Language: German

Published: Innsbruck, Germany: Studien Verlag, 2009

Edition: 1st ed.

ISBN: 978-3-7065-4721-5 3-7065-4721-X

Series: Initiative neues Lernen

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1522-9734

Abstract/Notes: The case study, H is For Hurricane and M is For Maria explores the public Montessori System of Puerto Rico as an educational philosophy of resilience. The authors present a counternarrative to early literacy development on the island by focusing in on two public Montessori schools from Vieques, Puerto Rico. The study was conducted one year after the passing of Hurricane Maria. Data collected, highlights the strong effectiveness of combining children’s home life experiences together with foundational early literacy development. Through this piece, teachers and parents share how they teach early literacy by making the absolute most of what surrounds them physically and culturally. Puerto Rico is poorer than the poorest state yet has had the fastest growth of public Montessori schools, than anywhere else in the United States. Major conclusions state that access to public Montessori education in Puerto Rico offers children an advantage in early literacy development.

Language: English

DOI: 10.1177/14687984211044196

ISSN: 1468-7984

Language: English

ISSN: 1071-6246

Abstract/Notes: The diploma thesis is focused on finding the motivational structure for physical aktivity of a specific group of children from a selected private primary school. These students are attending first through ninth grade, therefore attending both lower primary and upper primary school. Based on their classes, they have been divided into three examined groups. The first group consists of pupils of younger school age, pupils of the first through third grade, the second group consists of pupils of middle school age, which includes pupils of the fourth to sixth grade and the last third group consists of pupils of older school age, which corresponds age of pupils in the seventh to ninth year of compulsory school attendance. Due to my pedagogical work as a teacher at this school, the pupils were deliberately chosen from the Private Primary School and Kindergarten Viva Bambini s.r.o. based in České Budějovice. This school teaches according to the principles of an Italian doctor, anthropologist, and pedagogue Maria Montessori. The aim of the diploma thesis is, by processing statistical data from a questionnaire survey submitted to both school students and their legal guardians (parents), to determine the motivational factors that lead them to physical activity. From their answers, I find out what influence... / Diplomová práce je zaměřena na zjištění motivační struktury k pohybové aktivitě specifické skupiny dětí z vybrané soukromé základní školy. Jedná se o žáky docházející na první i druhý stupeň, tedy žáky první až deváté třídy, kteří jsou rozděleni podle tří věkových kategorií do třech zkoumaných skupin. První skupinu tvoří žáci mladšího školního věku, tedy žáci první až třetí třídy, druhá skupina se skládá z žáků středního školního věku, kam spadají žáci čtvrté až šesté třídy a poslední třetí skupinu tvoří žáci staršího školního věku, která odpovídá věku žáků v sedmém až devátém ročníku povinné školní docházky. Žáci jsou, vzhledem k mému pedagogickému působení coby pedagoga na této škole, záměrně vybráni, a to z důvodu dobré dostupnosti ze Soukromé základní školy a mateřské školy Viva Bambini s. r. o. se sídlem v Českých Budějovicích. Tato škola vyučuje dle zásad a principů italské lékařky, antropoložky a pedagožky Marie Montessori. Cílem diplomové práce je, pomocí zpracování statistických dat z dotazníkového šetření, předloženého jak žákům školy, tak i jejich zákonným zástupcům (rodičům), zjistit motivační faktory, které je vedou k pohybové aktivitě. Z jejich odpovědí zjišťuji, jaký vliv k pohybové aktivitě u těchto dětí mají motivační faktory, které na ně působí ze strany rodiny, kamarádů ale také...

