Abstract/Notes: In accordance with the constructivist concept of didactics, the teacher’s duty is to support students in acquiring tools for understanding the world and building resources of their own knowledge and skills. On the other hand, the task of education is to help each individual in developing his ability to become a holistic human being, not just a tool for economics. The charge directed most often towards the Polish school is failure to perform this task, which is manifested by the poor preparation of young people to live and work, to the development challenges, but also the threats of the modern world. It is worth looking for solutions that will create opportunities for children and young people to develop according to their abilities. One of such solutions has the pedagogy of Maria Montessori emphasizing the importance of the child’s activity in the process of learning. The article compared briefly the hebratism with the trend of “new upbringing” to which Maria Montessori’s pedagogy is included, and further considerations have been referred to the modern knowledge of how the brain is taught. / W myśl konstruktywistycznej koncepcji dydaktyki powinnością nauczyciela jest wspieranie uczniów w zdobywaniu przez nich narzędzi poznania i rozumienia świata oraz budowaniu zasobów własnej wiedzy i umiejętności. Zadaniem edukacji jest natomiast pomoc każdej jednostce w rozwijaniu zdolności w stawaniu się całościowym bytem ludzkim, a nie jedynie narzędziem dla ekonomii. Zarzutem kierowanym najczęściej w kierunku polskiej szkoły jest niewywiązywanie się z tego zadania, co przejawia się słabym przygotowaniem młodych ludzi do życia i pracy, do wyzwań rozwojowych, ale i zagrożeń współczesnego świata. Warto poszukiwać takich rozwiązań, które stworzą dzieciom i młodzieży możliwość rozwoju na miarę ich możliwości. Jednym z takich rozwiązań dysponuje pedagogika Marii Montessori, podkreślając znaczenie aktywności dziecka w procesie jego uczenia się. W artykule krótko porównano hebratyzm z nurtem „nowego wychowania”, do którego zaliczana jest pedagogika Marii Montessori, a dalsze rozważania odniesione zostały do współczesnej wiedzy o tym, jak uczy się mózg.

Language: Polish

DOI: 10.15584/eti.2018.1.35

ISSN: 2080-9069, 2450-9221

Language: English

ISSN: 0519-0959

Language: Italian

ISSN: 0042-7241

Language: Finnish

ISSN: 0783-1552

Abstract/Notes: Discipline is very important to be developed early on, while the definition of discipline itself is giving an understanding to which children should be obeyed and which should be avoided. Discipline also teaches children about making mistakes will certainly contain a number of consequences, for this reason the function of punishment in children's education. Discipline is a behavioral value that can be done by force and can be done voluntarily. This Montessori-based learning model can build discipline starting from getting children to tidy up their former food, washing dishes, being able to take responsibility for the assignments given by their teacher, which has been applied in kindergarten Awliya, Cirebon. This research uses descriptive qualitative method that seeks to provide background, unique characteristics. The data obtained through interviews, observation and documentation. The results showed that children in the Awliya Kindergarten in Cirebon City could build their discipline through a Montessori-based learning model. This habit is a rare beginning in building discipline in early childhood.

Language: Indonesian

ISSN: 2716-1641, 2716-0572

Language: German

ISSN: 1225-9799

Abstract/Notes: explosion into reading at home

Language: English

ISSN: 1178-6213, 2744-662X

Abstract/Notes: Part of the data on this work relies on a doctoral research. The study aimed to problematize about Science Teaching in a Waldorf school, Montessori school and Escola da Ponte, having as guiding aspects the organization of spaces, knowledge and evaluation methods of each analyzed school. As a theoretical reference, we adopted the assumptions of differentiated pedagogy and simultaneously, the field of the curriculum. Methodologically, the article points as sources of research to three directions: a theoretical and systematic review in the light of the fields of science teaching and the field of the curriculum; documentary research around the websites of schools that are pedagogically oriented from the pedagogies under discussion; and finally, field journal data based on differentiated pedagogy observations in three schools. The results showed other ways of organizing spaces, different ways of evaluating and approaching school content, more specifically in the scope of Science Teaching. Finally, the work allows a reflection and awareness about the traditional teaching that still constitutes in the great majority in schools. / Este trabalho tem parte dos dados ancorados em uma pesquisa de doutorado. O estudo teve como objetivo problematizar sobre o Ensino de Ciências em uma escola Waldorf, uma escola Montessori e a Escola da Ponte, tendo como aspectos norteadores a organização dos espaços, saberes e métodos de avaliação de cada escola analisada. Como referencial teórico, adotamos os pressupostos da pedagogia diferenciada e, concomitantemente, do campo do currículo. Metodologicamente, o artigo toma como fontes de pesquisa, três caminhos: uma revisão teórica e sistematizada à luz dos campos do ensino de ciências e do campo do Currículo; pesquisa documental em torno dos sites de escolas que se orientam pedagogicamente a partir das pedagogias em discussão; e, por último, dados de diários de campo a partir de observações em três escolas sendo que cada uma delas se fundamenta numa das pedagogias diferenciadas apresentadas. Os resultados mostraram outras formas de organização dos espaços, formas diferenciadas de avaliação e abordagem dos conteúdos escolares, mais especificamente no âmbito do Ensino de Ciências. Por fim, o trabalho permite uma reflexão e conscientização acerca do tradicional ensino que ainda se constitui em grande maioria nas escolas.

