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1033 results

Conference Paper

Exploring the Social Logic of Preschool Environments Structured with Waldorf, Montessori, and Reggio Emilia: A Semantic and Syntactic Study on Preschool Environments

Available from: ResearchGate

Space Syntax Symposium (13th, 20-24 June 2022)

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Abstract/Notes: Kindergartens are socio-spatial organizations with their social and cultural as well as their spatial structures which prepare children to be responsible members of the society. In the ear ly years of the twentieth century, the issue of how to raise new generations was one of the primary research areas of many educational scientists, especially in Europe, and therefore different progressive pedagogical methods were generated. Among these views, the Waldorf pedagogical approach developed by Rudolf Steiner, Montessori pedagogical approach developed by Maria Montessori, and Reggio Emilia pedagogical approach developed by Loris Malaguzzi became prominent. Although these three pedagogical approaches have a common view that the child should be accepted as an individual with his/her rights, each of them involved different physical environment requirements in the context of their educational philosophies. The projects obtained in an architectural design studio course constitute the focus of this paper and it aims to decipher the semantic and syntactic characteristics based on twelve student projects. The semantic dimension of the study was revealed by coding the related themes through students' project reports while the syntactic dimension of the study demonstrated the prioritized social interaction area through isovist area and variance values. Considering the semantic results, it was revealed that the students not only comprehended the spatial requirements of a specific educational pedagogy but also grasped the transformative power of the methods, in terms of physical, social, and natural characteristics. Considering the syntactic results, the fact that the mean isovist area value was higher in Reggio Emilia schools showed that the piazza dominates the physical setting. The fact that the school cluster with the highest variance value emerged in Montessori draws attention to the changeability of isovist perimeter value within the interiors to orientate the individuals to the classroom units.

Language: English

Published: Bergen, Norway: Western Norway University of Applied Sciences, 2022

Pages: 25 p.

Article

✓ Peer Reviewed

Montessori- bzw. Waldorfpädagogik? [Gemeinsames und Unterschiedliches in zwei pädagogischen Konzeptionen]

Publication: Vierteljahrsschrift für Wissenschaftliche Pädagogik, vol. 61, no. 1

Pages: 139-159

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Language: German

ISSN: 0507-7230

Book

Fejezetek az alternatív nevelés gyakorlatából Módszerek közelről a Rogers, a Waldorf, a Lauder, a Freinet, a Gyermekek Háza, a Montessori és a Burattino iskola életéből

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Language: Hungarian

Published: Budapest, Hungary: Budapesti Tanítóképző Főiskola Neveléstudományi Tanszék, 1997

Master's Thesis

Barn i behov av särskilt stöd?: en jämförande studie av det pedagogiska arbetet mellan Montessori-, Reggio Emilia-, Waldorf- och den traditionella förskolan

Available from: DiVA Portal

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Abstract/Notes: Studien syftar till att undersöka hur pedagoger i förskolor med olika pedagogiska inriktningar definierar barn i behov av särskilt stöd. Vi vill också ta reda på vilka faktorer som påverkar deras v ...

Language: Swedish

Published: Trollhättan, Sweden, 2008

Thesis

A Montessori és a Waldorf reformpedagógia alapjai és ismertségük a köztudatban Magyarországon

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Language: Hungarian

Published: Budapest, Hungary, 2009

Book

Handbook of Research on Waldorf Education

Waldorf method of education - Criticism, interpretation, etc.

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Abstract/Notes: Waldorf Education: An all-round, balanced approach to education that is equally concerned with intellectual-cognitive and artistic-creative learning. A practice- and experience-based pedagogy. Non-selective and open to all children and young people; offering a stress-free, secure learning environment across 12 grades; embedded in a community of students, teachers, and parents. An alternative education that has been successfully practiced for over a century. The first Waldorf School was founded in Stuttgart, Germany, in 1919. Today, Waldorf Education is practiced in all countries and cultures around the world: in over 1,000 schools, more than 2,000 kindergartens, and numerous centers for special needs education. This makes Waldorf Education the most prevalent alternative approach to teaching. And yet, despite the success and (now empirically validated) recognition that Waldorf schools enjoy, the theory underlying them remains controversial. Within the academic debate, Waldorf Education is seen as ideologic and unscientific. This publication sets out to bring clarity to this debate: Renowned researchers explain and discuss Waldorf Education’s foundations in relation to the current discourse on education and core disciplines such as theory of knowledge, anthropology, developmental psychology, learning theory, and the theory of professions. This scientific inquiry into Waldorf Education is breaking new ground, casting light on its fascinating humanistic ideal and holistic potential.

