tablas de frecuencia absoluta (fa) y porcentaje (%), medidas de posición (promedio, mediana, mínima y máxima), dispersión (desviación estándar) y varianza. Asimismo, se realizó un análisis inferencial acerca de la población, basándose en los datos recolectados y la contrastación de las hipótesis planteadas. Los resultados evidenciaron una diferencia significativa de 19,02, entre los resultados del pre y post test, con un nivel de significancia de 0,000 < 0,05. Por tanto, se aceptó la hipótesis de investigación (Hi) y se rechazó la hipótesis nula (Ho), llegando a la conclusión que la propuesta basada en teoría Montessori influye de forma significativa y positiva en la atención de la discapacidad intelectual leve en niños de educación general básica de Guayaquil. El presente estudio representa un gran aporte para el sistema educativo en lo concerniente al área de la discapacidad e inclusión.

Language: Spanish

DOI: 10.46932/sfjdv3n1-015

ISSN: 2675-5459

Abstract/Notes: During the last hundred and fifty years, the modernization of Japan has involved the borrowing of many ideas from other countries. However, these ideas were not simply transplanted uncritically. At the same time, some of their basic philosophical aspects were not completely understood. Ideas were and continue to be adapted, thus reflecting the different needs of Japanese culture and society. An illustration of this process of borrowing can be found in early childhood education, especially after the first Japanese kindergarten was established, based on the ideas of Friederich Froebel (1782-1852). Another example of Western ideas influencing Japanese education is the ideas of Maria Montessori (1870-1952). This paper describes the adaptation of a foreign educational movement. In addition, characteristics of Japanese early childhood education will be described, as well as government policies.

Language: English

DOI: 10.18848/1447-9494/CGP/v16i07/46431

ISSN: 1447-9494

Abstract/Notes: Researchers widely acclaim that the film (video film) has very far reaching effects on young persons, as it amongst other factors, even promotes violence and dictates youth fashions and fads .The Nigerian Education Policy is yet to fully integrate the arts - media arts, dramatic arts, and music into the school curriculum; except at the university level where these are specific courses of study. This paper advocates that this being the case, the time is ripe to repackage the video film as suitable educational material, for integration into the school curriculum, as appropriate teaching aids that enhance understanding of subject matter. Sadly, for now, this inestimable resource is relegated to the hidden curriculum. There is no doubt that the teaching of English Language or French, Geography and the sciences, would be quite enhanced with electronic teaching aids, a formidable and potent medium that school children are already in tune with. This being the case, It is pertinent to start by taking a cursory look at education and the current methodology of formal knowledge acquisition in schools. This will help in the delineation of what modes and processes have been employed, and what is necessary to be adopted. Education is not merely acquired for the sake of it as Peters observes, rather it is “the transmission of, or initiation into things which are intrinsically worthwhile and desirable”...