Language: Portuguese

DOI: 10.33448/rsd-v9i8.6385

ISSN: 2525-3409

Abstract/Notes: O presente trabalho busca a identificação de táticas e estratégias empregadas no processo de implantação do método montessori-lubienska no Colégio Sion de Curitiba, entre 1956 e 1959. A construção desta narrativa historiográfica apresenta como eixo teórico articulador o historiador francês Michel de Certeau, com seus conceitos de lugar, de estratégia e de tática, a partir do entrecruzar de fontes de tipologia diversa coletadas nos arquivos do Colégio e em instâncias externas; e do diálogo com publicações acadêmicas que abordam os temas e o contexto, no âmbito nacional e paranaense. Os resultados da pesquisa evidenciam que sob atmosfera marcada no Paraná por iniciativas anteriores relacionadas ao método Montessori, a opção e as iniciativas católicas pelo método montessori-lubienska como saída para o embate entre católicos e renovadores, aliadas à formação que Soeur Maria Cristina recebera de Lubienska na França, permitiram que as irmãs de Curitiba por meio de golpes de astúcia organizassem táticas para garantir o método montessori-lubienska como estratégia a partir do Colégio Sion. [The present dissertation seeks to identify tactics and strategies used in the process of implementing the montessori-lubienska method at Colégio Sion in Curitiba, between 1956 and 1959. The construction of this historiographic narrative presents the french theoretical Michel de Certeau as an articulating theoretical axis, with its concepts of place, strategy and tactics, from the intersection of sources of different types collected in the archives of the College and in external instances; and dialogue with academic publications that address the themes and the context, at the Brasil and state of Paraná. The research results show that under an atmosphere marked in Paraná by previous initiatives related to the Montessori method, the Catholic option and initiatives by the montessori-lubienska method as a way out of the clash between Catholics and renovators, combined with the training that Soeur Maria Cristina had received from Lubienska in France, they allowed the sisters of Curitiba by means of cunning strokes to organize tactics to guarantee the montessori-lubienska method as a strategy from Colégio Sion.]

Language: Portuguese

Published: Curitiba, Brazil, 2020

Abstract/Notes: Penelitian ini bertujuan untuk mengetahui pengembangan kecerdasan fisik motorik anak usia dini menurut konsep Montessori. Latar belakang penelitian ini adalah pentingnya menegetahui pengembangan kecerdasan fisik motorik anak usia dini menurut konsep Montessori. Pengembangan fisik motorik bermanfaat untuk tumbuh kembang anak secara keseluruhan. Saat anak mampu mengkoordinasikan gerakan-gerakan otot di tubuhnya dengan optimal maka anak memiliki perkembangan kecerdasan fisik motorik yang baik. Konsep Montessori yang merupakan sebuah metode pendidikan oleh Maria Montessori. Montessori sebagai seorang ilmuwan, dokter dan juga seorang pendidik, menciptakan sebuah metode pendidikan yang memberikan kebebasan kepada anak didiknya. Penelitian ini menggunakan penelitian kepustakaan (library research). Sumber data pada penelitian kepustakaan ini terdiri dari sumber primer, sekunder dan tersier. Teknik pengumpulan data adalah dokumentasi. Teknik analisis data yang digunakan adalah teknik analisis isi (content analysis). Hasil penelitian ini menunjukkan bahwa pengembangan fisik motorik anak usia dini merupakan salah satu kecerdasan yang harus dikembangkan dalam diri anak dan konsep Montessori merupakan sebuah metode yang efektif untuk dilaksanakan. Dapat disimpulkan bahwa urgensi pengembangan kecerdasan fisik motorik anak usia dini menurut konsep Montessori merupakan hal yang penting bagi pendidikan anak usia dini. Pengembangan fisik motorik anak bermanfaat untuk tumbuh kembang anak secara keseluruhan, dengan konsep Montessori pengembangan kecerdasan Fisik Motorik anak usia dini hasilnya akan optimal sesuai dengan standar tingkat pencapaian perkembangan anak.

Language: Indonesian

Published: Pekanbaru City, Indonesia, 2022