Language: English

Published: New York, New York: Routledge, 2023

Edition: 1st ed.

ISBN: 978-1-00-318743-1

Article

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Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia

Available from: ECRP Website

Publication: Early Childhood Research and Practice, vol. 4, no. 1

Pages: 1-14

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Abstract/Notes: Waldorf, Montessori, and Reggio Emilia are three progressive approaches to early childhood education that appear to be growing in influence in North America and to have many points in common. This article provides a brief comparative introduction and highlights several key areas of similarity and contrast. All three approaches represent an explicit idealism and turn away from war and violence toward peace and reconstruction. They are built on coherent visions of how to improve human society by helping children realize their full potential as intelligent, creative, whole persons. In each approach, children are viewed as active authors of their own development, strongly influenced by natural, dynamic, self-righting forces within themselves, opening the way toward growth and learning. Teachers depend for their work with children on carefully prepared, aesthetically pleasing environments that serve as a pedagogical tool and provide strong messages about the curriculum and about respect for children. Partnering with parents is highly valued in all three approaches, and children are evaluated by means other than traditional tests and grades. However, there are also many areas of difference, some at the level of principle and others at the level of strategy. Underlying the three approaches are variant views of the nature of young children's needs, interests, and modes of learning that lead to contrasts in the ways that teachers interact with children in the classroom, frame and structure learning experiences for children, and follow the children through observation/documentation. The article ends with discussion of the methods that researchers apply to analyze the strengths and weaknesses of each approach.

Language: English

ISSN: 1524-5039

Article

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Comparative Analysis of the Views of Montessori and Waldorf Teacher Trainers

Available from: ScienceDirect

Publication: Social Sciences & Humanities Open, vol. 9

Pages: Article 100855

Montessori method of education - Teachers, Teacher training, Teachers - Attitudes, Trainings, Waldorf method of education - Teachers

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Abstract/Notes: In our study we investigate the differences between the views of Waldorf and Montessori teacher trainers (NWaldorf = 8, NMontessori = 8) on the basis of structured interviews. The narrower, national relevance of our study is the Hungarian higher education accreditation efforts of the two school models, while the more general relevance is that we empirically test the theoretical distance between the two school concepts on a Hungarian sample. The aim of the study is therefore twofold: to identify the main theoretical differences between the two pedagogical approaches and to empirically test the presence or absence of these differences through the views of teacher trainers. Our results show that the teacher trainers of the two pedagogical approaches have partly moved away from their theoretical background and are divided on certain issues: Montessori teacher trainers are moving towards a focus on the development of large movements, while Waldorf teacher trainers are moving towards a better appreciation of science. As there is no state accreditation of Waldorf and Montessori teacher training courses in Hungary, we are also looking at the scientific attitudes of the teachers involved in teacher training.

Language: English

DOI: 10.1016/j.ssaho.2024.100855

ISSN: 2590-2911

Book

Montessori oder Waldorf?: ein Orientierungsbuch für Eltern und Pädagogen

Alternative education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Rudolf Steiner - Philosophy, Waldorf method of education - Criticism, interpretation, etc.

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Language: German

Published: München, Germany: Kösel, 1997

Edition: 2nd ed.

ISBN: 3-466-30405-9 978-3-466-30405-9

Article

Imagination or Reality: Steiner Waldorf and Montessori

Publication: Montessori International, vol. 9, no. 4

Pages: 34

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Language: English

ISSN: 1470-8647

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