Language: English

Abstract/Notes: Montessori's acceptance into medical school was a personal achievement and would have ramifications for the lives of a multitude of future generations. In March 1896, she was invited to the first Women's International Congress, in Berlin, where she spoke of the need for equal pay for equal work for women. Montessori's vision for social change has filtered into early childhood classrooms, and public Montessori schools have entered the mainstream, touching the lives of millions of children.

Language: English

ISSN: 1054-0040

Abstract/Notes: Dr. Montessori and her interpreter, Miss Pyle, will return within a day or two from Los Angeles to spend Christmas at "Boyland."

Language: English

Language: German

Abstract/Notes: Maria Montessori’s educational proposal had a revolutionary significance since its origins.  It freed childhood from the raising social marginalization  to a “golden age”.  In a period marked by widespread  national-popular illiteracy, a “New Education” originated exactly among the poorest social classes, represented a valuable tool for the literacy and regimentation of the masses to the rising fascist ideology. Montessori avoided it, paying with obstructionism and discredit. However, even today, Montessorian theory keeps on gaining credit as a “pedagogy of resistance” to the technical and technological revolution of information and communication. She is not even adverse to the use of technology in daily life or in education. Far from stopping the technical progress and the social technological literacy, it is a question of stemming the educational deprivation of the young people experience, rediscovering an active, direct and participative learning, with a specific attention to the early childhood. Experience offers a good and attractive alternative to the standstill caused by the overuse of the mass communication means. Preserving the 0-3 years children from the early abuse of technology, provides a “dilating education” of childhood’s fields of experience and evolutive possibilities. In this way the child is ready to approach the technologies, in order to enjoy without suffering their growing capacities.

Language: English

DOI: 10.3280/ess2-2023oa16560

ISSN: 2284-015X, 2038-9442

Abstract/Notes: Introduction: Among the most important priorities is early childhood care. With the arrival of COVID 19, this has been greatly affected, causing the need to rethink it in different ways. In the educational context, due to social distancing, it has caused having to migrate from the face-to-face mode to the online one. Objective: To reflect on the feasibility of the Montessori Methodology, for the multisensory stimulation of children with or without special educational needs, in conditions of social distancing. Methodology: The study followed a descriptive, non-experimental methodology, through the use of theoretical and empirical methods and the RSL (Systematic Review of Literature), allowed to consult 46 sources obtaining as Results: The identification of 13 potential studies that contributed to systematize the foundations theoretical on the feasibility of the Montessori Methodology, facilitating the realization of 4 essential theories: 1. Diagnosis relationship with the Intervention process at an early age. 2. The multisensory stimulation base of the infantile development. 3. Teaching materials and resources favor significant learning and the integral development of the child. Early multisensory stimulation of children with special educational needs associated or not with disability in conditions of social distancing is a permanent challenge. Conclusions: The systematization of the preceding theories around the Montessori Methodology highlights its feasibility, relevance and applicability for early multisensory stimulation in children with or without special educational needs, however limitations are evident due to the few studies carried out in relation to its applicability in conditions of social isolation, to this is added the need for training and preparation of teaching staff and the family context for its optimization, as well as the migration of face-to-face pedagogical models to virtual pedagogical models

Language: Spanish

DOI: 10.33262/concienciadigital.v4i1.1529

ISSN: 2600-5859

Language: English

ISSN: 1538-6619

Abstract/Notes: Alternative schools such as Montessori, Reggio Emilia or Waldorf emerged on the educational scene over a century ago but have proliferated internationally in the last 15-20 years. In addition to being considered as educational alternatives to conventional approaches, these schools are often associated with enhanced benefits in cognitive, social, emotional, and personal development of attending children. This assumption stems from the fact that these approaches are aligned with the basic principles of child development, especially because in these schools, daily practices are organized according to children's developmental strengths and considering individual learning rhythms. However, empirical research on this assumption is scarce and little is known about the type of schools studied and the aspects of development analyzed. Thus, this systematic review aims to address two objectives: to identify which types of alternative schools have captured the interest of researchers and to explore the most studied areas of cognitive and socioemotional development during childhood, along with the main findings. The review includes studies conducted in the last decade that compare the effects of attending alternative schools versus conventional preschools, elementary schools, or high schools. Twenty-four articles were included, most of them focused on Montessori and, to a lesser extent, Waldorf schools. Other types of alternative schools (democratic, Freinet) had limited representation. Executive function, creativity and academic achievement have received more attention in research compared to well-being, social competence, or independence. Overall, the results show a better performance in children from alternative schools or no differences with their counterparts in conventional schools. However, this study provides a critical perspective on these findings, highlighting limitations that should be considered when interpreting them and guiding future research endeavors.

Language: English

DOI: 10.1016/j.childyouth.2024.107480

ISSN: 0190-7409

Language: English

DOI: 10.1111/j.1467-954X.1927.tb01631.x

ISSN: 0038-0261, 1467-954X

Language: English