Language: Spanish

ISSN: 0797-9843

Language: Italian

ISSN: 0042-7241

Abstract/Notes: This is a dissertation by Angelika Hanisch (University of Beyrouth, Germany, 2012) in which she translates Montessori's 'Antropologia Pedagogica' from Italian to German and provides commentary on the text.

Language: German

Published: Bayreuth, Germany, 2012

Abstract/Notes: In the 19th century the references concerning the education in the early years of infants took 2 different orientations. One uses an “educational mother” as the model. Between the love and limits that she offers her child, she brings a moral education. In the other reference, the educator, very respectful to the dynamic of the child, intervenes as little as possible. The objective is that he conquers autonomy and learns a sense of responsibilities. Two educated women are representative of these 2 tendencies: On one hand Pauline Kergomard (preschool inspector 1838–1925), author of “the motherly education at school”, in her teaching to school principals, presents as a reference the “comprehensive and devoted mother” taking care of the physical intellectual and moral development of children. In this case she represents more the dimension of “care”. On the other hand, Maria Montessori, (Italian pedagogue, 1870-1952) author of "scientific education”, is going to impute little by little her ideas based on the fact that the child has the necessary qualities to grow on his/her own. So according to the educator with just creating a high-quality environment in order to enable the child to find the extract to grow up and be the autor of their own evolution. We consider her to represent the concept of education, resulting from a method. We have presented the essence of both authors convictions. Alter restoring them in their context, we will confront them to see in what degree these methods are opposed or not, in the sense of seeing how they complete and intervene with each other. Our idea is to make use of the analysis of both orientations and develop to what point care is indispensable to the quality and the education of child and more over at the present time. Au XIXe siècle les références concernant l’éducation de la petite enfance ont pris deux orientations différentes. L’une donne comme modèle la mère éducatrice. Dans l’autre référence, l’éducatrice très respectueuse de la dynamique de l’enfant, intervient le moins possible. Deux femmes pédagogues sont représentatives de ces courants : D’une part, Pauline Kergomard (inspectrice des écoles maternelles, 1838-1925) auteur de « L’éducation maternelle à l’école » présente comme référence « la mère intelligente et dévouée » ; elle représente plutôt la dimension « soin ». D’autre part, Maria Montessori (pédagogue italienne,1870-1952) auteur de « La pédagogie scientifique » va peu à peu imposer ses idées basées sur le fait que l’enfant possède les qualités nécessaires pour grandir par lui-même. Nous la considérons comme représentant le concept d’éducation fruit d’une méthode. Notre propos est de nous servir de l’analyse de ces deux orientations pour dévoiler combien les soins sont indispensables à la qualité de l’éducation même.

Language: French

ISSN: 1283-8594

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Abstract/Notes: Artikel ini mengkaji tentang pendidikan anak usia dini berdasarkan pemikiran Montessori. Biografi, kurikulum, metode, lingkungan kelas Montessori menjadi pembahasan dalam artikel ini. Hasil penelitian studi literatur menunjukkan bahwa Montessori merupakan seorang wanita pertama Italia lulusan kedokteran. Montessori tertarik pada studi tentang penyakit mental dan gangguan psikologis terhadap anak. Ia membuka sebuah sekolah dengan murid-muridnya yang cacat mental, hingga ia meneliti bagaimana metode pendidikan untuk anak cacat mental. Montessori berkeyakinan bahwa metode yang telah dilakukannya pada anak cacat mental bisa dilakukan juga pada anak-anak normal. Menurut Montessori rentang usia anak 0 sampai 3 tahun merupakan usia dibawah sadar, dan rentang usia 4 sampai 6 tahun mengalami peningkatan ke usia sadar. Kurikulum Montessori terdiri dari tiga bagian yaitu lingkungan praktis, latihan sensorik motorik, dan perkembangan bahasa. Kebebasan, lingkungan yang terstruktur dan teratur merupakan elemen penting dalam metode Montessori. Dan lingkungan kelas Montessori yang terdiri dari prinsip kebebasan, ketertiban, kenyataan dan alam, suasana dan keindahan, bahan-bahan Montessori dan pengembangan kehidupan masyarakat. [This article examines early childhood education based on Montessori thinking. Biography, curriculum, methods, and the Montessori classroom environment are discussed in this article. The results of the literature study showed that Montessori was the first Italian woman to graduate from medicine. Montessori was interested in the study of mental illness and psychological disorders in children. He opened a school with mentally disabled students, so he researched educational methods for mentally disabled children. Montessori believes that the method he has done on mentally disabled children can also be applied to normal children. According to Montessori, the age range of children 0 to 3 years is a subconscious age, and the age range of 4 to 6 years has increased to the conscious age. The Montessori curriculum consists of three parts, namely the practical environment, motor sensory training, and language development. A free, structured and orderly environment is an essential element of the Montessori method. And the Montessori classroom environment which consists of the principles of freedom, order, reality and nature, atmosphere and beauty, Montessori materials and the development of people's lives.]

