Abstract/Notes: El presente Trabajo de Finde Grado es un proyecto de revisión teórica, que pretende comparar las pedagogías alternativas de Montessori y Waldorf, las cuales conviven con la pedagogía tradicional que se desarrolla en nuestro país. En un primer momento, se definirá lo que es la pedagogía tradicional y la alternativa. Luego, tras una breve introducción en cada apartado sobre los fundadores de cada metodología, se analizará una serie de factores comunes, tales como en qué consiste su enseñanza; el rol que desempeñan el profesorado, el alumnado y las familias; el entorno; los recursos y actividades que usan cada una de ellas y su método de evaluación. [The present Bachelor’s degree final Project is a theoretical review, which aims to compare the alternative pedagogies of Montessori and Waldorf, which coexist with the traditional pedagogy developed in our country. At first, we will define what traditional and alternative pedagogy is. Then, after a brief introduction in each section about the founders of each methodology, a series of common factors will be analyzed, such as what their teaching consist of; the role played by teachers, students and families; the environment; the resources and activities used by each one of them and their evaluation method.]

Language: Spanish

Published: San Cristóbal de La Laguna, Spain, 2020

Language: German

Published: Weinheim, Germany: Beltz, 1992

ISBN: 3-407-25140-8 978-3-407-25140-4

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

Language: German

Published: Weinheim, Germany: Beltz, 1995

Edition: 3rd ed.

ISBN: 3-407-25140-8 978-3-407-25140-4

Language: German

Published: Weinheim, Germany: Beltz, 1999

Edition: 4th ed.

ISBN: 3-407-25218-8 978-3-407-25218-0

Abstract/Notes: Bu çalışmanın amacı alternatif okul olarak nitelendirilen düşünsel yapının Türkiye’deki uygulamalarını incelemektir. Alternatif eğitim, çocuğun mutluluğunu temel prensip olarak görme ve tüm sayıtlılarını bu prensip üzerine kurma gibi iddialarla karşımıza çıkmaktadır. Bu çalışmada alternatif okulları cazip kılan nedenler ve Türkiye’deki alternatif eğitim uygulamalarının aslına benzerlik ve farklılıkları incelmiştir. Araştırma nitel bir araştırmadır. Araştırma, İstanbul ilindeki Montessori, Reggio Emilia ve Waldorf yaklaşımını uygulayan eğitim kurumlarında görev yapan öğretmen ve idareciler ile yapılan görüşmeler şeklinde yapılmıştır. Bu amaca en uygun, yarı- yapılandırılmış görüşme formu hazırlanmıştır. Araştırmacının yaptığı gözlemlerde veri olarak kullanılmıştır. Araştırmada alternatif okullarda; okulun genel bilgilerine, öğretmenin görevlerine, sınıf yönetimine, uygulanan eğitim programına, çocuk gelişimine, veli-okul ilişkisine, okul yönetimine ve eğitim modeline ilişkin bulgulardan faydalanılmıştır. Yapılan çalışma sonucunda alternatif okulda okuyan çocukların iletişim becerilerinin yüksek olduğu ortaya çıkmıştır. / The aim of this study is to examine the practices of the intellectual structure, which is described as an alternative school, in Turkey. Alternative education comes up with claims such as seeing the happiness of the child as the basic principle and establishing all its assumptions on this principle. In this study, the reasons that make alternative schools attractive and the similarities and differences of alternative education practices in Turkey are examined. The research is a qualitative research. The research was conducted in the form of interviews with teachers and administrators working in educational institutions that apply Montessori, Reggio Emilia and Waldorf approaches in Istanbul. The most suitable semi-structured interview form was prepared for this purpose. It was used as data in the observations made by the researcher. In the research, alternative schools; The findings related to the general information of the school, the duties of the teacher, classroom management, the applied education program, child development, parent-school relationship, school management and education model were used. As a result of the study, it was revealed that the communication skills of the children studying in the alternative school were high.

Language: Turkish

ISSN: 2667-8144

Abstract/Notes: Translation of: "Montessori oder Waldorf?"

Language: Croatian

Published: Zagreb, Croatia: Educa, 1997

ISBN: 953-6101-22-X 978-953-6101-22-1

Series: Educa , 29

Language: German

Published: Weinheim, Germany: Beltz, 2007

Edition: 5th ed.

ISBN: 978-3-407-25444-3 3-407-25444-X

Abstract/Notes: Undersökningen fokuserar på musikundervisning inom Montessori- och Waldorf pedagogiska ramar. Undersökningen syftar till att skapa förståelse för hur musikens roll i utbildning uppfattas inom dessa ramar och hur dessa uppfattningar förverkligas i musikundervisningen ur ett hermeneutiskt perspektiv grundat i Gadamer, Heidegger och Gallagher. För att nå kunskap har det genomförts två kvalitativa intervjuer; en med en specialist i Montessoripedagogik och en med en specialist i Waldorfpedagogik. Båda intervjupersonerna, Signert (Montessori) och Seiger (Waldorf), har arbetat länge inom olika kontexter och roller som exempelvis lärare, lärarutbildare och föreläsare. Undersökningsresultatet visar att musiken förstås som ett viktigt ämne som borde värderas lika högt som andra inom utbildning. Den hermeneutiska analysen av intervjuerna belyser hur särskilda pedagogiska tankar förverkligas i undervisning genom exempelvis val av innehåll, användning av utrustning som till exempel musikinstrument och skapande av relationer. Denna kunskap om delar och särskilda aspekter av dessa pedagogiska inriktningar, som exempelvis de verktyg som används eller specifika arbetssätt, kan bidra till bättre förståelse för musikens roll inom pedagogikens helhet.

Language: Swedish

Published: Växjö, Sweden, 2022

Abstract/Notes: Montessori, Waldorf, and Reggio Emilia education remain three of the most popular models for alternative early childhood education. Each of these approaches has developed globally, with a rich history of supporting children’s educational freedom. This narrative analysis provides a means for early childhood educators and scholars to understand the aims, philosophical and theoretical frameworks, historical development, benefits, and challenges in these models and their methods of practice. As early childhood education evolves with technology and as re-conceptualizations about early education occur, an understanding of these alternatives to traditional education models is important. While adaptive options of these models may emerge in education systems across national contexts, this review allows educators to consider their applications and cultural appropriateness in specific local and community contexts.

Language: English

DOI: 10.1007/s13158-020-00277-1

ISSN: 0020-7187, 1878-4658