Language: English

ISSN: 2006-6910

Abstract/Notes: Dr. Maria Montessori is one of the most recognized women in the world for her work in educating children. Although there are many studies and writings on her work, there is still much to know about his career, especially in the years of the connection with Barcelona and Catalonia. In this paper I intend to provide some new data on the reasons and circumstances of her arrival and her first international course in Barcelona. The Mancomunitat of Catalonia organized around her educational proposal many of the projects to improve that Catalan society at the beginning of the century. Eladi Homs was one of the people in charge of managing these first years. The recovery of his personal correspondence has given birth to hitherto unknown information. Dr. Montessori’s collaboration with Catalan institutions was cut short in 1922 but she recovered much more strongly from 1929 when she returned to live in Barcelona. Knowing better the details and circumstances of her work and influence in Barcelona gives us clues to understand the subsequent evolution of the so-called Catalan pedagogical renewal that is still very much alive today / La doctora Maria Montessori és una de les dones més reconegudes mundialment per la tasca a favor de l’educació dels infants. Tot i que disposem de molts estudis i escrits sobre la seva obra, hi ha encara molt per conèixer sobre la seva trajectòria, especialment en els anys de la vinculació amb Barcelona i Catalunya. En aquest article pretenc aportar algunes dades noves sobre els motius i circumstàncies de la seva arribada i el primer Curs Internacional a Barcelona. Al voltant de la seva proposta educativa, la Mancomunitat va aglutinar molts dels projectes que tenia per millorar aquella societat catalana de principis de segle. Eladi Homs va ser un dels encarregats de gestionar aquests primers anys. La recuperació de la seva correspondència personal ha donat llum a molta informació fins ara desconeguda. La col·laboració de la doctora Montessori amb les institucions catalanes es veu estroncada el 1922, però es recupera amb molta més força a partir del 1929, quan torna a viure a Barcelona. El fet de conèixer més bé els detalls i circumstàncies de la seva obra i influència a Barcelona ens dona pistes per entendre l’evolució posterior de l’anomenada renovació pedagògica catalana, que encara continua ben viva avui. / La doctora María Montessori es una de las mujeres más reconocidas mundialmente por su labor a favor de la educación de los niños. Aunque disponemos de muchos estudios y escritos sobre su obra, queda todavía mucho por conocer sobre su trayectoria, especialmente en los años de la vinculación con Barcelona y Cataluña. En este artículo pretendo aportar algunos datos nuevos sobre los motivos y circunstancias de su llegada y su primer Curso Internacional en Barcelona. La Mancomunitat de Catalunya aglutinó muchos de los proyectos que tenía para mejorar aquella sociedad catalana de principios de siglo alrededor de su propuesta educativa. Eladi Homs fue uno de los encargados de gestionar estos primeros años. La recuperación de su correspondencia personal ha dado luz a mucha información hasta ahora desconocida. La colaboración de la doctora Montessori con las instituciones catalanas se ve truncada en 1922, pero se recupera con mucha más fuerza a partir de 1929, cuando vuelve a vivir en Barcelona. El hecho de conocer mejor los detalles y circunstancias de su obra e influencia en Barcelona nos da pistas para entender la posterior evolución de la llamada renovación pedagógica catalana, que aún continúa viva hoy.

Language: Catalan

DOI: 10.2436/e&h.v0i40.150355

ISSN: 2013-9632, 1134-0258

Abstract/Notes: A framework law on preschool education in Bosnia and Herzegovina from 2007 requires all preschool institutions to apply and practice inclusion as well as the compulsory preschool education in a year before children start school. The same law emphasizes that children with developmental disabilities should be included in preschool institutions according to programs adapted to their individual needs. Namely, the goal of applying inclusion in kindergartens is directed towards giving every child the opportunity to progress following their abilities. In that sense, to realize inclusion it is necessary to provide important preassumptions such as curriculum, methods of work, didactic tools, professionally educated team, and permanent assistants in individual assistance. Children with developmental difficulties deal with additional discrimination because most preschool institutions do not have the above-mentioned preassumptions for work and they are often excluded from the educational process. To find the solution to this problem, the focus of this paper is aimed at choosing a curriculum that will enable each child with an equal opportunity in life. In this context, a group of experts who completed the Montessori specialization have created the Integrated Preschool Adaptive Curriculum (IPAC) that is intended for inclusive kindergarten groups. The basis for its development was the contextual and dynamic assessment of abilities, knowledge, and skills of children who attended kindergarten a year earlier and worked according to the methodology of Montessori teaching and techniques. In this paper, we intend to present the results of a three-year study that was based on examining the impact of the Integrated Preschool Adaptive Curriculum (IPAC) on children's readiness to go to school. Readiness in this context considers reaching a certain degree of maturity in cognitive, socio-emotional, and physical development as well as in specific abilities in the cultural, hygienic, and work habits domain.