Language: Czech

Published: Prague, Czechia, 2022

Abstract/Notes: The New Boyland, overlooking Santa Barbara, the channel, and the encircling hills and mountains, is rapidly nearing completion and will be open to visitors for the first time on the afternoon of October first, when all are invited to call between the hours of 3 o'clock and early evening. The Boyland course for the coming year will follow the Montessori method; it will, in fact, be a Montessori school, with slight deviations from the straight course for some of the more advanced students. Mr. Hopkins' methods at Boyland in the past have been in keeping with the ideas of Dr. Montessori; he has attended her classes and followed the development of her work, so that the establishment of her materials and methods in full is quite a natural outcome in the development of Boyland, where the method of individual child study has always prevailed. New To The West. Most people associate this method with very young children, and it is not generally known that the famous Italian doctor has for several years been working out an advanced method for older children, and teaching the method to teachers in San Diego. A few eastern schools are now using the advanced materials, but hitherto the full method and its accompanying materials have not been introduced in the west. The equipment in ingeniously contrived, and is much more interesting to the average adult than that used in the primary classes. These materials will soon arrive in Santa Barbara and will be shown at the reception and their uses explained by Mrs. Mollie Price Cook and Mrs. Rose Travis, both of Los Angeles, who are members of the Boyland faculty. They are graduates of the advanced Montessori classes and have had wide teaching experience in the south. Their perfect demonstrations will doubtless correct some wrong impressions of the method. The fall term at Boyland will open October 8, and girls as well as boys will be enrolled. In addition to the usual boarding school there will be a day school, with classes for children three to six and six to ten years of age. No new pupils over ten years old will be admitted. The day is from 9 a.m. until 4 p.m. A hot dinner will be served at noon in the airy big dining room on top of the house, at tables to suit the size of the children dining at them. The younger children will have naps if necessary, and everything will be provided to round out a perfect child's day. There will be all kinds of games, music, and plenty of time for play. There are two big gymnasiums, one in the open and the other forming a part of the great auditorium. Vegetable and flower gardens to work in will provide interesting tasks for the little people, and there will be a museum and park, with tagged exhibits and rare plants and trees, to teach them vocabulary. In addition to the Montessori work, modeling, drawing and basketry will be taught. Many Fine Details. The new building is imposing and interesting. It is absolutely fireproof, has indirect lighting, is steam heated and has been constructed with more than usual attention to ventilation. The little apartments for the resident children include a small study, with well-lighted desk, a long treasure box in which to stow away belongings, with cushions on top to form a couch; a lavatory, a closet and a bedroom which may be thrown open like a sleeping porch and into which the rain cannot come even in the stormiest of weather. The walls and ceilings are in a neutral tone, and color will be introduced in hangings, rugs, etc. No opportunity has been lost to let in the outdoors at every point, and great windows frame the beauty of the view, which stretches away in panoramic beauty on all sides. Each area of the loggia frames an unforgettable picture, some of which are like glimpses of foreign landscape. The main building includes the auditorium, with large stage, the back of which opens wide to the grandeur of the view; the "gym," with its glass swimming pool; reception room; private offices; library; club rooms for the men and women employees; dining room, and attractive, model sanitary kitchen and pantries. One of the features is a group of little shops, where the children will be taught salesmanship and the keeping of accounts. The great map of the world is nearing completion; recently the volcano craters have been equipped with the necessary apparatus to enable them to belch forth fire and smoke; and the river sources have been supplied with the means of regulating their flow of water. The orange orchard has been set out, and many shrubs and trees planted. The classrooms are being furnished and put in order, and by the first of the month will be ready to receive the guests of the school.

Language: English

Abstract/Notes: The article presents the philosophies of John Amos Comenius, Immanuel Kant and Maria Montessori. It focuses on problem areas that are particularly inspiring for modern thinking about peace and education for peace and points out a broad definition of peace provided by each of the above philosophers. Their theories go far beyond identifying peace with the absence of war and they consider peace to be a process that requires building and strengthening as well as the participation of all people, not only politicians. From this perspective, peace building becomes an important educational task. The basic goal is to ensure that individuals have the feeling of authorship and responsibility for peaceful coexistence among people. Only a combination of peace-reinforcing political initiatives with daily activities supported by education and aimed at promoting peace provides real chances to make the world a better place.

Language: Polish

ISSN: 0023-5938, 2657-6007

Language: English

Published: Porto, Portugal: International Academic Forum (IAFOR), 2022

Pages: 75-88

DOI: 10.22492/issn.2758-0989.2022.6

Abstract/Notes: AMI/USA Conference, July, 2002

Language: English