Language: Indonesian

ISSN: 2599-042X, 2599-0438

Language: Italian

Language: Italian

Abstract/Notes: U zadnjim desetljećima sve veći broj znanstvenika i pedagoga praktičara pokazuje interes za Montessori pedagogiju, provjerava je u praksi i potvrđuje da je riječ o modernoj, vremenu primjerenoj pedagogiji koja odgovara na razvojne potrebe suvremene djece i mladih. Brojna istraživanja pokazuju kako djeca iz Montessori škola, u usporedbi s djecom iz standardnih škola, pokazuju bolju motivaciju za učenje, višestruke interese, samostalnost i pozitivan odnos prema učenju te veću odgovornost prema zajednici. Istraživanja euroznanosti i razvojne psihologije potvrđuju postavke Montessori pedagogije o individualnom planu razvoja, koji prolazi određene stupnjeve (senzibilna razdoblja, prozori učenja) te o potrebi didaktički obliko vanog okruženja kao pomoći u individualnom razvoju. Zahtjev za slobodom, samostalnosti i samoaktivnosti Montessori je, za razliku od emancipatorske pedagogije i sociokonstruktivizma, postavila u okvire razvojne i moralne slobode i jasno defi nirala uvjete slobode i pretpostavke samostalnosti djeteta. Sloboda shvaćena kao izgradnja kompetencija za djelovanje – cilj je, ali i put, koji dijete prolazi u svome razvoju i na kojemu treba sigurnost, zaštićenost, praćenje i pomoć odraslih. Modernost Montessori pedagogije treba tražiti u znanstveno utemeljenoj psihologiji razvoja, u pedagoški oblikovanoj ponudi učenja i u pedagoškom etosu odgajatelja. [In recent decades an increasing number of scholars and pedagogues have been showing interest in the educational approach developed by Maria Montessori, applying it in practice and arguing that it is a modern and timely pedagogy that responds to the developmental needs of contemporary children and youth. Numerous surveys show that children educated in Montessori schools, in comparison to children educated in standard schools, demonstrate a greater motivation to learn, have a multiplicity of interests, display independence and a positive stance towards learning, as well as an increased sense of responsibility towards the community. Research in neuroscience and developmental psychology confi rms the hypotheses laid down by Montessori pedagogy about the individual development plan as evolving through certain stages (sensitive periods, learning windows) and about the need to have a didactically formulated environment that will support individual development. Unlike the emancipatory pedagogy and socio-constructivism, Montessori has placed the requirement for freedom, autonomy and self-activity within the bounds of a developmental and moral freedom and clearly defi ned the conditions of the freedom and the assumptions of the child’s autonomy. Freedom interpreted as a development of competencies for action represents the aim, but also the journey a child goes through during the development period when it needs safety, protection, attention and support from the adults. The contemporariness of Montessori pedagogy is to be found in scientifically-based developmental psychology, in pedagogically formulated teaching and in the pedagogical ethos of the teacher. / In den letzten Jahrzehnten wächst die Zahl von Wissenschaft lern und pädagogischen Praktikern, die sich mit der Montessori-Pädagogik beschäft igen, ihre Th esen in der Praxis überprüfen und die Meinung vertreten, dass es um eine moderne, zeitgemäße Pädagogik handelt, die auf Entwicklungsbedürfnisse der heutigen Kinder und Jugendlichen antwortet. Zahlreiche Untersuchungen bestätigen, dass die Kinder aus den Montessori-Schulen im Vergleich mit den Kindern aus den Standardschulen eine höhere Lernmotivation, vielfältigere Interessen, Selbständigkeit und positives Verhältnis zum Lernen sowie eine größere Verantwortung gegenüber der Gemeinschaft besitzen. Die im Rahmen von Neurowissenschaft en und Entwicklungspsychologie unternommenen Untersuchungen bestätigen die Hypothesen der Montessori-Pädagogik über den individuellen Entwicklungsplan, der bestimmte Stufen durchläuft (sensible Etappen, Lernfenster) sowie die Notwendigkeit einer didaktisch gestalteten Umwelt als individueller Entwicklungshilfe. Die Forderung nach der Freiheit, Selbständigkeit und Selbstaktivität stellte Montessori, im Unterschied zu emanzipatorischer Pädagogik und sozialem Konstruktivismus in den Rahmen der moralischen und Entwicklungsfreiheit und defi nierte klar die Voraussetzungen für die Freiheit und Selbständigkeit des Kindes. Die Freiheit, begriff en als Aufb au von Handlungskompetenzen, stellt das Ziel, aber auch den Weg dar, den das Kind in seiner Entwicklung zurücklegt und auf dem es Sicherheit, Geborgenheit, Hilfe und Aufsicht durch Erwachsene benötigt. Die Modernität der Montessori-Pädagogik ist in der wissenschaft lich begründeten Entwicklungspsychologie, in den pädagogisch aufb ereiteten Lernangeboten und dem pädagogischen Ethos der Erzieher zu suchen.]

Language: Croatian

ISSN: 1334-7888

Language: German

ISSN: 0343-4605