Abstract/Notes: La presente investigación tiene como propósito identificar las representacionessociales hacia la violencia, de los estudiantes de la institución educativamunicipal Montessori del Municipio de Pitalito Huila. Los estudiantes, a pesarde que tienen información de los hechos violentos a partir de sus familias,reflejan representaciones sociales hacia la violencia con imágenes de muerte,asesinato, manipulación y privación, por cuanto fueron movilizados desus asentamientos originales por los grupos armados. Igualmente, se percibeninterpretaciones cognitivas de sentimientos de tristeza y miedo hacia laviolencia y deducen que la paz podría ser una opción para evitar estas situaciones.Con respecto a las relaciones sociales u opinión del entorno hacialos hechos de violencia, los entrevistados expresaron que el entorno hizocaso omiso de la situación y los medios de comunicación nunca expresaronapoyos hacia las víctimas. [The purpose of this research is to identify the social representations towardviolence, of the students of the Municipal Montessori Educational Institution of the Municipality of Pitalito, Huila. Although, the students have information on violent events from their families, they reflect social representations toward violence with images of death, murder, manipulation, anddeprivation, as they were mobilized from their original settlements by armedgroups. Similarly, cognitive interpretations of feelings of sadness and fearof violence are perceived and infer that peace could be an option to avoidthese situations. With regard to the social relationships or opinion of theenvironment toward acts of violence, the interviewees expressed that theenvironment overlooked the situation, and the media never expressed support for the victims.]

Language: Spanish

DOI: 10.21500/16578031.4394

ISSN: 2665-3354

Abstract/Notes: Schoggen's description of environmental force units (EFU), actions or constraints upon a child, was the focus of this study. Since those EFU's under investigation conflicted with the child's immediate intentions and desires, they are referred to as conflict EFU's. The study asks how specific characteristics of preschool settings affect the natural occurrence of environmental constraints and children's adaptations to them. A Montessori class, a University Nursery School and two Head Start classes comprised the observed settings. The classification scheme devised by Wolfson and Jackson was used to describe conflictual situations. Fourteen modes of adaption are discussed. Several variables were studied and the findings are extensively presented. The author concludes that despite the high occurrance of conflict EFU in the school environments studied, behavioral changes are effected gradually and temperately, which is in agreement with previous studies done by Fawls (1963) and Schoggen (1963). [Paper presented at the American Educational Research Association Convention, Minneapolis, Minnesota, March 2-6, 1970]

Language: English

Published: Washington, D.C., Mar 1970

Abstract/Notes: This study asked how specific characteristics of preschool settings affect the naturalistic occurrence of environmental constraints and children's adaptations to them. A taxonomy of 7 varieties of constraints invented by Jackson and Wolfson (1968) and a taxonomy of 14 adaptations were used. The constraints conformed to Schoggen's (1963) definition of conflict environmental force units (conflict EFU). 2 middle-class nursery schools and 2 Head Start programs were studied. These environments enabled the effects of several ecological variables- structure of the daily program, spaciousness of the schoolroom, and teacher-children ratio-and several personal variables-age, sex, and social class -on the incidence of conflict EFU and adaptations to be determined. Differential linkages of the adaptations with varieties of conflict EFU were also examined. The environmental variable which differentiated preschool settings was the program structure, and significant effects for age, sex, and social class were also found.

Language: English

DOI: 10.2307/1127453

ISSN: 0009-3920

Language: German

ISSN: 0949-2682

Abstract/Notes: This paper aims to inquire about the pedagogy of María Montessori in Argentina from the point of view of the history of education. In order to achieve this goal, the historical sources analyzed were two of the most critical journals in the first half of the 20th century: El Monitor de la Educación Común and La Obra. The first was the official review of the National Education Council, which oversaw Argentinian primary education as a government organ. The second was driven by a group of teachers and was formerly known as the official representation of the New School in Argentina. This investigation looks for marks and hints on the reception among Argentinean teachers of this pedagogy, internationalized since the second decade of the 20th century, over these two journals. As the main contribution, we learn about different ways of appropriation of Montessori’s pedagogy as well as the critics of her proposal and its usage to discuss positions of power in the local pedagogy field.

Language: Spanish

DOI: 10.17227/pys.num58-17331

ISSN: 2500-6436, 0121-2494

Language: Hungarian

Published: Budapest, Hungary, 2003

Abstract/Notes: The long history of Montessori education in India dates to 1915, and it was expanded through Maria and Mario Montessori's work in India between 1939 to 1946 and 1947 to 1949. The article characterizes a century of Montessori education in India as a series of adapted, competing, and contested framings with key disputes over Montessori education's intended purpose, audience, and how much it could be adapted. First, from 1915 to 1939, Montessori education was connected to the Indian independence movement as nation-building education, but it was eclipsed by a parallel rise of elite, private Montessori schools, a framing reinforced by Maria Montessori's insistence on fidelity to her method. Starting in the 1950s, other Indian educators adapted Montessori for poor children, an emphasis that continues today with government and foundation-funded schools. Finally, in the last thirty years, India's new middle class has driven demand for early childhood education, leading to branded Montessori franchises, some bearing little resemblance to Montessori's original pedagogy.

Language: English

DOI: 10.1017/heq.2022.25

ISSN: 0018-2680, 1748-5959

Language: English

ISSN: 0889-5643

Abstract/Notes: In English and Spanish.

Language: English, Spanish

Language: English

ISSN: 0889-5643