Language: Bosnian

DOI: 10.51558/2490-3647.2021.6.2.227

ISSN: 2490-3647, 2490-3604

Abstract/Notes: The aim in the research was to investigate the effect of Montessori-based STEM education on the self-directed learning skills of pre-service pre-school teachers. A mixed method was employed in the research. The sample of the research consisted of 53 pre-service teachers enrolled in the Pre-school Teacher Education Programme at a mid-sized state university in northeast Turkey. During the research, Montessori-based STEM education was given to the pre-service teachers for two hours per week over 14 weeks. The Self-directed Learning Skills scale was applied to obtain the quantitative data and the Semi-structured Interview Form was used for the qualitative data in the research. After coding the data in content analysis, the themes of the coded data were written down. In order to contribute to the validity of the research, direct quotations from the participant group were included in the findings section and participant confirmation was carried out. In order to contribute to the reliability of the data analysis, the consistency of the results with each other was checked by five experts during the data analysis. The aim was to contribute to the reliability of the study by explaining the data collection and analysis sections in detail. At the end of the research, it was observed that there was a significant difference between the self-directed learning skills pre-test and post-test scores and that the qualitative analysis results supported this difference in direction with the development. These developments were determined from the statements by the pre-service teachers in their interviews stating that the training contributed greatly to their personal and social development and helped them gain learning and teaching skills about a subject. In line with the results obtained, it can be concluded that pre-school teacher candidates' self-directed learning skills such as self-confidence, perseverance, self-planned learning, and self-assessment were developed by Montessori approach-based STEM education. / Araştırmada Montessori yaklaşımı temelli STEM eğitimlerinin; okul öncesi öğretmen adaylarının öz yönetimli öğrenme becerileri üzerindeki etkisi incelenmiştir. Araştırmada karma yöntem kullanılmıştır. Araştırmanın örneklemini Doğu Anadolu’ nun orta ölçekli bir ilindeki devlet üniversitesinin Eğitim Fakültesi Okul Öncesi Öğretmenliği Bölümünde öğrenim gören 53 öğretmen adayı oluşturmuştur. Araştırmada öğretmen adaylarının öz yönetimli öğrenme becerilerindeki değişimi belirlemek amacıyla tek grup öntest sontest deseni oluşturulmuştur. Araştırmada nicel verilerin elde edilmesinde “Öz Yönetimli Öğrenme Becerileri” ölçeği ve nitel veriler için de “Yarı Yapılandırılmış Mülakat Formu” kullanılmıştır. Araştırma süresince toplamda 14 hafta boyunca haftada 2 ders saati olmak üzere adaylara Montessori yaklaşım temelli STEM eğitimleri verilmiştir. Araştırmada elde edilen nicel verilerin analizi ilişkili örneklem t testi ile nitel verilerin analizi ise içerik analizi ile yapılmıştır. İçerik analizinde verilerin kodlaması yapıldıktan sonra, kodlama yapılan verilerin temaları yazılmıştır. Araştırmanın geçerliliğine katkı sağlamak için, bulgular bölümünde katılımcı grubun doğrudan alıntılarına yer verilmiş ayrıca katılımcı teyidi gerçekleştirilmiştir. Veri analizinin güvenirliğine katkı sunmak için, veri analizi esnasında beş uzman tarafından sonuçların birbiri ile tutarlılığı kontrol edilmiştir. Araştırma sonucunda öz yönetimli öğrenme becerilerinin öntest ve sontest puanları arasında, anlamlı bir farklılık olduğu ve yapılan nitel analiz sonuçlarının da bu farkı gelişim yönünde desteklediği gözlenmiştir. Bu gelişimler öğretmen adaylarının mülakatlarında eğitimlerin kişisel ve sosyal gelişimlerine oldukça katkı sağladıklarını, bir konu hakkında öğrenme ve öğretme becerisi kazanma konusunda yardımcı olduğunu belirten ifadelerinden tespit edilmiştir. Elde edilen sonuçlar doğrultusunda Montessori yaklaşımı temelli STEM eğitimlerinin okul öncesi öğretmen adaylarının özgüven, sebat gösterme, kendi kendine planlı öğrenme, öz değerlendirme yapabilme gibi öz yönetimli öğrenme becerilerinin geliştiği yorumu yapılabilir.

Language: English

DOI: 10.19160/e-ijer.1038793

ISSN: 1309-6265